High School Handbook
Madera South High School
705 W. Pecan Avenue
Madera, CA 93637
(559) 675-4450
Madera High School
200 S. L Street
Madera, CA 93637
(559) 675-4444
Matilda Torres High School
16645 Road 26
Madera, CA 93638
(559) 416-5909
2022-2023
MADERA UNIFIED
SCHOOL DISTRICT
TABLE OF CONTENTS
TABLE OF CONTENTS ........................................................... 2
2021-2022 CALENDAR ........................................................... 4
District Governance Board..................................................... 5
District Administration .......................................................... 5
MADERA UNIFIED SCHOOL DISTRICT ............................. 5
SUPERINTENDENT’S MESSAGE ......................................... 6
MUSD GOVERNING BOARD OF TRUSTEES’ GOALS ...... 7
STUDENT BILL OF RIGHTS .................................................. 8
STUDENT BELIEVER ............................................................. 9
IMPORTANT PHONE NUMBERS .........................................10
MESSAGE FROM THE PRINCIPALS ...................................11
VISION FOR LEARNING .......................................................12
ACADEMICS ...........................................................................13
Academic Integrity................................................................13
Grades and Course Credits ....................................................13
Pass/Fail Grade (General grading procedures under AR
5121) .................................................................................13
Pass/No Pass Grade (Emergency measures to address
COVID-19 school disruptions) .........................................13
Incompletes .......................................................................14
Repeating a Course ...........................................................14
Awarding Credits/Partial Credits ......................................14
Grade Reporting ....................................................................14
Academic Recognition Awards ............................................14
Homework Policy .................................................................14
Physical Education ................................................................15
Medical Excuse .................................................................15
P.E. Lockers and General Use Lockers .............................15
Graduation Requirements .....................................................16
Exemption to Local Graduation Requirement ..................16
Graduation Requirement for Occupational Education (OE-
II) ......................................................................................17
Course Scheduling ................................................................17
Schedule Change Policy ...................................................17
Credit Recovery ................................................................17
Supplemental Academic Programs .......................................17
Career Technical Education (CTE) ...................................17
Intra-Curricular Clubs .......................................................17
Co-Curricular Activities ....................................................17
Advanced Placement (AP)/Honors Courses .....................17
Madera Center College Advantage Program (MCCAP) ...18
Dual Enrollment ................................................................18
Financial Aid/Cal Grant ........................................................18
College Entrance Requirements ............................................18
INSTRUCTIONAL SUPPORTS ..............................................19
Title I ....................................................................................19
Library ..................................................................................20
Textbooks and Other School/District Property .....................20
Internet Use ...........................................................................20
Field Trips ............................................................................ 20
Participation Guidelines ................................................... 21
Chaperones ....................................................................... 21
Short-term Independent Study .............................................. 21
Work Experience/Work Permits ........................................... 21
After School Program ........................................................... 21
EXTRACURRICULAR ACTIVITIES .................................... 21
Associated Student Body ...................................................... 21
Dances .................................................................................. 22
Extracurricular Activities ..................................................... 22
Sports/Athletics .................................................................... 22
NCAA Eligibility Standards ............................................. 22
Athletic Insurance ................................................................. 22
Yearbook .............................................................................. 22
Graduation Ceremony .......................................................... 22
Prohibited Items................................................................ 23
Disciplinary Considerations ............................................. 23
Graduation Tickets ........................................................... 23
ATTENDANCE ....................................................................... 23
Attendance Policy ................................................................. 23
Tardy Policy ......................................................................... 24
Restroom Use ....................................................................... 24
Early Checkout ..................................................................... 24
Excused Absences ................................................................ 24
Absence Verification ............................................................ 25
Truancy & Attendance Accountability ................................. 25
Excessive Absences and Chronic Absenteeism .................... 25
Make Up Work ..................................................................... 26
HEALTH & WELLNESS ........................................................ 26
Counseling Services ............................................................. 26
Migrant Counseling .......................................................... 26
Health Services ..................................................................... 27
Illness ................................................................................... 27
Head Lice Information ......................................................... 28
Food Allergies/Special Dietary Needs .................................. 28
Medication ............................................................................ 28
Assistance with Administration of Medication ................ 28
Self-Carry and Self-Administration of Medication .......... 28
Delivery, Storage, and Disposal of Medication ................ 29
Student Accident Insurance .................................................. 29
SAFETY ................................................................................... 29
Use of School Phones ........................................................... 29
Visitation Policy ................................................................... 29
Emergency Contacts ............................................................. 29
Student Identification Cards ................................................. 29
Dress Code ........................................................................... 30
Gang-related Apparel or Paraphernalia ............................ 30
Accountability for Dress Code Violations ........................ 31
Smartphones & Electronic Signaling Devices ...................... 31
3
Electronic Listening or Recording Device ............................32
Bicycles, Scooters & Skateboard ..........................................32
Animals/Pets .........................................................................32
Food & Beverage ..................................................................32
Outside Deliveries .................................................................32
Fundraisers/Non-Authorized Sales .......................................32
Emergency Procedures ..........................................................32
CONDUCT ...............................................................................33
Behavior Expectations ..........................................................33
Prevention & Intervention Strategies ....................................33
Grounds for Suspension and Expulsion ................................33
Discrimination, Harassment, Intimidation, and Bullying ......35
Sexual Harassment ................................................................35
Instructional Program ........................................................35
Defining Sexual Harassment .............................................36
Reporting and Investigating Allegations of Sexual
Harassment ........................................................................37
Public Display of Affection ..................................................37
Dangerous Objects ................................................................37
Property Damage ..................................................................37
Disrespectful, Unacceptable Language .................................38
Student Conflicts ...................................................................38
Loss of Privileges ..................................................................38
Placement on the LOP List ............................................... 39
Privileged Activities ......................................................... 39
Co-curricular Appeals Board ............................................ 39
PARENT INVOLVEMENT..................................................... 39
Home-School Communication ............................................. 39
Classroom Observations and Parent-Teacher Conferences .. 40
Classroom Observations ................................................... 40
Parent-Teacher Conferences ............................................. 40
Volunteers ............................................................................ 40
Parent Committees................................................................ 41
Parent Teacher Association (PTA) ................................... 41
School Site Council .......................................................... 41
English Language Advisory Committee ........................... 41
Parent Workshops ................................................................. 41
Title I Parent Involvement Policy ......................................... 41
Involvement of Parents in the Title I Program ................. 42
School-Parent Compact .................................................... 42
Building Capacity for Involvement .................................. 42
Accessibility ..................................................................... 43
School-Parent Compact ........................................................ 43
MADERA HIGH SCHOOL MAP ........................................... 45
MADERA SOUTH HIGH SCHOOL MAP ............................. 46
MATILDA TORRES HIGH SCHOOL MAP .......................... 47
The term “parent”, as used in the following notifications, means the natural or adoptive parent, legal guardian, the
person having legal custody, or other education rights holder; the term also includes a student 18 years of age or
older. Additionally, the pronouns used in the notifications are meant to be gender-free.
4
2022-2023 CALENDAR
JULY 2022
3
10
17
24
31
AUGUST 2022
7
14
21
28
SEPTEMBER 2022
4
11
18
25
OCTOBER 2022
2
9
16 17 18 19 20 21 22
23
30
DECEMBER 2022
NOVEMBER 2022
3
6
7
10
13
14
17
20
21
H
27
28
JANUARY 2023
1
8
15
22
29 30 31
FEBRUARY 2023
MARCH 2023
5
12
19
26 27 28 29 30 31
APRIL 2023
2
9
16
23
31
MAY 2023
7
14
21
28
JUNE 2023
4
11
18
25
HOLIDAYS
Jul
4
Independence Day (Observed)
Sep
5
Labor Day
Nov
11
Veterans’ Day
Nov
24
Thanksgiving Day
Nov
25
Board-Declared Holiday
Dec
22
Board-Declared Holiday
Dec
23
Board-Declared Holiday
Dec
29
Board-Declared Holiday
Dec
30
Board-Declared Holiday
Jan
16
Martin Luther King Jr. Day
Feb
13
Lincoln’s Day (Observed)
Feb
20
President’s Day (Observed)
Apr
7
Board-Declared Holiday
May
29
Memorial Day
Jun
19
Juneteenth
ATTENDANCE PERIODS
Period
# Days
1
08/08/22 – 09/02/22
20
2
09/05/22 – 09/30/22
19
3
10/03/22 – 10/28/22
18
4
10/31/22 – 12/02/22
19
5
12/05/22 – 01/20/23
17
6
01/23/23 – 02/17/23
18
7
02/20/23 – 03/17/23
17
8
03/20/23 – 04/14/23
15
9
04/17/23 – 05/12/23
20
10
05/15/23 – 06/08/23
17
Annual Total
180
FIRST SEMESTER
1st Qtr.
08/08/22 – 10/07/22
43 days
2nd Qtr.
10/10/22 – 12/16/22
42 days
SECOND SEMESTER
3rd Qtr.
01/11/23 – 03/24/22
48 days
4th Qtr.
03/27/23 – 06/08/23
47 days
THANKSGIVING BREAK
November 21–25, 2022
WINTER BREAK
December 19, 2022 – January 6, 2023
SPRING BREAK
April 3–10, 2023
NON-SCHOOL DAYS
July 1 – August 4, 2022
FIRST DAY OF SCHOOL
August 8, 2022
LAST DAY OF SCHOOL
June 8, 2023
INSTITUTE DAYS (no students)
August 2–3, 2022
January 9–10, 2023
COLLABORATION TEAM DATES (no students)
August 4, 2022
October 10, 2022
December 12, 2022
March 13, 2023
SAP DAYS (no students)
August 1, 2022
October 3, 2022
February 27, 2023
May 26, 2023
TEACHER DAY (no students)
August 5, 2022
3/31/2022 lo/mj
5
District Governance Board
Ed McIntyre, President
Lucy Salazar, Clerk
Nadeem Ahmad, Trustee
Israel Cortes, Trustee
Joetta Fleak, Trustee
Ruben Mendoza, Trustee
Ray G. Seibert, Trustee
District Administration
Todd Lile, Superintendent
Sandon Schwartz, Deputy Superintendent
Sheryl Sisil, Assistant Superintendent of Educational Services
Joseph Aiello, Assistant Superintendent Human Resources
Arelis Garcia, Chief Financial Officer
Jesse Carrasco, Area Assistant Superintendent
Lalo Lopez, Area Assistant Superintendent
Oracio Rodriguez, Area Assistant Superintendent
Babatunde Ilori, Executive Director of Accountability and Communication
Prince Marshall, Executive Director of Student and Family Support Services
MADERA UNIFIED SCHOOL DISTRICT
1902 Howard Road Madera, California
(559) 675-4500
The Madera Unified School District prohibits discrimination, intimidation, harassment (including sexual harassment) and bullying
based on actual or perceived age, ancestry, ethnicity, parental status, pregnancy status, color, mental or physical disability, gender,
gender identity, gender expression, genetic information, immigration status, marital status, medical condition, nationality, national
origin, race, religion, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived
characteristics.
For any questions, concerns, or to file a complaint regarding discrimination, intimidation, harassment (including sexual harassment),
bullying, or Title IX, contact the school site principal and/or the following compliance officers: Equity Compliance Officers – Area
Assistant Superintendents Jesse Carrasco at jessecarrasco@maderausd.org, Lalo Lopez at ladislaolopez@maderausd.org
at Oracio
Rodriguez at oraciorodriguez@maderausd.org or at (559) 675-4500; Title IX Coordinator – Prince Marshall, Executive Director of
Student and Family Support Services, PrinceMarshall@maderausd.org, (559) 416-5826; Section 504 Coordinator – Rebecca McHaney,
Director of Special Services at (559) 416-5845.
6
Madera Unified School District
1902 Howard Road, Madera, CA 93637
(559) 675-4500
Fax (559) 675-1186
www.madera.k12.ca.us
Board of Trustees
Ed McIntyre, President
Lucy Salazar, Clerk
Hadeem Ahmad, Israel Cortes
Joetta Fleak, Ruben Mendoza, Ray G. Seibert
SUPERINTENDENT’S MESSAGE
August 8, 2022
Dear Parent(s) or Guardian(s),
This new school year represents an opportunity to reignite an unparalleled educational journey that is intellectually, socially, and personally
transformative! Despite the lingering challenges of COVID-19, the coming year will likely bring fewer disruptions. We are ready and will
maintain the safety standards and practices that sustain our community. We will also intentionally develop conditions for a more joyful learning
experience. Our elementary schools will continue to have art, music, STEM, physical education, and library time each week. In middle school,
we are thankful our students will have a seventh period but our teachers will only instruct five classes. There will be extra collaborative planning
time in both elementary and middle school to continuously improve our students’ outcomes. Our eighth graders will continue to be inspired at
MTEC to higher skill levels, and our high school students will continue to compete at the regional, state, national, and world levels in activities,
arts, athletics, and career technical education. These new possibilities leave us optimistic after so many lessons in managing illness and anxiety.
The pandemic has taught us that we really do need each other. More than ever, we know our success depends on others and really has never
been ours alone. Maderans need each other and Madera’s students need all of us. We will forever be proud of all we did to help our students,
staff, families, and community. Our colleagues, regardless of role, proved we can each be a Student Champion. We have seen the need to reset
our entire organizational culture to develop new behaviors to meet our students’ needs. An entire course has been developed to define our
expectations that all educational employees can be Student Champions and uplift the lives of students and families.
A brilliant education researcher named Pedro Noguera told us, “Teachers’ skills must match student needs.” That sounds simple but often it is
the students who change to match the teacher. That is not practical today. Students’ needs are more extensive than ever before, and as an
organization, we must meet the moment. MUSD has worked tirelessly to provide greater support for the social, emotional and academic needs
of our students. With that in place, we also believed our students’ experiences in school needed to be richer in terms of creativity and inspiration.
Across all levels, a vast effort is being made to bring joy back into teaching and learning so everyone’s experiences are more uplifting and
healing than ever before!
To understand how this plays out for your student, please use this handbook as a guide. The MUSD Student Bill of Rights and Student Believer
document help make crystal clear our belief in treating students with kindness, fairness, dignity, and respect. Education in the 21st century
seeks to prepare students for occupations and technologies that have not yet been conceived. The MUSD Graduate Profile seeks to guarantee
our students know how to learn on their own after graduation. Students who are confident in their ability to THINK, ADAPT, COLLABORATE,
COMMUNICATE, PRODUCE, and CONTRIBUTE will find the flexibility to respond to an ever-changing future. The Class of 2025 will
conduct an oral defense of their learning as a requirement their senior year.
We know we really need each other as partners and extensions of collective values. Your expectations at home and ours at school can be
aligned. When we work together on positive skills, attitudes, behaviors, and outcomes, students feel supported. Our choice to work together
will truly define the success of our students.
You will find the most updated information on our website at https://www.madera.k12.ca.us/ and we ask you to carefully consider all the
district communications we send out. The Student and Parent Rights and Responsibilities Handbook is accessible year-round under the
Students/Parents section, or by requesting a copy from your school site or from the office of Student Services at Price’s Plaza, 1820 Howard
Road, (559) 416-5858.
In the following pages, you will find key policies and laws that affect your child’s education; processes for accessing services; and procedures
for finding answers to questions or voicing concerns. Please consult the District’s website (www.madera.k12.ca.us) or your local school
webpage for more detailed information, which is updated throughout the year.
Within the handbook you will find these important topics:
❏ Governing Board Policies (BP) and Administrative Regulations (AR)
❏ California Education Codes (EC)
❏ Special Education, Categorical Funding and Child Development
❏ Dress Code
❏ Student Discipline
The MUSD Community Compact states our vision this way: Madera Unified will set the standard for hard work, creativity and resiliency
with a fearless drive to continuously improve. This challenging vision requires us to work together as partners. Thank you for being part of
our team and our mission to provide the opportunity for all students to reach their potential. We’re proud to serve you and value your
collaboration and communication to help us all improve!
Sincerely,
Todd Lile
Superintendent
7
MADERA UNIFIED COMMUNITY COMPACT
This Madera Unified Community Compact acknowledges our guarantee to all stakeholders – trustees, taxpayers,
community partners, students, parents, staff, and leadership – that our identity and philosophy are built upon our best
traditions and aligns modern student needs with the highest-level research and professional learning. The MUSD
Governing Board believes in fair and equitable opportunities to empower students to learn deeply and live long
healthy lives with the widest array of career opportunities. In ever-changing times, the MUSD Governing Board
believes in ongoing collaboration with stakeholders to continuously improve student outcomes and college and career
readiness.
MUSD GOVERNING BOARD OF TRUSTEES’ GOALS
OUR CORE VALUES
These questions frame our decisions when considering expenditures and initiatives. During our Executive Cabinet
meetings, we ask ourselves each question aloud and invite debate. We want our budget, programs, and priorities to be
aligned to our vision, mission, goals, beliefs, and values to ensure we’re moving the district in a positive direction our
community and trustees believe in and support.
Equity Before Equality
Will this prioritize equity before
equality?
Student Centered
Decision Making
Is this focused on students’ needs?
Collaborative Culture
Will this facilitate a collaborative
culture in our district?
Excellence for All
Will this promote excellence for all?
Learning Organization
Will this further the development of
our learning organization?
Community Relationships
Will this foster and deepen relationships
with our community partners?
Results Oriented
Will this be measured effectively and
be results oriented?
HONESTY + COMPETENCY = TRUST
Clarity & Consistency
at All Levels
Excellence
In All Things
Changing Perceptions & Mindsets
of Staff & Community
OUR VISION
Madera Unified will set the standard for hard work,
creativity, and resiliency with a fearless drive to
continuously improve.
OUR MISSION
We are committed to creating and sustaining a culture
enabling Madera Unified students to experience an
unparalleled educational journey that is intellectually,
socially, and personally transformative.
OUR BELIEF STATEMENT
Madera Unified is where students are challenged to
broaden their vision, inspired by meaningful
opportunities, and strive for authentic achievements.
OUR CREED
WE BELIEVE in…
Strong relationships between students, staff, parents,
and our community
Rigorous expectations for ALL students with proper
supports and opportunities to achieve mastery
Collaboratively planned relevant, challenging, and
creative lessons
Intrinsic motivation through curiosity, creativity, and
choice
Intentionally engaging classrooms and active learning
Strong civic engagement through service learning
The highest student achievement in all areas
An orderly learning environment with dynamic school
cultures
A financially sound & effective organization
8
Madera Unified School District
Student Bill of Rights
Resolution No. 32-2020/21
Students have the right to have a socially, emotionally, and
physically safe positive school environment; defined as
a freedom to experience a “safe and inclusive campus; with
adults who are committed to protecting and serving all
students”; and
a positive learning environment that is welcoming; and
empowers students to have confidence in their identities;
and
shows compassion in making mistakes free from ridicule;
and
have administrators who are consistent and approachable;
and
Students have the right to be treated with respect and valued
by the school community; defined as
being treated fairly regardless of religion, race, national
origin, or disability, sex (including pregnancy, gender
identity, and sexual orientation); and
to attend schools that are free from bullying by students
and by adults; and
to be treated according to their maturity, competency and
with compassion; and
Students have the right to inclusive teaching and learning
environments in our classrooms; defined as
having classrooms that feel safe, respectful and
welcoming, where everyone can learn; and
learning opportunities tailored to our individual needs;
and
teachers who care about all students where all means all;
and
teachers who value our educational progress and us as
human beings; and
students are able to see themselves in our schools through
challenging and culturally relevant learning; and
Students have the right to effective teachers that are both
knowledgeable and supportive; defined as
individuals who know their content and use various
teaching strategies that contribute to a greater
understanding; and
understand that learning starts with relationships; and
make learning active and visible; and
are servant leaders who accept feedback from their
students; and
Students have the right to equitable quality education, that
prepares them for life beyond high school; defined as
providing instruction that lends itself to differentiation,
feedback and re-teaching for proof of mastery; and
ensures teachers’ skills align with students’ needs; and
ensures accessibility to the fullest range of rigorous
academic classes to all students; and
provides real life learning opportunities with the widest
array of post-secondary options, with the greatest number
of choices around College and Career with equity in
access to modern technology to support adulthood
success; and
Students have the right to Freedom of Expression within an
educational context that has clear guidelines and
expectations; defined as
allowing students to exercise our First Amendment rights
through various forms and mediums; and
informing students of these opportunities through a
variety of means: and
providing clear expectations and guidance; and
providing a defined platform to report violations of
student rights without fear of retribution or dismissal of
the concern; and
Students have the right to equitable school disciplinary
policies and practices that focus on correction not
punishment; defined as
ensuring due process is implemented at every level of
infraction; and
schools adopting positive forms of discipline, aimed at
addressing the cause of the behavior and providing an
opportunity for students to grow from their mistakes; and
focusing on the resolution of conflict and restoration of all
relationships involved to the extent that is possible; and
refraining from use of stereotypes, unwarranted attention,
and personal interactions that result in mistrust; and
focusing on bringing the students back into the school
community in a positive manner; and
Students have the right to shape decisions that affect our
education; defined as
formalizing opportunities with school board members,
district administration, school administration and with our
teachers on a regular, scheduled basis because student
voice counts
Madera Unified School Board of Trustees hereby proclaims and recognizes on this 23rd Day of March 2021, that the
above-mentioned rights be declared as a right of every student within Madera Unified School District.
9
STUDENT BELIEVER
WE BELIEVE every student has a right to a socially, emotionally,
and physically safe, positive school environment and students have
a responsibility to express themselves and behave towards other
students and staff with honesty, respect, and kindness.
WE BELIEVE students have the right to be treated with respect
and valued by the school community and students have a
responsibility to be empathetic and mindful in how they act and
show their thoughts and feelings with others.
WE BELIEVE students have the right to inclusive teaching and
learning environments in our classrooms and students have a
responsibility to embrace their chances to learn by keeping open
minds and hearts toward others.
WE BELIEVE students have the right to effective teachers that are
both knowledgeable and supportive and students have a
responsibility to strive to learn, grow, and achieve their best.
WE BELIEVE students have the right to equitable, quality
education that prepares them for life beyond high school and
students have a responsibility to take risks and explore what they’re
capable of by seeking variety in what they learn.
WE BELIEVE students have the right to Freedom of Expression
within a place of learning that has clear guidelines and expectations
and students have a responsibility to reveal their values, creativity,
and opinions without harming others and with understanding of
differences.
WE BELIEVE students have the right to equitable school
disciplinary policies and practices that focus on correction not
punishment and students have a responsibility for their actions and
will learn how to appropriately react to challenges and conflicts.
WE BELIEVE students have the right to shape decisions that
affect their education and students have a responsibility to properly
and clearly share their views on such matters when chances arise to
do so.
10
IMPORTANT PHONE NUMBERS
Elementary Schools (K-6)
Junior High Schools (7-8)
High Schools (9-12)
John Adams
1822 National Avenue
(559) 674-4631
Lincoln
650 Liberty Lane
(559) 675-4600
Jack G. Desmond
26490 Martin Street
(559) 664-1775
Madera High
200 South L Street
(559) 675-4444
Alpha
900 Stadium Road
(559) 661-4101
Millview
1609 Clinton Street
(559) 674-8509
Martin Luther King Jr.
601 Lilly Street
(559) 674-4681
Madera South
705 West Pecan Avenue
(559) 675-4450
Berenda
26820 Club Drive
(559) 674-3325
Nishimoto
26460 Martin Street
(559) 664-8110
Thomas Jefferson
1407 Sunset Avenue
(559) 673-9286
Matilda Torres
16645 Road 26
(559) 416-5909
Cesar Chavez
2600 East Pecan Avenue
(559) 664-9701
Parkwood
1150 East Pecan Avenue
(559) 673-2500
Furman
955 West Pecan Avenue
(559) 675-4482
George Washington
509 D South Street
(559) 674-6705
Pershing
1505 East Ellis Street
(559) 664-9741
Additional School Options
Pre-School Department
1816 Howard Road, Suite 1
(559) 675-4490
Madera Technical Exploration Center (8)
955 Lilly Street
(559) 416-5935
Ripperdan Community Day School (7-12)
26133 Avenue 7
(559) 674-0059
Mountain Vista Continuation (9-12)
1901 Clinton Street
(559) 675-4580
Madera Adult Education
2037 West Cleveland Avenue
(559) 675-4425
James Madison
109 Stadium Road
(559) 675-4630
Sierra Vista
917 East Olive Avenue
(559) 674-8579
James Monroe
1819 North Lake Street
(559) 674-5679
Virginia Lee Rose
1001 Lilly Street
(559) 662-2662
Elementary Schools (K-8)
Dixieland
18440 Road 19
(559) 673-9119
Howard
13878 Road 21½
(559) 674-8568
Eastin-Arcola
29551 Avenue 8
(559) 674-8841
La Vina
8594 Road 23
(559) 673-5194
Service Departments
Child Nutrition (559) 675-4546
Community Services and Parent Resources Centers (559) 416-5842
Facilities Planning and Construction Management (559) 675-4548
Student and Family Support Services (Resource Directory of Community Services) (559) 416-5842
Transportation (559) 673-2288
11
MESSAGE FROM THE PRINCIPALS
Welcome to High School! Our goal is to continue to strive towards excellence and promote a positive school culture where
students feel safe and welcome. Every stakeholder, whether they are a parent, student, staff member, or community member
has a significant role in accomplishing this goal. A climate of civility and respect amongst all is key to students enjoying a
positive high school experience.
In the pages ahead you will find all of the information you will need to navigate
yourself successfully through the coming year at Madera High School, Madera
South High School, and Matilda Torres High School. You will find
information about athletics, expectations for your behavior, guidelines for
appropriate dress, consequences for inappropriate behavior, extra and co-
curricular activities, graduation requirements, college entrance requirements,
and most importantly, the names of those on campus who are here to help you.
This handbook is designed to communicate the basic expectations of Madera
High School, Madera South High School, and Matilda Torres High School so
that students and parents alike understand the policies, rules, and procedures
governing the way students, staff, and others relate within the high school
community. We expect students and parents to become familiar with the basic
ideas incorporated in this handbook. The school staff and administration have
the responsibility to ensure that all policies are administered fairly and
equitably and that all members of the school community have the opportunity
to be heard.
As we embark on the journey ahead, know that you are supported and valued
by all of our staff members. We want to partner with you and your parents to
make your time at Madera High School, Madera South High School, or
Matilda Torres High School engaging, memorable and academically
challenging. Our goal is for you to be equipped with the 21
st
Century skills that
are essential to become College and Career ready. Our staff is involved both
in and out of the classroom to “make a difference” and want all students to be
able to graduate. I hope you will take advantage of the many activities that are
offered and become an integral member of our School Community.
Robyn Cosgrove, Madera High School Principal
Jon Steinmetz, Madera South High School Principal
Sabrina Rodriquez, Matilda Torres High School Principal
Leadership Team
Madera High School
Principal - Robyn Cosgrove
Dean of Curriculum - Patrick Nolan
Vice Principal - Manuel Aquino
Vice Principal - Orlando Bellomo
Vice Principal - Kinzie Fink-Thompson
Vice Principal - Megan Imperatrice
Activities Director - Isaac Lopez
Athletic Director - John Fernandez
Madera South High School
Principal - Jon Steinmetz
Dean of Curriculum - Stephanie Hamblen
Vice Principal - Elizabeth Puga
Vice Principal - Ericka Moran
Vice Principal - John Martin
Vice Principal - Jennifer Sauceda
Activities Director - Christina Hillman
Athletic Director - Andrea Devine
Matilda Torres High School
Principal - Sabrina Rodriguez
Vice Principal - Jacob Mortier
Vice Principal - Brad Holck
Vice Principal - Erica Gamino
Vice Principal - Amanda Garcia
Activities Director - Bryan Speed
Athletic Director - Jordan Murphy
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VISION FOR LEARNING
Madera High School
Home of the Coyotes
Madera South High School
Home of the Stallions
Matilda Torres High School
Home of the Toros
LOGO
MISSION
We are committed to creating and
sustaining a culture that
empowers Madera High School
students to be college and career
ready contributing members of
society.
It is the mission of Madera South
High School that all students will
graduate with the skills to ensure they
are caring, competent, critical thinkers
who are prepared for college, career,
and community success.
To inspire responsible college
and career ready citizens who
value the importance of
academic and personal
achievement, so that they
become productive members of
our community.
VISION
Madera High will set high
standards for perseverance,
respect, integrity, and dedication,
with a commitment to excellence.
In partnership with families and
community, we help to create lifelong
learners through strong relationships,
high expectations with support, and an
unwavering commitment to succeed.
Torres High School students and
staff alike will espouse the We
are T.O.R.O.S. (Trustworthy,
Optimistic, Resilient, Open-
minded, and Selfless) beliefs.
ALMA MATER
Hail to Madera
All Hail to Thy Fame
Thy Colors Ever Victorious
Our Love Ever The Same
To Thee We Pledge Our Loyalty
May We Never Fail
Our Name Be Ever Glorious
All Hail, Hail, Hail!!
Boldness of purple, strength of black.
We will fight and attack.
Any that oppose cannot survive
Our Stallion Pride forever alive
All Hal Madera South High.
All Praise Stallion Pride.
Our colors bleed true.
Our pride pull through
Victories we will gain
Our bonds will remain
All Hal Madera South High.
All Praise Stallion Pride.
Here's to you, our Alma Mater,
True to you we'll always be.
Standing for our Torres Toros,
One united family.
Wave the Cardinal, White, and
Silver,
Show with pride your loyalty.
Though we’ll part from one
another,
Toros we will always be.
13
ACADEMICS
Academic Integrity
Academic honesty and personal integrity are fundamental components of a student’s education and character development.
The school’s goal is to help each student realize their full academic potential and become a responsible and productive
citizen and lifelong learner. Therefore, students are expected not to cheat, lie, plagiarize, or commit other acts of academic
dishonesty.
When students cheat or plagiarize, their work does not reflect their own efforts or understanding, and it gives them an unfair
advantage over other students. Cheating includes, but is not limited to: copying the work of others (including both class
work and homework); having someone else do the homework or assignment; stealing someone else’s idea for an assignment
or project; using notes on tests or quizzes when such notes have been prohibited; or giving others answers to a test or quiz.
Examples of plagiarism include, but are not limited to: copying part or all of another person’s work and submitting it as
one’s own; passing off the ideas or words of another as one’s own without giving credit to the source; or paraphrasing from
a different sources without citing those sources. This is because any original work is considered the intellectual property of
the person who created it -- when another person’s work is plagiarized, it is a form of stealing their intellectual property.
Students who engage in academic dishonesty will be referred to an administrator or counselor, and may be disciplined
accordingly. Consequences are cumulative and may include the student receiving a “0 on the assignment or test, without
the opportunity to make it up. To avoid this, students should master and use the correct skills to cite sources, ask for help
when questions arise regarding cheating or plagiarism, and not participate in sharing or receiving answers from others.
Grades and Course Credits
Grades help students and parents understand performance expectations, represent an accurate evaluation of the student’s
achievement, and identify a student’s strengths and areas of needed improvement using a system that is familiar and
understandable. Students will receive letter grades based on assignments and assessments related to the California Content
Standards. Behavior, effort, and attendance are reported in separate evaluations, not in the student’s academic grade.
However, if a student misses a class without an excuse and does not subsequently show mastery or makes up any missed
assignments within a reasonable period of time, the teacher may lower the student’s grade for nonperformance.
Academic achievement is reported using the following scale:
A (90-100%) Outstanding Achievement 4.0 grade points
B (80-89%) Above Average Achievement 3.0 grade points
C (70-79%) Average Achievement 2.0 grade points
D (60-69%) Below Average Achievement 1.0 grade points
F (0-59%) Little or No Achievement 0.0 grade points
Each student’s cumulative grade point average (GPA) is calculated by using the grade points assigned to each letter grade.
The grade points are totaled and divided by the number of courses/subjects completed. In recognition of the more rigorous
nature and extra work that Advanced Placement and Honors courses require, students will receive an extra grade point for
a grade of A, B, or C.
Pass/Fail Grade (General grading procedures under AR 5121)
For certain courses or programs, students may, with parent permission, elect to earn a Pass or No Pass (Fail) grade instead
of a letter grade. Students who receive a Pass grade will be awarded the appropriate course credits, but the grade will not be
counted in determining class rank, honors lists, or membership in the California Scholarship Federation. Students who
receive a Fail grade will not receive credit for taking the course.
Pass/No Pass Grade (Emergency measures to address COVID-19 school disruptions)
Pass/Fail courses are traditionally not accepted by the California State University, University of California and various 4-
year colleges and universities. Please visit the admissions page for any college or university you are interested in applying
to before requesting a change in grading.
Special guidance was provided through the California Department of Education (CDE) for Pass/No Pass or No Mark grading
for Spring and Summer 2020 terms due to school closures. The University of California and California State University
released a statement indicating they would accept Pass grades for courses required for A-G eligibility.
14
Assembly Bill 104 (Chapter 41), signed by the Governor on July 1, 2021, allowed parents/guardians the opportunity to
request any letter grade received in the 2020-21 academic year to be converted into a pass/no pass grade. A list of
postsecondary institutions who will accept pass/no pass grades for the 2020-21 through 2023-24 academic year has been
posted on the CDE website and can be accessed here
. Please check the admissions page of any college or university you are
interested in applying to understand their policy on Pass/ No Pass grades.
Incompletes
An Incomplete (I) will be given only when a student’s work is not finished or when a student has missed taking the course
final because of illness or other excused absence. If not made up within six weeks, the Incomplete becomes an F. For
absences during finals week that are planned, it is the responsibility of the student/parent to notify the counselor and
teacher(s) at least 10 days in advance so that the teacher can provide assignments or an alternative for the missed school
days prior to the student’s departure.
Repeating a Course
When a student repeats a course required to satisfy college admission requirements for a higher grade of C or better, both
grades received will appear on the student’s transcript and must be reported on the admission application. The student will
receive credits towards the subject area only once for taking the course, and the credit for the lower grade received will be
used as elective credits towards graduation requirements.
Awarding Credits/Partial Credits
Credits for courses completed with a grade of D or better will be awarded according to the time the student was enrolled in
a course using the following guidelines:
• 5.0 credits can be earned at the completion of each semester
• 2.5 credits can be earned at the completion of each quarter
• 0.5 credits can be earned for each nine days of enrollment (partial credit)
Students who miss more than 10 days of school may be dropped from the course and earn partial credits. Non-transfer
students enrolling in school more than 20 school days after the beginning of a semester are eligible to receive partial credits
for that semester. All such students have the option to attend Furman High School to enable them to earn additional credits
for that semester. This does not include students deemed English Language Learner Newcomers.
Grade Reporting
To provide parents an opportunity to be involved in the educational process, report cards and progress reports are issued
according to the following schedule:
First Progress Report End of the Fourth (4
th
) Week
Quarter Progress Report End of the Ninth (9
th
) Week
Third Progress Report End of the Thirteenth (13
th
) Week
Semester Grades End of the Eighteenth (18
th
) Week
Additionally, Senior Warning Notices will be sent by mail five weeks prior to the end of each semester for seniors who are
in danger of failing and not meeting graduation requirements.
Parents are encouraged to utilize their Parent Portal account on AERIES (accessed through the Madera Unified School
District website) to see current grades and monitor their student’s progress more closely, with the exception of Dual
Enrollment Courses. Please refer to the Dual Enrollment Contract for more information. Parents will also have the
opportunity to meet with their child’s teacher(s) to discuss grades and strategies to improve their child’s performance.
Academic Recognition Awards
Students who exhibit excellent academic achievement may earn special recognition including: 4.0 Awards Night, CSF
Awards Night, Academic GPA Cards, and Valedictorian.
Homework Policy
Relevant and meaningful homework assignments contribute toward building responsibility, self-discipline and life-long
learning habits, and directly influences a student’s ability to meet academic standards. Homework, whether assigned to be
completed individually or with a group of students outside of the classroom setting, can include working on a specific
assignment or project, reading for knowledge or pleasure, or studying for a test. Homework will be assigned when necessary
to:
15
•
Give students the opportunity to practice, reinforce, or review skills learned in class. (Note: If a student was not
present for the lesson, the teacher may decide not to assign the homework to avoid confusion.)
• Extend learning beyond the classroom.
• Enable students to complete unfinished class assignments.
• Teach and reinforce a positive work ethic.
Homework assignments will be reasonable in length and appropriate to the grade level and course. The number, frequency,
and degree of difficulty of homework assignments will increase with the grade level and the maturity of students. For
students with disabilities, homework will be assigned in accordance with their individualized educational program (IEP) or
Section 504 plan. For days when no assignment is given, students should read at least 30 minutes.
Although it is the student’s responsibility to undertake assignments independently, parents may serve as a resource and are
encouraged to ensure that their child’s homework assignments are completed. When a student repeatedly fails to complete
homework, the teacher will notify the student’s parents as soon as possible so that corrective action can be taken prior to
the release of any final grades or report cards.
Physical Education
Pursuant to guidance issued by the California Department of Education and the Education Code, schools may require
students to wear standardized clothing for P.E., including clothing of a specific color and design suitable for general wear
outside of school. To prevent any health or safety hazard, students are required to wear the following items for their P.E.
classes:
School
Shorts
T-Shirt
Sweatpants
Shoes
Madera
High School
Royal Blue
or Gray
Royal Blue
or White
Royal Blue or
Gray
Laced athletic
shoes and socks
Madera South
High School
Purple
White
Sweat Suit (Solid
black or black
with white stripes)
Laced tennis
shoes
Matilda Torres
High School
Cardinal
Gray
Gray
Laced athletic
shoes and socks
Students may purchase a P.E. uniform compliant with these general design requirements through the High School’s Business
Office or from outside sources. All proceeds raised through the purchase of P.E. uniforms from the school will go to the
Associated Student Body. A student’s grade will not be lowered or otherwise impacted upon any failure to wear compliant
P.E. clothing if such failure was clearly beyond that student’s control. Students unable to comply with the uniform
requirements should inform their P.E. instructor.
Medical Excuse
A student who is ill may be excused from participation for the day if a note from the parent is provided. A doctor’s note is
required to excuse a student from participation for two or more consecutive days. All notes must be turned in to the health
office. Students will be given an alternative assignment while not participating in any P.E. activities. If a student becomes
sick or is injured in class, the student MUST REPORT IT TO THE TEACHER IMMEDIATELY.
P.E. Lockers and General Use Lockers
Each student will be assigned a locker and provided with a combination lock from their P.E. instructor. Students will be
responsible for replacing any lost or cut-off locks. Students must TAKE CARE OF THEIR OWN LOCK AND LOCKER,
and follow these guidelines:
• Do not store any items of value in the locker
• Do not give out or share locker combinations
• Do not share lockers
• Do not leave the locker unattended
• Check the lock before leaving class
Any items left out or not locked are not the responsibility of the school. The school accepts ZERO liability for lost or
stolen personal items, clothes, or locks.
Slip-on shoes, boots, flip
flops, heels, dress shoes and
sandals are not permitted.
For the student’s protection,
it is suggested that PE
clothes be visibly marked
with the student’s name.
16
Assigned lockers and locks remain the property of school and are subject to inspection by school authorities at any time.
Each student will be financially responsible for the care of their assigned lock and locker. The site reserves the right to
remove by key, or by cutting, all unauthorized locks.
Graduation Requirements
To obtain a diploma of graduation, students must complete the course of study prescribed by the MUSD at the high school
where they are enrolled. These requirements include earning a 2.0 or above grade point average from having successfully
completed a minimum of 230 credits in required courses. The following chart shows the required courses to obtain a high
school diploma from the District, and the minimum state graduation requirements for eligible students, as described
below.
SUBJECT
MADERA USD
STATE MINIMUM
Social Science
30 Credits (3 years)
10 - World History
10 - US History
5 - Civics
5 - Economics
30 Credits (3 years)
10 - World History
10 - US History
5 - Civics
5 - Economics
English
40 Credits (4 years)
30 Credits (3 years)
Mathematics
30 Credits (3 years)
Including Math 1
20 Credits (2 years)
Including Algebra 1
Science
20 Credits (2 years)
Including biological and physical science
20 Credits (2 years)
Including biological and physical science
World Language,
Visual & Performing Arts,
Career Technical Education
10 Credits (1 year)
In any of the subjects
10 Credits (1 year)
In any of the subjects
Electives
70 Credits
N/A
Physical Education
30 Credits (3 years)
20 Credits (2 years)
Total
230 credits
130 credits
Exemption to Local Graduation Requirement
To receive a high school diploma from the MUSD by meeting the State Minimum requirement, which is an exemption of
the District’s Board-adopted graduation requirements, a student must meet the following eligibility requirements pursuant
to EC 51225.1:
1. The student is one of the following:
1. In foster care, as defined in EC 51225.2(a)(1)
2. Is a homeless youth, as defined in 42 USC 11434a(2)
3. A former juvenile court school student, as defined in EC 51225.2(a)(3)
4. A child of a military family, as defined in EC 49701
5. A migratory child, as defined in EC 54441
6. A student participating in a newcomer program, as defined in EC 51225.2(a)(6)
2. The student, listed in “1-6” above, transfers between schools any time after the student’s second year of high school, or
the student participating in a newcomer program is in the third or fourth year of high school.
3. The student is not reasonably able to complete District’s graduation requirements by the end of the student’s fourth year
of high school.
A student who is an individual with exceptional needs may also be determined by an IEP team to be eligible for the
exemption before the start of the student’s 10
th
grade and if certain conditions are met.
17
Graduation Requirement for Occupational Education (OE-II)
Madera Unified School District requires that each student creates an employment portfolio consisting of a resume, letter of
introduction, employment application and at least one letter of recommendation. In addition, each student will be required
to participate in an interview with a local business person. Students must score at least a 4 on a 6-point scale on both the
portfolio and the interview to pass this requirement. +Training is provided by the school’s English department and from
local business partners. Students failing either one of the components will be given multiple opportunities to retrain and
resubmit the portfolio or reattempt the interview. Students enrolled after the portfolio process are exempt from the OE-II
requirement.
Course Scheduling
Course descriptions can be found online at https://courseguide.madera.k12.ca.us/courses/
Schedule Change Policy
The following process will be used for handling program changes:
• Students will have the opportunity in the Spring semester to review their course requests for the following school year.
Students must see their counselor before the established deadline to request changes.
• Students will receive their final class schedule prior to the first day of school to review course placement. Students must
see their counselor prior to the first day of school to request any changes.
• Starting the first day of school, student-requested schedule changes will only be considered due to misplacement in
academic courses.
ALL COURSE CHANGES WILL BE MADE PRIOR TO THE FIRST DAY OF SCHOOL. NO PROGRAM CHANGES
WILL BE MADE TO ACCOMMODATE TEACHER/PERIOD PREFERENCE.
Credit Recovery
Students who fail a course must retake the course to meet graduation requirements. Students will need to retake the course
during summer session or use the existing online credit recovery program after school.
Supplemental Academic Programs
Career Technical Education (CTE)
The schools offer industry aligned elective courses organized as Career Pathways. Career Pathways provide an academically
rigorous set of standards and are aligned to industry knowledge and skills. Students completing a MUSD Career Pathway
may have the opportunity to attain industry recognized and valued certifications. For more information, go to:
http://courseguide.madera.k12.ca.us/
Intra-Curricular Clubs
The schools offer Career Technical Student Organizations (CTSO) that are aligned with the career pathways. CTSOs extend
teaching and learning through innovative programs, business and community partnerships and leadership experiences at the
school, state, and national levels. Current clubs include Educators Rising; Future Business Leaders of America (FBLA);
Family, Career and Community Leaders of America (FCCLA); Health Occupations Students of America (HOSA),
SkillsUSA; and FFA. To be involved in a CTSO, students need to contact their advisor for more information.
Co-Curricular Activities
The school offers programs, and learning experiences that complement, in some way, what students are learning in school
(i.e., experiences that are connected to or mirror the academic curriculum). Many of these programs are classes taken during
the school day. Students should contact the counselor to enroll in a class, and/or contact the activities director for more
information about co-curricular programs that meet at lunch and/or after school.
Advanced Placement (AP)/Honors Courses
Students who are interested and prepared for rigorous, college-level courses may enroll in AP and/or Honors courses.
Successful completion of AP courses, and the related tests, allow students to earn college credit, qualify for more advanced
classes in college, and have a greater advantage when applying to college.
As students begin their AP journey, they will find commonalities among all of the AP courses and instructors. These
commonalities consist of the following:
• Coming to class MOTIVATED.
• Completing all assignments – this is AP and having missing assignments is unacceptable.
• Turning in homework at the beginning of class – not in the middle or at the end.
18
•
Receiving only half credit for late assignments.
• Being expected to take the AP exams, which have varying fees per test Fee waivers are available for qualifying
students.
Once enrolled in an AP class, if a student finds that they would like to transfer to a regular class, there are two acceptable
times to do this. The first opportunity is during the first 6 weeks of the school year. After that time, students must complete
the first semester. At the end of the first semester, students will have a second opportunity to transfer out for the second
semester. Students must see their counselors during finals week (last school week in December). No transfers will be
allowed once the second semester has begun in January and students will be expected to take the AP Exam.
Madera Center College Advantage Program (MCCAP)
MCCAP is designed to help high school seniors with the transition from high school to a successful college experience.
Students earn both high school and college credit for the classes taken at the college center. Please see a counselor for
program requirements.
Dual Enrollment
The school offers several courses taught by school staff in which students may earn college credit during high school. Please
see a counselor for program requirements.
Financial Aid/Cal Grant
Financial aid can come from federal, state, school, and private sources to help students pay for college or vocational school.
Completing and submitting the Free Application for Federal Student Aid (FAFSA) or the California Dream Act Application
(CADAA) will help determine a student’s eligibility for financial aid. Students should only complete one of the applications
based on their citizenship and residency status.
A Cal Grant is money for college that does not have to be paid back. To qualify, a student must meet the eligibility and
financial requirements as well as any minimum grade point average (GPA) requirements. Cal Grants can be used at any
University of California, California State University or California Community College. Some independent and career
colleges or technical schools in California also take Cal Grants.
In order to assist students in applying for financial aid, all students in the 12th grade are automatically considered a Cal
Grant applicant and will have their GPA submitted to the California Student Aid Commission (CASC) electronically by the
school. A parent, or a student 18 years of age or older, who does not wish for the school to electronically send CASCA the
student’s GPA may complete and submit the Cal Grant GPA opt-Out Form
before March 1 of the student’s 11th grade year.
Additionally, before a student’s 12th grade year, the school will provide students with information on how to properly
complete and submit either the FAFSA or CADAA. The information will include, but is not limited to, the following:
• Types of documentation and personal information required
• Explanation of definitions used in the application
• Eligibility requirements for student financial aid
• Application timelines and submission deadlines
• Importance of submitting applications early
The school will ensure that each 12th grade student completes and submits either a FAFSA or CADAA to the CASC.
Students should only complete one of the applications based on their citizenship and residency status. All personal
information, including immigration status, of students and their families will be protected according to state and federal
privacy laws and regulations. The parent or student if 18 years of age or older may opt out of the requirement by filling out
and submitting an opt-out form developed by the CSAC.
Please see the school counselor for a paper copy of the FAFSA or the CADAA; otherwise, visit the following websites for
more information: FAFSA - https://studentaid.gov/; CADAA - https://dream.csac.ca.gov/
.
College Entrance Requirements
To be eligible for admission into a community college, the following guidelines apply:
• Any graduate of an accredited high school may attend.
• Any student who is 18 years of age or over and able to profit from community college instruction may be admitted.
• Students who pass the California High School Proficiency Exam or G.E.D. may be admitted.
• There are prerequisites for placement in English and math classes.
• Application process:
19
-
Complete the Community College application in the Fall semester of senior year.
- For the State Center Community College District, participate in the Registration-To-Go process at the high school
during the Spring semester of senior year.
To qualify for admission into a University of California or California State University (UC/CSU) school, a student must, at
minimum, complete specific high school courses (referred to as the “A-G” courses) with a grade of “C” or better and must
possess a high school diploma or the equivalent. Some schools have higher standards or additional admission criteria, such
as a minimum grade point average (GPA) and/or scores on the SAT or ACT tests.
SUBJECT
CSU
UC
A | History/Social
Science
2 years/4 semesters of history/social science, including one year of U.S. history OR one
semester of U.S. history and one semester of American government, AND
1 year of history/social
science from either the A or
G subject area
1 year of world history, cultures, or historical geography
(including European History)
B | English
4 years/8 semesters of college preparatory English composition/literature (including no more
than 1 year of Advanced ESL/ELD)
N/A
The ESL/ELD cannot be completed during the senior year
C | Mathematics
3 years/6 semesters of mathematics (including or integrating topics covered in algebra I and
II, geometry)
N/A
Completion of a geometry course (or integrated math courses
with geometry content)
D | Laboratory Science
2 years/4 semesters of laboratory science
At least 1 year of physical
science and 1 year of
biological science, one year
must be from the D subject
area and the second year
may be from the D or G area
Must include at least two of the three foundational subjects
of biology, chemistry, and physics; or 2 years of a 3-year
NGSS integrated science model; or 1 year of biology,
chemistry or physics and 1 year of an approved lab science
chosen from the earth & space sciences or interdisciplinary
sciences disciplines
E | Language Other than
English
2 years/4 semesters (or equivalent to the 2
nd
level of high school instruction) of a language
other than English. Courses, including American Sign Language, must be in the same
language.
F | Visual and
Performing Arts
1 year/ 2 semesters (or two one-semester courses in the same discipline) chosen from the
following disciplines: Dance, Interdisciplinary Arts, Music, Theater, or Visual Arts
G | College Preparatory
Elective
1 year/2 semesters of elective course work chosen from any area on approved A-G course
list
INSTRUCTIONAL SUPPORTS
Title I
LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income
families. Unless a participating school is operating a schoolwide program, the school must focus Title I services on children
who are failing, or most at risk of failing, to meet State academic standards. Schools enrolling at least 40 percent of children
from low-income families are eligible to use Title I funds for schoolwide programs designed to upgrade their entire
20
educational programs to improve achievement for all students, particularly the lowest-achieving students. Title I is designed
to help students served by the program to achieve proficiency on challenging State academic achievement standards. Title
I schools with percentages of students from low-income families of at least 40 percent may use Title I funds, along with
other Federal, State, and local funds, to operate a “schoolwide program” to upgrade the instructional program for the whole
school. Title I schools with less than the 40 percent schoolwide threshold or that choose not to operate a schoolwide program
offer a “targeted assistance program” in which the school identifies students who are failing, or most at risk of failing, to
meet the State’s challenging academic achievement standards. Targeted assistance schools design, in consultation with
parents, staff, and district staff, an instructional program to meet the needs of those students. Both schoolwide and targeted
assistance programs must use instructional strategies based on scientifically based research and implement parental
involvement activities. Under Title I, LEAs are required to provide services for eligible private school students, as well as
eligible public school students. In particular, section 1120 of Title I, Part A of the ESEA, requires a participating LEA to
provide eligible children attending private elementary and secondary schools, their teachers, and their families with Title I
services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their
families. These services must be developed in consultation with officials of the private schools. The Title I services provided
by the LEA for private school participants are designed to meet their educational needs and supplement the educational
services provided by the private school. For additional information on services to eligible private school children, see the
U.S. Department of Education Office of Non-Public Education website. For more information, please visit:
http://www2.ed.gov/programs/titleiparta/index.html
.
Library
The Library is available as a learning resource for student use before school, during break, at lunch, and after school. It is
open every day from 8:00 a.m. to 4:15 p.m. Students are encouraged to use the Library to do research, study, and read.
Any books that are checked out are due the day printed on the inside cover of the book, and fines may accrue for every day
they are late. Unpaid fines will result in a hold of the student’s grades, transcripts, or diploma, as well as ineligibility to
participate in the graduation ceremony.
Textbooks and Other School/District Property
Textbooks and other school/district property (e.g., chromebooks, library books, school supplies) may be issued to students
at the beginning of the school year or semester, and must be returned at the end of the school year or when requested by the
school. Each student is responsible for the proper care of items loaned to them by the school, and parents will be responsible
for any lost or damaged school/district property. If any item is stolen, the student should immediately report it to the
administrator.
The school may withhold grades, diploma, or transcript from the student and parent if the student willfully damages any
school/district property, or willfully does not return school/district property loaned to the student upon demand, until
restitution is paid.
Internet Use
Madera Unified School District’s Acceptable Use Policy outlines the rules governing student and employee use of District
and school data communication networks, the intranet, and internet safety, and provides education about appropriate
online behavior, including interacting with other individuals on social media networking sites, and cyberbullying
awareness and response. This policy includes the use of computers in class (Chromebooks and iPads), computer labs, and
the library. All students must submit an Acceptable Use Agreement signed by a parent in order to use any technological
resources on campus.
Field Trips
Academic field trips are meant to supplement and enrich the classroom learning experience, lead to increased student
achievement, and foster student engagement. They are to be conducted in connection with the adopted course of study or
school-related social, educational, cultural, athletic, school band, or other extracurricular or co-curricular activities.
Field trips may also be intentionally planned to incentivize appropriate behavior and academic progress during the school
year. For these trips, students that do not meet the established criteria (e.g., grades, behavior, attendance) will not be eligible
to attend.
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Participation Guidelines
Before a student can participate in a school-sponsored trip, parent permission slips must be signed and returned to the school.
All school rules apply on school-sponsored field trips. Violations of any school rules will be dealt with the same way as if
the infraction had occurred on campus. If a student is suspended during the time frame of a scheduled field trip, that student
is not eligible to attend the trip. Administration may also exclude from the trip any student whose presence on the trip would
pose a safety or disciplinary risk.
Chaperones
All chaperones that will be supervising a group of students must be fingerprinted, cleared through Megan’s Law, and sign
a chaperone form. To maintain student safety during a field trip, a student’s siblings and/or other family members are not
permitted to accompany the chaperone. Additionally, anyone who is NOT cleared by the office as a volunteer/chaperone
will NOT be allowed to have contact with students at any time during a field trip.
A parent chaperone who wishes to transport their student home from a field trip, must complete an “Authorization to
Transport” form 24 hours in advance; otherwise, the student will return to the school on the school bus.
Short-term Independent Study
A student who must leave school for an extended period of time due to family travel, community service, or an unforeseen
event may qualify for short-term independent study. A parent who would like to request short-term independent study for
their student should contact the student’s counselor or administrator to begin the process.
For a student participating in an independent study program that is scheduled for less than 15 school days, each written
agreement must be signed within 10 school days of the commencement of the first day of the student’s enrollment in
independent study, by the student, the student’s parent or caregiver (if the student is less than 18 years of age), the certificated
employee who has been designated as having responsibility for the general supervision of independent study, and the
certificated employee designated as having responsibility for the special education programming of the student.
Since it is a voluntary program of study, the student must live-up to the contract provisions and the parent is expected to
supervise the completion of the Independent Study Agreement. Failure to do so may result in little or no credit being given
for the work completed.
Work Experience/Work Permits
Part-time employment can provide students with income as well as job experience that can help them develop appropriate
workplace skills and attitudes. Upon obtaining an offer of employment, students who are minors must obtain work permits
from the Work Experience Coordinator in accordance with law, regardless of whether the employment will occur when
school is in session and/or not in session. Students may also be eligible to receive course credits for a part-time job if they
complete the required coursework. For more information, visit http://www.maderacte.com/
.
After School Program
The After School Program provides tutoring, remediation and enrichments. Students are provided a snack and transportation
after school.
EXTRACURRICULAR ACTIVITIES
Associated Student Body
The school provides opportunities for students to run for student government. Any student has the ability to run for a class
officer position at the end of August. Students who wish to run for an elected associated student body officer, must first
submit an application to be part of our student government class and undergo an interview. If they are selected, students
will have the opportunity to run for an elected student body office which consists of campaigning, interview with
presentation and semester grades will be configured in the overall score. Students may also be interviewed to be appointed
as a student body officer.
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Dances
The school hosts dances on and off campus throughout the year. Student identification cards are required for admission.
Participation may be based on a student’s grades, attendance, and behavior. Only students who are eligible may attend
dances. Students on the Loss of Privilege list may not attend dances. The school also reserves the right to refuse entrance to
dances.
Extracurricular Activities
The school offers a variety of clubs and other extracurricular activities for students. Please refer to the school website for
more information.
We believe that extracurricular activities, including athletics, should demonstrate high standards of ethics and sportsmanship
and promote the development of good character and other important life skills. We also believe that the highest potential of
activities is achieved when participants are committed to pursuing victory with honor according to leadership, academics,
service, and sportsmanship. This Code applies to all students involved in extracurricular activities, including athletics, and
violations may result in removal from the activity. Please see Athletic Handbook for Violations of Code of Conduct for
Extracurricular and Co-Curricular Activities.
Sports/Athletics
See the MUSD Student & Parent/Guardian Athletic Handbook for more information.
NCAA Eligibility Standards
Athletes are required to complete specific classes in order to meet the NCAA requirements to be eligible to play a sport in
college. Athletes also need to be registered in the Eligibility Center. Please see the site Athletic Director for more details.
Athletic Insurance
In order to participate in athletics in the State of California, students must have accidental injury insurance that covers
medical and hospital expenses. Members of school athletic teams include members of school bands, orchestras, cheerleaders
and their assistants, pom and dance team, team managers and their assistants, and any student selected by the school or
student body organization to directly assist in the conduct of the athletic event.
Students with their own health insurance that meets the standards of EC 32220-32225 do not need additional insurance.
However, students who would like additional coverage or need primary coverage, may purchase the insurance through
Myers-Stevens during student registration and throughout the school year. This coverage meets or exceeds all requirements
relating to medical and hospital benefits for accidental bodily injury sustained while practicing and/or traveling to or from
inter-school athletic contests during the season of the sport. Some students may also qualify to enroll in no-cost or low-cost
local, state, or federally sponsored health insurance programs. Information about these programs may be obtained by calling
1-800-880-5305.
Yearbook
Students in grades 9-11 will have two opportunities in the fall to have their picture taken for the yearbook. Seniors must
have their picture taken by the school’s designated professional photographer to be placed in the senior section of the
yearbook. All 4
th
year students who submit a picture from this studio will be in the senior section of the yearbook regardless
of credits.
Graduation Ceremony
The Faculty and Administration are committed to continuing the tradition of a commencement ceremony that allows all of
the members of the class to be honored in a dignified manner. We believe that this ceremony should be one in which each
student has their “moment in the sun.” To allow this opportunity for each of our graduates the following expectations have
been established for the members of the class, as well as the audience:
• Graduates must participate in graduation practice with final clearance
• Sit quietly while others are speaking
• Refrain from displays of emotion and loud noises that detract from, or interfere with, the recognition of others
• Follow all guidelines for caps and gowns
• Treat the ceremony with respect and dignity
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No spectators will be allowed onto the field before, during or after the graduation ceremony.
Photos by a local photographer will be taken of each graduate as they receive their diploma and will be available for
purchase.
Prohibited Items
The following guidelines address the prohibited items for both the graduates and the spectators:
• Graduates may not possess or use items such as beach balls, frisbees, etc. that might disrupt the ceremony. Such items
will be confiscated and not returned.
• During the ceremony, graduates may not bring items such as cameras, cosmetics, wallets, purses, flowers, etc. Such
items will be confiscated and kept until the ceremony ends. These personal items should be left at home or with a family
member or friend who is a spectator at the ceremony.
• No balloons or noisemakers are allowed.
• No food or drinks will be allowed into the stadium, with exception of senior citizens and infants. Sealed bottled water
is allowed. High School PTA’s will operate limited item concession stands throughout the stadium for the convenience
of our guests.
Disciplinary Considerations
Graduates are expected to conduct themselves appropriately and are subject to the same rules and regulations for their
behavior as when they are at school and during school-sponsored activities. Graduates who cannot behave appropriately
will be warned -- if they continue to behave in a way that causes a distraction from the ceremony, the offending student will
be removed.
Graduation Tickets
Each graduate will receive a specified number of tickets for family/friends to attend the graduation ceremony. Extra tickets
will be provided to student graduates on a limited and first come first serve basis; otherwise, students who need more than
the tickets allotted should look to find members of the class who may have extras. For the safety of everyone, all guests
must have a graduation ticket to enter the stadium, and all guests are subject to search.
ATTENDANCE
Attendance Policy
Regular attendance plays an important role in student achievement and is an important life skill that will help students
graduate from college and keep a job. When students do not attend school regularly, they miss out on fundamental academic
and social skills and the chance to build a habit of good attendance.
Students who are 18 years of age or older (adult student) are not required to attend a comprehensive high school, and may
opt to attend adult school or seek other educational opportunities. However, adult students who choose to remain in high
school, must abide by all of the school’s expectations and regulations set forth for all students as outlined in this Handbook
and the District’s board policy, including attending school regularly and on time.
Absences can be minimized by scheduling medical, dental, and other appointments after school or when school is not in
session. Vacations should be planned around holidays. Parents and students must make school attendance a priority.
Steps to follow when a student is, or will be, absent from school:
1. The parent (or adult student) must verify the student’s absence, providing a reason for the absence. (See notification
below on “Absence Verification”.)
2. The student should make immediate plans to request from the teacher and do all make-up work due to their absence. IT
IS THE RESPONSIBILITY OF THE STUDENT TO ARRANGE FOR MAKE-UP WORK UPON THE STUDENT’S
RETURN.
3. The parent of a student, or the adult student, who will be absent from school for five days or more should inquire about
short-term independent studies.
An automated phone call will be sent to inform parents of their student’s absence.
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Tardy Policy
Every minute counts! When students are late, they are missing instruction or instructional activities that could lead to
learning loss. In addition, when a student arrives to class late, it can be distracting to the other students and the teacher.
Therefore, students are responsible for being on time to their classes every day.
A tardy is defined as when a student enters class after the bell rings. A student’s body must be past the door threshold to be
considered on time. Excessive tardiness may lead to consequences that include loss of privileges.
Restroom Use
Students may not use the restroom the first and last 10 minutes of any class period unless there is an emergency or medical
condition that warrants an exception. Students should address any restroom needs before and after school, between classes
and during lunch.
Early Checkout
In order for a student under 18 years of age to be released from school before the end of the school day, the student’s parent
or authorized adult must report to the school office, present a photo ID upon request, provide a reason for the early checkout,
and sign a log. The student will be called to the office only when the parent or authorized adult is physically present. Students
will not be released to anyone who is not listed on the emergency contact list.
Release of a student by a phone call from the parent will require that the parent verify their identity. The parent must also
provide a reason for the early checkout.
Students 18 years of age or older may only leave campus before the end of the school day if the reason is one that is listed
under “Excused Absences” above. If the student is ill, the illness must be verified by the school nurse; all other reasons
require some form of proof or verification -- such as a doctor’s note verifying a medical appointment, funeral notice, or
court subpoena. Students will not be allowed to sign out of the school for an unverifiable/inexcusable reason.
The school discourages the early checkout of students within the last 30 minutes of the school day.
Excused Absences
Once verified by a parent, a student’s absence will be excused for any of the following reasons:
1. Personal illness, including an absence for the benefit of the student’s mental or behavioral health
2. Quarantine under the direction of a county or city health officer
3. Medical, dental, or chiropractic appointment
4. Attendance at funeral services for a member of the student’s immediate family (limited to one day if the service is
conducted in California or three days if the service is conducted out of state)
5. Jury duty
6. Illness or medical appointment of the student’s child
7. Upon advance written request by the parent and the approval of the principal or designee, justifiable personal reasons
including, but not limited to:
a. Appearance in court
b. Attendance at a funeral service
c. Observance of a religious holiday or ceremony
d. Attendance at religious retreats for no more than four hours per semester
e. Attendance at an employment conference
f. Attendance at an educational conference on the legislative or judicial process offered by a nonprofit organization
8. Service as a member of a precinct board for an election
9. To spend time with an immediate family member who is an active-duty member of the uniformed services, and has
been called to duty for deployment to a combat zone or a combat support position or is on leave from or has immediately
returned from such deployment (limited to three days)
10. Attendance at a naturalization ceremony to become a United States citizen
11. Participation in a cultural ceremony or event (“cultural” means related to the habits, practices, beliefs, and traditions of
a certain group of people)
12. Participation in religious exercises or to receive moral and religious instruction at the student’s place of worship or other
suitable place away from school
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For the purpose of the absences described above, immediate family means the student’s parent, brother or sister,
grandparent, or any other relative living in the student’s household.
Absence Verification
Absences must be cleared with the Attendance Secretaries/Clerks through a written note, email or phone call, preferably on
the day of the absence. Otherwise, verification of an absence must be provided by 3:30 p.m. on the day the student returns
to school. When calling the Attendance Office and there is no answer, please leave a voicemail. Staff will contact the parent
if there are any additional questions or concerns.
To verify an absence, the following information must be provided:
• Student’s first and last name
• Student’s ID number
• Date(s) of the absence or periods missed
• Reason(s) for the absence
• Parent’s signature and contact information
Students 18 years of age or older may clear their own absences, as described above, per EC 46012. The school, however,
reserves the right to verify the legitimacy of such absences, if it appears appropriate responsibility is not being maintained.
It is important for parents and students to understand that clearing an absence does not excuse the absence. Absences are
excused only if they meet the criteria listed under “Excused Absences” above; however, a doctor’s note may be requested
by the principal or designee when the student has been absent more than 10% of days enrolled in the school year due to
illness. Absences that are not excused, or have not been cleared by Wednesday of the following week, are marked unexcused
in the student’s records, and can result in loss of privileges and/or lead to a SARB referral. It is the student’s responsibility
to assure that absences have been cleared and that there are no errors in their attendance record.
Truancy & Attendance Accountability
A student is considered truant after three absences or three tardies of more than 30 minutes each time or any combination
thereof and the absences or tardies are unexcused. After a student has been reported as a truant three or more times in a
school year and the school has made a conscientious effort to meet with the family, the student is considered a habitual
truant. A student who is absent from school without a valid excuse for 10% or more of the schooldays in one school year,
from the date of enrollment to the current date, is considered a chronic truant. Unexcused absences are all absences that are
not listed under “Excused Absences” above.
The school uses an automatic, computer-based system to generate notices to parents when students are initially classified
as a truant. Students who are subsequently classified as habitual or chronic truants may lose the privilege to participate in
school-sponsored activities/events and be subject to any or all of the following:
1. Required to attend Saturday make-up classes
2. Referred to the School Attendance Review Board (SARB)
3. Referred to the District Attorney
Parents of students who are classified as habitual or chronic students will be asked to work with the school site administrator
to develop a written action plan to help reduce unexcused absences. Along with the student, parents will be asked to
participate in the School Attendance Review Board (SARB) process. If the case is brought before the Court, the parent may
be fined for their failure to insure their student’s attendance at school.
Excessive Absences and Chronic Absenteeism
The parent of a student who has 6 or more unexcused absences in any one-quarter (9 weeks) will be required to contact the
Attendance Office and provide additional verification for any subsequent absences, such as a doctor’s note for an absence
related to illness.
A student is considered a chronic absentee when the student is absent on 10% or more of the school days in one school year,
from the date of enrollment to the current date. Chronic absenteeism includes all absences – excused and unexcused – and
is an important measure because excessive absences negatively impact academic achievement and student engagement.
Excessive absences may result in the student failing a class due to missed assignments and/or inability to show mastery of
the content. They may also result in the student’s loss of privileges and/or referral to SARB. Parents and students should
regularly check the attendance records for any errors.
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Make Up Work
Students should take the initiative to make up for missed assignments due to absences. The following provides specific
guidelines based on the type of absence:
1. School Activities. Students must clear all school activities with their teacher(s) in advance in order to get assignments.
Lists of students involved in activities will be approved and distributed to teachers (for verification purposes) by the
administration, activities director or athletic director.
2. Excused Absence. Students will be given the opportunity to make up school work missed because of an excused absence
and to receive full credit if the work is turned in by the established deadline, which is usually 1 day for every day absent
from the date the student returns to school.
3. Unexcused Absence. Students who miss school work because of unexcused absences will be given the opportunity to
make up missed work for full or reduced credit at the discretion of the teacher.
4. Out-of-School Suspension. If the student’s absence is the result of a suspension, the teacher may require the student to
complete any assignments and tests missed during the period of suspension. When a parent of a student who has been
suspended for two or more days from school requests homework that the student would otherwise have been assigned,
the student’s teacher must provide such homework. If a homework assignment is requested and is turned in to the
teacher by the student either upon the student’s return from suspension or within the timeframe originally prescribed by
the teacher, whichever is later, and is not graded before the end of the academic term, the homework assignment may
not be included in the calculation of the student’s overall grade in the class.
If a student is planning to be absent, homework may be requested from the teacher(s) or office staff at least 24 hours in
advance. For absences longer than 3 days, parents are encouraged to call at least 72 hours in advance or request for short-
term independent study if the student meets the eligibility criteria.
HEALTH & WELLNESS
Counseling Services
Counselors work with their assigned students through their four years of high school with the ultimate goal of helping
students realize their potential and become successful and productive citizens after they leave high school. Counselors work
towards this goal by scheduling students into appropriate classes, helping them set goals for life after high school, providing
guidance in course selection to help students meet these goals, monitoring credits and progress towards meeting graduation
requirements, helping students navigate the college and job application processes, and providing crisis counseling, as
needed. Counselors also serve as a resource for teachers and parents when a student is not being successful.
Students are encouraged to contact their counselor to obtain help in the following areas:
• Educational planning
• Adjustment to school
• Personal issues
• College admission information
• Career information
• Personal learning plans
• Testing result interpretation
• Scholarship and financial aid information
• Support groups
Each student’s cumulative records are maintained in the student’s counselor’s office. Transcripts should be requested from
the school Registrar.
Migrant Counseling
The District Migrant Education Counselor facilitates support services for all secondary sites. This counselor ensures high
quality and comprehensive educational programs for our migrant students. They provide necessary supports that mitigate
educational disruptions, cultural and language barriers, social isolation, and other factors that may inhibit a successful
transition to postsecondary education. In addition, the Migrant Education Program offers the following:
• After school tutoring in the areas of English, math and science by certificated teachers.
• Additional learning opportunities that focus on College and Career Readiness.
• Support services to our parents of migrant students.
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Health Services
Providing for the health and safety of our students is our first priority. The school nurse is a registered nurse (R.N.) who has
additional training in public health and possesses a School Nurse Credential. The school nurse provides the following
services:
1. Maintenance of a health folder on each student.
2. Maintenance of an up-to-date immunization record.
3. Hearing and vision testing on all students in the 11th grade and those new to the District.
4. Scoliosis (curvature of the spine) screening, as needed.
5. Notification to teachers of students with significant health issues.
6. Administration of medication at school, as authorized by a student’s parent and physician.
7. Medical treatments ordered by physicians.
8. Communication with physicians, parents, staff and students to prevent the spread of communicable disease and assist
with sources of medical care.
9. Administration of first-aid care for injuries and illnesses occurring at school.
10. Health education, as requested.
11. Prenatal counseling, referral and follow-up care, as needed.
12. Referrals to parents about health concerns, health screening and follow-up care.
All medications are stored and administered, as authorized, in the nurse’s office. Students who become ill during school
hours should obtain a pass to the nurse’s office before calling home.
Parents are asked to do the following to ensure the health and welfare of their students while at school and at school-
sponsored activities:
1. Keep students home when ill. (Refer to the notification on “Illness” below.)
2. Keep immunizations up-to-date. Refer to the “Guide to Immunization Requirements for School Entry” on the California
Department of Public Health webpage for the Immunization Branch at https://www.cdph.ca.gov/
.
3. Keep the school informed of any address and phone number changes to ensure the appropriate and authorized adults
can be contacted in the event of an illness or injury.
4. Keep the school nurse informed of any changes in the student’s health status.
5. Provide a doctor’s note to excuse a student from P.E. participation due to health reasons.
6. Provide a written request from both the doctor and the parent when medication is required to be taken at school,
specifying if assistance in administering the medication is needed or if a student may self-carry and self-administer
certain types of medication. (Refer to the notification on “Medication” below.)
7. Contact the school nurse with any health concerns, or for referrals or assistance in obtaining medical care.
Illness
Students should not be sent to school if they have any of the following signs or symptoms:
1. Fever (over 100 degrees). Keep the student at home until they have not had a fever for at least 24 hours without the use
of fever reducing medication (e.g., Tylenol, Motrin).
2. Eyes that are red, swollen, crusting or draining. The student may return to school when the eyes are clear, or a doctor’s
note states “non-contagious” or “under treatment.”
3. Head lice. Students with head lice may return to school after they have been treated with an appropriate lice shampoo
and there is no evidence of live lice in their hair.
4. Vomiting/Diarrhea. Keep the student at home until they have not vomited or had diarrhea for 24 hours.
5. Skin rashes. A skin rash of unknown origin or a contagious rash requires a clearance from a health care provider that
states the student is not contagious and may return to school. Otherwise, the student may return when the rash has
cleared.
6. Any illness that requires prescribed antibiotic treatment. The student must complete 24 hours of the treatment prior to
returning to school.
If there is a reasonable suspicion that a student is ill with any of the above signs or symptoms while at school, the student
will be removed from class and isolated from others, as appropriate, and the parent, or authorized adult listed on the
emergency contact list, will be called to pick up the student from school. Additionally, in accordance with EC 49451, a
student may be excluded from school whenever there is good reason to believe that the student is suffering from a recognized
contagious or infectious disease. The student will not be allowed to return to school until there is reasonable evidence to
show that the contagious or infectious disease no longer exists.
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Head Lice Information
Madera Unified School District operates a no live lice policy. Parents will be notified if their student is found to have live
lice. Students are allowed to come back to school the next day, providing a head lice shampoo has been used. The lice
shampoo needs to be repeated in 7-10 days.
Current recommendations from the Center for Disease Control and Prevention (CDC) do not support classroom wide
screening. Lice do not carry any diseases, but it is important for the family to understand they still need to follow
recommended procedures to address lice that may remain in the home. Bedding, clothing, upholstered furniture, including
car seats, may harbor lice and nits. Thorough cleaning is required to prevent continued infestation with lice. Contact the
school nurse for assistance with resources or to answer questions regarding care, or visit the CDC website at
https://www.cdc.gov/parasites/lice/head/index.html
.
Food Allergies/Special Dietary Needs
There are students who have special dietary needs and/or are allergic to certain foods or ingredients (e.g., peanuts, tree nuts,
wheat, milk, etc.). When exposed to an allergen, affected students may experience shortness of breath, wheezing, difficulty
breathing, difficulty talking or swallowing, hives, itching, swelling, shock, or asthma. Students will not be excluded from
school activities nor otherwise discriminated against, harassed, intimidated, or bullied because of their food allergy.
Please help keep all of students safe and healthy at school by keeping in mind the following:
1. Parents are responsible for notifying the principal or school nurse, in writing, regarding their child’s food allergies or
other special dietary needs.
2. When a student’s food allergy or food intolerance substantially limits one or more major life activities, they may be
evaluated to determine if accommodations pursuant to Section 504 are required.
3. School lunch meals make dietary accommodations for students who have a medically certified disability that is verified
by a medical statement.
4. Each school site may designate allergen-free area(s) to ensure students with allergies are safe.
5. Students should not share or exchange meals or utensils with other students.
6. Without identifying the student, the principal or teacher may notify parents of other students in the class that a student
is allergic to a specific food and may request that certain foods not be provided at class parties or other school events.
7. Parents are encouraged to bring non-food items, such as stickers or pencils, for school celebrations in lieu of food items
which present a challenge for students with food allergies.
8. When sending food for others to consume, do not send any foods that do not have food labels.
Medication
Parents are to notify the principal and school nurse if their student is on a continuing medication regimen for a nonepisodic
condition. The notification must include the name of the medication being taken, the current dosage, and the name of the
supervising physician. With parental consent, the principal or school nurse may communicate with the physician and may
counsel with staff regarding possible effects of the medication on the student’s physical, intellectual, and social behavior,
as well as possible behavioral signs and symptoms of adverse side effects, omission or overdose.
Parents should talk to their child’s doctor about making a medicine schedule that does not require the student to take the
medicine while at school. However, when necessary, please follow the guidelines provided below. All written requests must
be provided on an annual basis or when the medication, dosage, frequency of administration, or reason for administration
changes.
Assistance with Administration of Medication
The school nurse or other designated school employee may assist a student who needs to take prescribed medication during
school hours only upon written request of both the physician/ surgeon and the parent. The written request from the physician/
surgeon must include details as to the name of the medication, method, amount, and time schedules by which the medication
is to be taken and a written statement from the parent indicating the desire that the school assist the student in matters set
forth in the statement of the physician/surgeon.
Self-Carry and Self-Administration of Medication
In order for a student to carry and self-administer prescription auto-injectable epinephrine or inhaled asthma medication at
school, the parent must provide a written statement consenting to the self-administration and a written statement from the
physician/ surgeon or physician assistant detailing the medication, method, amount, and time schedules by which the
medication is to be taken, and confirming that the student is able to self-administer auto-injectable epinephrine or inhaled
29
asthma medication. The parent’s written statement must provide a release for the school nurse or other designated school
personnel to consult with the student’s health care provider regarding any questions that may arise with regard to the
medication, and releasing the District and school personnel from civil liability if the self-administering student suffers an
adverse reaction as a result of self-administering medication. A student may be subject to disciplinary action if the student
uses auto-injectable epinephrine or inhaled asthma medication in a manner other than as prescribed.
Delivery, Storage, and Disposal of Medication
Supply the school with all medicine the student must take during the school day, with each medicine stored in a separate
container labeled by a pharmacist licensed in the United States. The container must list the student’s name, doctor’s name,
name of the medicine, and instructions for when to take the medicine and how much to take. The medicine must be delivered
to the school by a parent or other adult, unless the student is authorized to carry and take the medication by themselves.
Except for inhalers, the student may only carry one-day’s dosage. For all other medication, no more than a 30-day supply
will be kept at the school. All discontinued, outdated, and/or unused medicine must be picked up before the end of the
school year.
Student Accident Insurance
Medical and hospital services for students injured at school or school-sponsored events, or while being transported, is
insured at the parent’s expense. No student will be compelled to accept such services without the consent of a parent.
Student Accident Insurance can be purchased through Myers-Stevens during student registration and throughout the school
year. Please contact the District at (559) 675-4500 ext. 272 for additional assistance.
SAFETY
Use of School Phones
Students are not to use the telephones in the main office except in such cases that are vital and related to school matters.
Students should make all arrangements for transportation, going somewhere with a friend after school, staying for after-
school activities, etc. before coming to school. School phones may be used twenty minutes after dismissal if a student has
not yet been picked up.
Visitation Policy
The District’s highest priority is keeping all students and faculty safe, and part of that is quickly identifying those that may
present a danger to all persons and knowing who is in District buildings at all times. All visitors who wish to gain access to
a school, including parents, contractors, and volunteers, must report to the main office to register and receive a visitor’s
badge. To register, visitors will be asked to present a photo ID and their purpose for entering school grounds. The visitor’s
badge must be visibly displayed at all times while on school grounds and returned to the office at the end of the visit. Unless
otherwise directed by the principal or designee, a staff member will accompany visitors while they are on school grounds.
Anyone on school grounds without permission is in violation of the law and may be reported to law enforcement.
Students from other schools are not allowed to be on campus during school hours without administrative permission.
Emergency Contacts
At the beginning of each year, parents are asked to verify that their contact information is still current and to provide
specified information about the student’s doctor, as well as a list of authorized adults (relatives, friends) who may be
contacted in the event of an emergency where the parents cannot be reached immediately. Please keep in mind that, other
than the parent, students will only be released to the authorized adults listed as emergency contacts.
If any changes occur during the school year, it is extremely important that the school office is notified in a timely manner.
Parents may also make those changes directly through their Parent Portal account.
Student Identification Cards
ID Cards are required to be carried by students at all times at school and at school-sponsored activities, and are to be
presented upon request to any member of the staff. Each student will be provided with an ID card at the beginning of the
school year at no cost. Several ID card picture days will be scheduled throughout the first semester to ensure all students
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have the opportunity to have their picture taken. A replacement fee of $10.00 will be assessed for cards that are lost, stolen,
broken, not picked up during the first semester, etc. Students pay the fee to the bookkeeper and sign up to get a replacement
card.
*Students in possession of an altered or unauthorized student identification card may be subject to appropriate disciplinary
action.
Dress Code
The Governing Board believes that appropriate dress and grooming contribute to a productive learning environment. The
Board expects students to give proper attention to personal cleanliness and to wear clothes that are suitable for the school
activities in which they participate. Students’ clothing must not present a health or safety hazard or a distraction which
would interfere with the educational process.
The dress code can be modified as appropriate to accommodate a student’s religious or cultural observance, health condition,
or other circumstance deemed necessary by the principal or designee. Coaches and teachers may impose more stringent
dress requirements to accommodate the special needs of certain sports and/or classes. The principal, staff, students, and
parents at each school may establish additional reasonable dress and grooming regulations for times when students are
engaged in extracurricular or other special school activities as well as to address site-specific needs.
Please refer to the District’s Annual Notification of the Rights and Responsibilities of Parents and Students for the complete
Dress Code Policy. The following is an easy-to-read chart that summarizes the Policy that applies to regular school activities:
Hats/Hoods/Beanies
• Prohibited inside buildings and classrooms.
• Permitted while outdoors if worn to protect students from the harmful effects of the sun or
when the temperature falls below 40 degrees Fahrenheit.
Shirts
• Must cover the torso. Bare midriffs, tube tops, and halter-tops are prohibited, including tops
or blouses that show midriff when arms are raised above the head.
• Openings for neck and arms that expose the body in a sexually suggestive manner are not
acceptable.
Shorts/Skirts
• Must be mid-thigh or longer (or have leggings that are mid-thigh underneath) or 5” above the
knee (whichever is longer in length).
• No sagging; all shorts/skirts must be worn at the waist.
Pants
• Holes five inches above the knee must have leggings underneath.
• Must cover all undergarments.
•
No sagging; all pants must be worn at the waist.
Pajamas
• Not to be worn at school or at school-sponsored activities, unless part of an authorized event,
in which case must adhere to the Dress Code Policy.
Shoes or Other
Footwear
• Must be worn at all times.
• Athletic shoes with socks are required in all physical education classes and while
participating in athletic teams.
•
No slippers.
Piercings
• Piercings that create a safety issue are not acceptable.
Hair
• Must be clean and well-groomed.
Accessories or
Jewelry
• Dark sunglasses must not be worn in classrooms, offices, or inside other buildings unless a
documented, related health problem exists.
• Any apparel, hairstyles, cosmetics, accessories, or jewelry, even if not specifically mentioned
above, that creates a safety or health concern (as determined by administration) is prohibited.
All articles of clothing, head coverings, accessories, and jewelry must be free of writing, pictures, or any other insignia
which are crude, vulgar, profane, obscene, libelous, slanderous, or sexually suggestive. They must also not advocate or
depict racial, ethnic, or religious prejudice, or other unlawful acts, or drugs, alcohol, or tobacco.
Gang-related Apparel or Paraphernalia
Gang-related apparel or paraphernalia, including symbols, emblems, insignia, or other gang identifiers, may not be worn or
displayed. Specifically, the presence of any apparel, jewelry, accessories, notebook, or manner of grooming which by virtue
of its color, arrangement, trademark, wording, or other attributes, or displayed under certain conditions or circumstances,
denotes membership in or affiliation with gangs is prohibited. The following are some examples:
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•
The wearing of a blue or red shirt, in and of itself, may or may not be indicative that the shirt is gang-related. However,
when a blue or red shirt is worn in the company of other persons who are wearing blue or red shirts, and who are flashing
gang signs or are speaking in a manner suggestive of gang affiliation, then it may legitimately be concluded that the
blue or red shirt worn in such conditions and circumstances is gang-related apparel.
• There is a tendency for youth to use brand name clothing and apparel as a means of signifying gang membership and/or
affiliation. Therefore, on a case-by-case basis, administrators may prohibit students from wearing clothing/apparel
which bears certain brand names, whenever it is reasonably determined that the student is using the brand name as a
means of proclaiming membership or affiliation with a gang.
When in doubt as to whether an item is gang-related, the principal or designee will consult with local law enforcement or
with other persons with expertise in gangs.
Accountability for Dress Code Violations
All school staff, including teachers, classroom aides and other classified staff, as well as school administrators are expected
by the Board to ensure that this Policy is fairly and consistently implemented throughout the District.
Progressive discipline will be imposed for violations of the Dress Code as follows:
1. First Offense: Verbal warning and counseling; documentation of the incident; and the student will be advised to read
thoroughly the dress code as published in the District’s Annual Notification. The administrator will ask the student if
their copy of the referenced publication has been misplaced or lost. If so, a second copy will be provided.
2. Second Offense: Verbal warning and counseling; parent contact/conference; documentation of the incident; and parent
and student will be advised to read thoroughly the dress code as published in the District’s Annual Notification.
3. Third Offense: Parent contact/conference; documentation of the incident; detention to be served by the student; and
confiscation, if possible, of the article of clothing or accessory which has resulted in the violation of the policy.
4. Fourth Offense: Parent contact/conference; documentation of the incident; and confiscation, if possible, of the article
of clothing or accessory which has resulted in the violation of the policy.
5. Fifth and Subsequent Offenses: Parent contact/conference; documentation of the incident; one day on-campus
suspension; and confiscation, if possible, the article of clothing or accessory which has resulted in the violation of the
policy.
As to each offense, the parent will be notified to bring acceptable clothing or the student will be supplied with a suitable
garment from the site, if available.
Smartphones & Electronic Signaling Devices
Students may bring personal technology, including computers, smartphones, network access devices, or other electronic
signaling devices to school. However, students may use such devices only during non-instructional hours, such as before
and after school and during lunch or other breaks. Passing time between classes is considered to be instructional time, so
the use of electronic signaling devices during that time is prohibited. Only under the following circumstances may a student
possess or use a smartphone or other electronic signaling device:
• In case of an emergency, or in response to a perceived threat of danger.
• When a teacher or administrator grants permission to the student, subject to any reasonable limitation imposed by that
teacher or administrator.
• When a licensed physician and surgeon determines it is necessary for the student’s health or well-being.
• When it is required in a student’s IEP or Section 504 plan.
Students must follow the instructions provided by teachers and other school staff in the use of personal technologies. School
employees are directed to confiscate electronic signaling devices for use during unauthorized times or for improper use,
including, but not limited to, use which causes disruption, invades another student’s privacy, compromises the
confidentiality of school records, infringes on copyrights, enables students to cheat on tests, facilitates activities in violation
of the code of student conduct, or is illegal. Devices will be returned to the parent after a meeting with the administrator.
If the use of electronic signaling devices is abused and the use violates District policy or rules and regulations, the principal
or designee has the right to revoke the privilege and prohibit a student from possessing such device(s) at school or school-
related activities and/or impose disciplinary actions in accordance with Board policy and administrative regulation.
The school assumes no liability for personal technology, including computers, cell phones, smartphones, network access
devices, or other electronic signaling devices, if such devices are damaged, lost or stolen.
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Electronic Listening or Recording Device
The use by any person, including a student, of any electronic listening or recording device in any classroom without the
prior consent of the teacher and the principal is prohibited as it disrupts and impairs the teaching process and discipline in
the schools. Any person, other than the student, willfully in violation is guilty of a misdemeanor. Any student in violation
will be subject to appropriate disciplinary action.
State law prohibits the recording of confidential communication without prior consent by all parties – this is because
California is a “two-party consent” state. Confidential communication is one where the parties involved have reason to
believe that their communications are being held in private.
Bicycles, Scooters & Skateboard
State law requires all persons under the age of 18 to wear properly fitted and fastened bicycle helmets that meet specified
standards when riding bicycles, scooters, and skateboards. When a student violates this law, the student’s parents could also
be held liable.
For the safety and protection of students who ride bicycles, scooters, and skateboards to and from school, students must:
• Obey all traffic rules
• Walk their bicycles, scooters and skateboards across crosswalks
• Not ride bicycles, scooters, and skateboards while on school grounds
• Lock up their bicycles, scooters, and skateboards in the designated racks, using their own locks
The school assumes no liability for lost, stolen, or damaged bicycles, scooters, and skateboards. However, if anything is
stolen, students should immediately notify the school office so that staff can assist with filing a police report.
Animals/Pets
Other than service animals for students with disabilities and animals used for instructional purposes by teachers, pets and
other animals are prohibited from being on school property during, before, or after school hours. This is necessary to ensure
the health, safety and welfare of all students and staff.
Food & Beverage
The Madera Unified School District Wellness Policy promotes healthier food consumption by students in its schools. As
such, food and beverage from outside vendors may not be brought onto the campus nor may they be delivered to the school.
This rule applies to students who have off-campus lunch privileges. Students are also not allowed to bring any baked goods
or desserts from home to share with others, especially in consideration of students with food allergies and special dietary
needs.
Outside Deliveries
To maintain an optimal learning environment that is free from distractions, the school will not accept items delivered to the
school -- such as balloons, flowers, presents, etc. sent on birthdays, Valentine’s Day, or other special occasions. Students
should also not bring these items to school as gifts for others. If they are brought to school, or left at the office by the delivery
person, the items will be held in the office until the end of the school day. The school is not responsible for contacting the
recipient of the item(s) nor does the school assume responsibility for any items that are lost, stolen or damaged.
Student’s forgotten homework assignments, P.E. clothes, books, or money will be accepted in the main office. However,
these items may only be picked up by the student during non-instructional time.
Fundraisers/Non-Authorized Sales
Students may not sell items (i.e., candy, chips, drinks, food, merchandise, etc.) at school unless they are participating in a
school-approved fundraiser, or have obtained prior written approval from the school administration. Violators will have
their items confiscated and returned only to the parent.
Emergency Procedures
In order to familiarize students and staff with proper procedures, the following drills will be conducted, as appropriate,
throughout the school year: fire, lockdown, earthquake drop procedures, and bus evacuation.
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Parents should prepare their children for an emergency by:
1. Being aware of the emergency procedure instructions given to their children at school.
2. Keeping their child’s emergency card on file at the school and updated at all times.
3. Establishing the safest and most direct route to and from school.
4. Arranging for a neighbor or friend to care for their child if the parents leave home for the day.
In the event of an emergency during the school day, the best place for the students to remain is at school. Students will be
kept in a safe area until parents or authorized persons noted on the emergency contact list arrive at the school. Students not
picked up will remain at school until the end of the normal school day, and will be released at that time, providing it is safe
to go home. During the emergency, it is essential that the school telephone lines are available to school personnel and those
providing emergency relief; therefore, the school should be called only if it is absolutely necessary. Families may tune in to
the following radio stations to stay current on the situation:
KMJ 580 AM (English) and KMMM 107.3 FM (Spanish).
CONDUCT
Behavior Expectations
Each school site and each classroom teacher has established behavior expectations for their students that are consistent with
Board policy and applicable state and federal laws. It is the responsibility of the teachers and administrators to see that rules
are carried out in a fair and reasonable manner. Every teacher, administrator and other designated employee will hold
students to a strict account for their conduct on the way to and from school, in the classroom and other school buildings, on
school grounds, and on the school bus. Students must conform to school regulations, obey all directions, be diligent in study
and respectful to teachers and others in authority, and refrain from the use of profane and vulgar language.
Specific behaviors are forbidden by state and federal laws and by District policy. Violations of these laws and policies may
result in advising and counseling students, conferencing with parents, detention during and after school hours, loss of
privileges, community service, involvement of law enforcement, placement in alternative programs, suspension, or
expulsion.
The severity of disciplinary consequences depends upon several factors such as the nature or seriousness of the offense and
whether the offense is a first offense. Ordinarily, suspension (and expulsion) is imposed only when other means of correction
fail to bring about proper conduct, or whenever the student has committed a serious, first-time offense; or when it is also
determined that the student’s presence causes a danger to persons or property or threatens to disrupt the instructional process.
Corporal punishment will not be used. The use of reasonable and necessary force by an employee to protect oneself or
students or prevent damage to District property is not considered corporal punishment.
Prevention & Intervention Strategies
The Madera Unified School District believes that high expectations for student behavior, effective classroom management,
and parent involvement can minimize the need for discipline. Staff will use preventative measures and positive conflict
resolution techniques whenever possible. In addition, discipline will be used in a manner that corrects student behavior
without intentionally creating an adverse effect on student learning or health. At all times, the safety of students and staff
and the maintenance of an orderly school environment must be priorities in determining appropriate discipline. When
misconduct occurs, staff will attempt to identify the causes of the student’s behavior and implement appropriate discipline
in a fair and consistent manner, in accordance with the District’s nondiscrimination policies. Persistently disruptive students
may be assigned to alternative programs or removed from school in accordance with law, Board policy, and administrative
regulation.
Interventions may be offered in lieu of suspension including, but not limited to, counseling, peer mediation, Solutions
Team/Solutions Coaching, SST and a behavior contract.
Grounds for Suspension and Expulsion
Suspension means the removal of a student from ongoing instruction for adjustment purposes. Expulsion means removal of
a student from the immediate supervision and control, or the general supervision, of school personnel. Students may be
suspended or recommended for expulsion whenever the principal/designee of the school determines the student has
committed an act in violation of Education Code 48900, as listed below, and EC 48900.2, 48900.3, 48900.4, and 48900.7
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in any of the schools of the District or in another district, and the act is related to a school activity or school attendance
which occurs at any time including, but not limited to, any of the following:
1. While on school grounds.
2. While going to or returning from school.
3. During lunch period whether on or off campus.
4. During or while going to or coming from a school sponsored activity.
The following are grounds for which a student may be suspended or expelled:
(a)(1) Caused, attempted to cause, or threatened to cause physical injury to another person.
(a)(2) Willfully used force or violence upon another person, except in self-defense.
(b) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object.
(c) Unlawfully possessed, used, sold, otherwise furnished, or was under the influence of any controlled substance, alcoholic
beverage, or intoxicant of any kind.
(d) Unlawfully offered, arranged, or negotiated to sell any controlled substance, alcoholic beverage, or intoxicant of any
kind, and then sold, delivered, or otherwise furnished to any person another liquid, substance, or material and represented
the same as such controlled substance, alcoholic beverage, or intoxicant.
(e) Committed or attempted to commit robbery or extortion.
(f) Caused or attempted to cause damage to school property or private property.
(g) Stole or attempted to steal school property or private property.
(h) Possessed or used tobacco, or products containing tobacco or nicotine products.
(i) Committed an obscene act or engaged in habitual profanity or vulgarity.
(j) Unlawfully possessed, offered, arranged, or negotiated to sell any drug paraphernalia.
(k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other
school officials, or other school personnel engaged in the performance of their duties. (Grades 9-12 only when suspended
from school. Cannot be used solely as grounds for recommendation for expulsion for students at any grade level.)
(l) Knowingly received stolen school property or private property.
(m) Possessed an imitation firearm. Imitation firearm means a replica of a firearm that is so substantially similar in physical
properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm.
(n) Committed or attempted to commit a sexual assault or committed a sexual battery.
(o) Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary
proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being
a witness.
(p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma.
(q) Engaged in, or attempted to engage in, hazing. Hazing means a method of initiation or pre-initiation into a student
organization or body, whether or not the organization or body is officially recognized by an educational institution, which
is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former,
current, or prospective student.
(r) Engaged in an act of bullying. Bullying means any severe or pervasive physical or verbal act or conduct, including
communications made in writing or by means of an electronic act, directed toward one or more students that has or can
reasonably be predicted to have the effect of placing a reasonable student in fear of harm to themselves or their property;
cause the student to experience a substantially detrimental effect on their physical or mental health; or cause the student to
experience substantial interferences with their academic performance or ability to participate in or benefit from the services,
activities, or privileges provided by a school. Bullying also includes an act of cyber sexual bullying by a student through
the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording that depicts a
nude, semi-nude, or sexually explicit photograph or other visual recording of an identifiable minor, when such dissemination
is to another student or to school personnel by means of an electronic act and has or can be reasonably predicted to have
one or more of the effects of bullying described above. Cyber sexual bullying does not include a depiction, portrayal, or
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image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or
school-sanctioned activities.
(t) Aided or abetted the infliction or attempted infliction of physical injury on another person.
EC 48900.2. Committed sexual harassment. Sexual harassment means conduct which, when considered from the perspective
of a reasonable person of the same gender as the victim, is sufficiently severe or pervasive as to have a negative impact
upon the victim's academic performance or to create an intimidating, hostile, or offensive educational environment. (Grades
4-12 only)
EC 48900.3. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence. Hate violence
includes injuring or intimidating a victim, interfering with the exercise of a victim’s civil rights, or damaging a victim’s
property because of the victim’s race, ethnicity, religion, nationality, disability, gender, gender identity, gender expression,
or sexual orientation; a perception of the presence of any of those characteristics in the victim; or the victim’s association
with a person or group with one or more of those actual or perceived characteristics. (Grades 4-12 only)
EC 48900.4. Intentionally engaged in harassment, threats, or intimidation against district personnel or students that is
sufficiently severe or pervasive to have the actual and reasonably expected effect of materially disrupting classwork, creating
substantial disorder, and invading the rights of school personnel or students by creating an intimidating or hostile educational
environment. (Grades 4-12 only)
EC 48900.7. Made terrorist threats against school officials and/or school property. A terrorist threat includes any written or
oral statement by a person who willfully threatens to commit a crime which will result in death or great bodily injury to
another person or property damage in excess of $1,000, with the specific intent that the statement is to be taken as a threat,
even if there is no intent of actually carrying it out.
Discrimination, Harassment, Intimidation, and Bullying
The Madera Unified School District prohibits discrimination, harassment, intimidation, and bullying based on the actual or
perceived characteristics set forth in PC 422.55, including immigration status, and EC 220, and disability, gender, gender
identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or association with a person or group
with one or more of these actual or perceived characteristics. All school personnel who witness an act of discrimination,
harassment, intimidation, or bullying must take immediate steps to intervene when safe to do so. Any student who engages
in acts of discrimination, harassment, violence, intimidation, or bullying related to school activity or school attendance
occurring within a District school may be subject to disciplinary action up to and including expulsion.
Any student, parent, or other individual may report an incident to a teacher, the principal, a compliance officer, or any other
available school employee. The complaint alleging unlawful discrimination, harassment, intimidation, or bullying against
any student, employee, or other person participating in District programs and activities must be filed no later than six months
from the date of the alleged conduct or the date the complainant first obtained knowledge of the facts of the alleged conduct.
Complaints will be investigated and resolved through AR 1312.3 - Uniform Complaint Procedures (UCP). Information
regarding the UCP can be found on the District’s website at https://www.madera.k12.ca.us/Page/13865
.
Sexual Harassment
Sexual harassment of students at school or at school-sponsored or school-related activities is prohibited. Retaliatory
behavior or action against any person who reports, files a complaint, or testifies about, or otherwise supports a complainant
in alleging sexual harassment is also prohibited. Any student who engages in sexual harassment or sexual violence at school
or at a school-sponsored or school-related activity will be subject to disciplinary action. For students in grades 4 through
12, disciplinary action may include suspension and/or expulsion, provided that in imposing such discipline the entire
circumstances of the incident(s) will be taken into account.
Instructional Program
As a preventative measure, students will receive age-appropriate instruction and information on sexual harassment,
including:
1. What acts and behavior constitute sexual harassment, including the fact that sexual harassment could occur between
people of the same sex and could involve sexual violence.
2. A clear message that students do not have to endure sexual harassment under any circumstance.
3. Encouragement to report observed instances of sexual harassment even when the victim of the harassment has not
complained.
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4. A clear message that student safety is the District’s primary concern, and that any separate rule violation involving an
alleged victim or any other person reporting a sexual harassment incident will be addressed separately and will not
affect the manner in which the sexual harassment complaint will be received, investigated, or resolved.
5. A clear message that, regardless of a complainant’s noncompliance with the writing, timeline, or other formal filing
requirements, every sexual harassment allegation that involves a student, whether as the complainant, respondent, or
victim of the harassment, will be investigated and action will be taken to respond to harassment, prevent recurrence,
and address any continuing effect on students.
6. Information about the District’s procedure for investigating complaints and the person(s) to whom a report of sexual
harassment should be made.
7. Information about the rights of students and parents to file a civil or criminal complaint, as applicable, including the
right to file a civil or criminal complaint while the District investigation of a sexual harassment complaint continues.
8. A clear message that, when needed, the District will implement supportive measures to ensure a safe school environment
for a student who is the complainant or victim of sexual harassment and/or other students during an investigation.
Defining Sexual Harassment
Sexual harassment includes, but is not limited to, unwelcome sexual advances, unwanted requests for sexual favors or other
unwanted verbal, visual or physical conduct of a sexual nature made against another person of the same or opposite sex, in
the educational setting, under any of the following conditions:
1. Submission to the conduct is explicitly or implicitly made a term or condition of a student’s academic status or progress.
2. Submission to or rejection of the conduct by a student is used as the basis for academic decisions affecting the student.
3. The conduct has the purpose or effect of having a negative impact on the student’s academic performance or of creating
an intimidating, hostile, or offensive educational environment.
4. Submission to or rejection of the conduct by the student is used as the basis for any decision affecting the student
regarding benefits and services, honors, programs, or activities available at or through any district program or activity.
Any prohibited conduct that occurs off campus or outside of school-related or school-sponsored programs or activities will
be regarded as sexual harassment in violation of District policy if it has a continuing effect on or creates a hostile school
environment for the complainant or victim of the conduct.
For purposes of applying the complaint procedures specified in Title IX of the Education Amendments of 1972, sexual
harassment is defined as any of the following forms of conduct that occurs in an education program or activity in which a
district school exercises substantial control over the context and respondent:
1. A district employee conditioning the provision of a district aid, benefit, or service on the student’s participation in
unwelcome sexual conduct.
2. Unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it
effectively denies a student equal access to the District’s education program or activity.
3. Sexual assault, dating violence, domestic violence, or stalking as defined in 20 USC 1092 or 34 USC 12291.
Examples of Sexual Harassment
Examples of types of conduct which are prohibited and which may constitute sexual harassment under state and/or federal
law, in accordance with the definitions above, include, but are not limited to:
1. Unwelcome leering, sexual flirtations, or propositions
2. Unwelcome sexual slurs, epithets, threats, verbal abuse, derogatory comments, or sexually degrading descriptions
3. Graphic verbal comments about an individual’s body or overly personal conversation
4. Sexual jokes, derogatory posters, notes, stories, cartoons, drawings, pictures, obscene gestures, or computer-generated
images of a sexual nature
5. Spreading sexual rumors
6. Teasing or sexual remarks about students enrolled in a predominantly single-sex class
7. Massaging, grabbing, fondling, stroking, or brushing the body
8. Touching an individual’s body or clothes in a sexual way
9. Impeding or blocking movements or any physical interference with school activities when directed at an individual on
the basis of sex
10. Displaying sexually suggestive objects
11. Sexual assault, sexual battery, or sexual coercion
12. Electronic communications containing comments, words, or images described above
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Any prohibited conduct that occurs off campus or outside of school-related or school-sponsored programs or activities will
be regarded as sexual harassment in violation of District policy if it has a continuing effect on or creates a hostile school
environment for the complainant or victim of the conduct.
Reporting and Investigating Allegations of Sexual Harassment
Students who feel that they are being or have been sexually harassed on school grounds or at a school-sponsored or school-
related activity by another student, an employee, or a third party or who have experienced off-campus sexual harassment
that has a continuing effect on campus are strongly encouraged to report the incident to their teacher, the principal, the
District’s Title IX Coordinator, or any other available school employee. Any employee who receives a report or observes
an incident of sexual harassment must notify the Title IX Coordinator within one school day. The report must be made
whether the alleged victim files a formal complaint or requests confidentiality.
Once notified, the Title IX Coordinator will determine whether the complaint or allegation is to be addressed through AR
5145.71 – Title IX Sexual Harassment Complaint Procedures or BP/AR 1323.3 – Uniform Complaint Procedures. Because
a complaint or allegation that is dismissed or denied under the Title IX complaint procedure may still be subject to
consideration under state law, the Title IX Coordinator will ensure that any implementation of AR 5145.71 concurrently
meets the requirements of BP/AR 1312.3. The Title IX Coordinator will offer supportive measures to the complainant and
respondent, as deemed appropriate under the circumstances. If, upon the conclusion of an investigation, sexual harassment
is determined to have occurred, the Title IX Coordinator, or designee in consultation with the Coordinator, will take prompt
action to stop the sexual harassment, prevent recurrence, implement remedies, and address any continuing effects.
Records of all reported cases of sexual harassment are maintained in accordance with law and District policies and
regulations to enable the District to monitor, address and prevent repetitive harassing behavior in its schools.
The following individual has been designated as the District’s Title IX Coordinator: Prince Marshall, Executive Director of
Student and Family Support Services, 1820 Howard Road, Madera, CA 93637, princemarshall@maderausd.org
, (559) 416-
5826. The Title IX Coordinator is responsible for coordinating the District’s efforts to comply with Title IX sexual
harassment complaint procedures, as well as to oversee, investigate, and/or resolve sexual harassment complaints processed
under the Uniform Complaint Procedures.
To review the full text of MUSD board policy and administrative regulation on sexual harassment, please click on the
following links: BP 5145.7 and AR 5145.7
.
Public Display of Affection
The school recognizes that genuine feelings of affection may exist between students; however, students should refrain from
inappropriate intimate behaviors on campus or at school-related events. Repeated or especially inappropriate behavior in
this regard may result in disciplinary action. Public displays of affection deemed inappropriate include: kissing, fondling,
lewd or other inappropriate conduct.
Dangerous Objects
Often, students like to bring objects, such as a collector’s item, to school to show their friends. Examples of these objects
include, but are not limited to, laser pointers, mini baseball bats, martial arts weapons (e.g., nunchaku, throwing stars), or
any other sharp, pointy objects. Students should refrain from bringing objects that have the potential to inflict serious bodily
injury to others, which could then lead to disciplinary consequences.
Property Damage
Parents may be held financially liable if their child willfully cuts, defaces, or otherwise injures any property, real or personal,
of the District or school employee, or willfully does not return District property loaned to the child upon demand of an
authorized school employee. School property includes, but is not limited to, electronic files and databases. The school may
further withhold the grades, diploma, and transcript of the student until the parent has paid for the damages.
Payments must be paid by cash, cashier’s check or online via Aeries. No personal checks are accepted. If the student or the
parent are unable to pay for the damages, or return the property, a program of voluntary work will be assigned to the student
in lieu of the payment of monetary damages.
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Disrespectful, Unacceptable Language
The use of any disrespectful, unacceptable language is not conducive to a safe and secure learning environment. Students
are expected to refrain from such use while on school grounds and at school-sponsored activities, just as they would be
expected to do so at their place of employment in the future.
The following are types of speech/language that are considered disrespectful and unacceptable, whether spoken or written:
• Habitual Profanity – The regular and/or frequent use of expletives and/or language which is profane.
• Verbal Abuse – Also called verbal attack or reviling, is a form of abusive behavior involving the use of language. It
includes, but is not limited to, language that is: countering, withholding, discounting, blocking & diverting, accusing &
blaming, judging & criticizing, trivializing, undermining, threatening, name-calling, chronic forgetting, controlling, or
punishing.
• Racial or Religious Slurs – Offensive words used to describe individuals of a race, a particular color, country or faith.
• Hate Speech – Language which degrades, intimidates, or incites violence or prejudicial action against another person
based on that person’s real or perceived ethnicity, national origin, immigrant status, sex, gender, sexual orientation,
religious belief, age, disability, or any other physical or cultural characteristic.
• Misogynistic Speech – Language which promotes the hatred of or violence towards women.
• Misandry Speech – Language which promotes the hatred of or violence towards men.
• Homophobic Speech – Language which promotes the hatred of or violence towards homosexuals.
• Vulgarity – Language which offends good taste and manners and is deemed to be raunchy, gross, offensive, crude, rude
and/or suggestive.
• Obscene Language – Language which is abhorrent to morality or virtue, specifically designed to incite lust or depravity;
considered to be taboo in polite situations; repulsive by reason of crass disregard of moral or ethical principles.
• Roasting – Language used in a joking manner to degrade another student.
Student Conflicts
All students are expected to seek out resources and support if they are having a conflict with another student and or adult.
When conflicts are not addressed early on, they may interfere with students’ mental health which could negatively impact
their academic performance, attendance, and behavior. In severe cases, these conflicts may lead to unsafe and violent
behaviors. To prevent conflicts from escalating and to help maintain a positive school climate and culture in our schools,
students strongly encouraged to take the following steps:
• Let staff know when feeling unsafe, threatened, or harassed. Incidents can also be filed by completing and submitting a
Constituent Concern form, or reported anonymously through STOPit
, using the access code (all in lowercase):
maderausd.
• Avoid listening to and spreading gossip. The only thing that comes from gossip is hurt feelings and anger. Adopt the
attitude, “If I did not hear it with my own ears, it is not worth being hurt or angry about it.”
• Do not confront another student when angry. The other person may react defensively, unsure of what you might do.
Ask for help from a teacher or staff member, if you are not able to forget about or ignore what the other student is doing
that makes you angry.
• Make an appointment with the school counselor. The counselor can provide additional suggestions, meet with the other
student, or arrange a meeting for all the students involved in order to solve the problem in a safe and non-confrontational
manner.
• Do not encourage violence by using words or actions to instigate a fight, or aiding or abetting another student during
the fight.
• Move away from an ongoing verbal or physical conflict so as not to interfere with staff efforts to prevent or stop the
conflict. Recording, moving towards a conflict, and/or encircling the participants prevent staff from maintaining a safe
environment and poses a risk to student safety which may result in a disciplinary response.
Loss of Privileges
In order to encourage high standards of student conduct and behavior in conformity with applicable state laws, District
policies and regulations, and school rules, the principal may deny a student participation in privileged activities, placing
them on a Loss of Privilege (LOP) list. Unless otherwise expressly stated in BP 5127 – Graduation Ceremonies and Other
Privileged Activities, eligibility for and loss of the privilege of participating in District extracurricular and cocurricular
activities is governed by BP 6145 – Extracurricular and Cocurricular Activities.
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Placement on the LOP List
The principal may place a student on the LOP list under the following circumstances:
• Not on track to graduate due to credit deficiencies needed to meet graduation requirements
• Excessive absences and tardies for the year
• Unpaid fees/fines for district property that has been damaged or not returned upon demand
• On suspension or pending expulsion proceedings
Additionally, a student will be placed on the LOP list if, within six weeks (30 school days) prior to the day of the event, the
student has:
• A live 2.0 GPA (not cumulative) up until the last day of ticket sales
• Four (4) or more full day or single period unexcused absences
• Fifteen (15) or more cumulative (total for all periods) tardies
• Been suspended or recommended for expulsion
Privileged Activities
Privileged activities include, but are not limited to:
• Graduation ceremony and senior activities
• Off-campus lunch privileges (11th & 12th grade only with parent permission)
• Dances
• Athletic events
• Recreational or reward field trips
• Rallies, fundraising events or activities, or other designated activities
Co-curricular Appeals Board
A Co-Curricular Appeals Board is established at each high school to hear appeals regarding disputed co-curricular violations
not covered by the Student Conduct Code and Co-Curricular Code. This Board comprises the athletic director, activities
director, an administrator, a neutral coach or advisor selected by the athletic or activities director, a teacher selected by the
principal, and a counselor. When it involves an athlete, the athlete’s coach(es) should be in attendance as a non-voting
observer(s). All members of the Board must be present to hear and act on any appeal or case brought before them.
1. At the hearing, the student will be informed of the reason(s) for the disciplinary action and the evidence against the
student. The parent(s) and the student will be given an opportunity to present their version and evidence in the student’s
defense.
2. At the conclusion of the hearing, the Co-Curricular Appeals Board will meet in closed session for the purpose of
deliberating and determining the Board’s recommendation to the principal.
3. The chairperson of the Board will provide in a written report to the principal to the Board’s recommendation. The report
must include the student’s written statement and facts presented at the hearing.
4. After evaluating the Board’s report, the principal will have the final decision regarding the appeal and will notify the
student and parents and the student’s program advisor or coach of the decision.
5. When disciplinary action is taken, the Board may decide to permit the student to reduce up to half the non-privilege
period if the student complies with the Board’s prescribed rehabilitation plan. Students may be credited for non-privilege
time served while waiting for dispensation of a felony case. (The Board may impose the consequences of a misdemeanor
offense for a potential felony matter pending the dispensation of the case in court. If the offense is upheld by the court
as a felony conviction, additional consequences may be imposed by the Code of Ethics Board at that.)
Note: Simple traffic violations such as parking or speeding are not considered code violations.
PARENT INVOLVEMENT
Home-School Communication
It is a goal of the District to engage parents in meaningful interactions with the school as it supports a partnership among
staff, parents, students, and the community to improve student academic achievement. Parents will be informed of student-
and school-related matters through parent-staff conferences; individualized and/or automated phone calls, emails and text
messages; postings on the district or school websites and social media accounts; and/or letters. To ensure that information
is provided to parents in a timely manner, please make sure that the school has the most current phone number(s), email
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address, and mailing address on file. Students and parents may also monitor up-to-date student progress, attendance, and
other important information through AERIES, the District’s student data system.
Parents may communicate with staff by phone, via email, or in person by appointment. Please note that phone calls will not
be transferred to the classroom during instructional time. Any messages sent to staff or left on voicemail will receive a
response within a 48-hour period. Messages for students from their parents will only be delivered during instructional time
if the matter is of EXTREME emergency or great urgency.
Parents who have concerns regarding student- or school-related matters are asked to take the following steps until they are
satisfied with the resolution:
1. Address the concern directly with the student’s teacher, or appropriate staff member
2. Bring the concern back to the student’s teacher, or appropriate staff member
3. Bring the concern to the attention of the site administrator
4. Refer to the appropriate complaint procedure provided on the District’s website at
https://www.madera.k12.ca.us/Page/13865
Classroom Observations and Parent-Teacher Conferences
It is important for parents and family members to be involved in, and to support, the education of their students. The
following guidelines are for parents who would like to observe their student in the classroom and/or to request a meeting
with their student’s teacher(s).
Classroom Observations
Arrangements for classroom observations must be made with the teacher at least 24 hours in advance – no unannounced
visits will be permitted. To minimize interruptions and distractions during instructional time, and to ensure the health and
safety of students, classroom observations may not last longer than 20 minutes per visit unless prior agreement has been
made with site administration. The teacher or principal may also limit the number of observations that a parent can make.
During a classroom observation, the parent may not interact with any student or the teacher unless the interaction is initiated
by the teacher. The principal or designee may be present in the observed setting in order to accommodate follow-up
discussion or clarify questions that may arise. A follow-up meeting with the teacher or principal may be scheduled as needed
to address any questions or concerns.
On the day of the observation, the parent must follow the rules and procedures for visiting the school campus, including
signing in at the front office and providing proof of identification. The use of any electronic listening or recording device
in the classroom without the prior consent of the teacher and the principal is prohibited as it disrupts and impairs the teaching
process and discipline in the schools. Any person, other than the student, willfully in violation is guilty of a misdemeanor.
Parent-Teacher Conferences
There are several scheduled opportunities where parents may speak with teachers and other staff regarding their child’s
progress in school – such as Back-to-School Night and Open House. However, to schedule a parent-teacher conference
outside of those events (whether in-person, virtually, or via the phone), parents must make the arrangements with the teacher
by contacting them directly, sending a note with their student to give to the teacher, or leaving a message for the teacher
with the main office. Please allow the teacher 48 hours to respond to a request. Parents requiring an interpreter for the
meeting should also give the teacher reasonable notice to make the appropriate arrangements with the principal or designee.
Parent-teacher conferences are typically held before or after school to prevent interruptions to instructional time and
learning. Parents should not simply show up at the school with the expectation to meet with the teacher, especially on early
release days since teachers are required to attend meetings and engage in professional development activities during that
time. In order to make the meeting as productive as possible, it is recommended that siblings do not attend conferences.
Volunteers
Volunteer assistance in schools can enrich the educational program, increase supervision of students, and contribute to
school safety while strengthening the schools’ relationships with the community. Parents and other members of the
community are encouraged to share their time, knowledge, and abilities with students. Volunteers must act in accordance
with District policies, regulations, and school rules. Volunteers may not bring siblings and other younger children, who are
not enrolled in school, into the classrooms.
In order to volunteer at school, a volunteer must have on file with the school a certificate showing that they have submitted
to a tuberculosis risk assessment and, if tuberculosis risk factors were identified, was examined and found to be free of
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infectious tuberculosis. If a volunteer is to work directly with students while not under the direct supervision of a
credentialed employee, they must obtain fingerprint clearance through the Department of Justice and Federal Bureau of
Investigation. Contact the principal for more information on how to serve as a volunteer at the school.
Parent Committees
Parents are encouraged to become involved in activities at the school and can support the school a number of ways. We
have parent clubs, School Site Councils, and English Language Advisory Committees. Please attend a parent club meeting
to learn more about involvement. If your child’s school does not have a parent club, please contact your child’s teacher.
Please note that a volunteer that is on campus on a recurring basis requires fingerprinting to be completed.
Parent Teacher Association (PTA)
The PTA is made up of parents, teachers and other staff members who are interested in enhancing and supporting the
educational experience for all stakeholders. It aims to keep parents informed of school and District news, encourage parent
and community involvement through activities planned throughout the year, provide volunteers at school-related events,
and raise funds through membership dues and fundraising activities for programs and activities that benefit students.
Everyone is encouraged to become a PTA member and get involved! For more information, contact the school office.
School Site Council
The SSC is a decision-making group consisting of the principal, parents, students, teachers, and other staff. Members of the
SSC are elected by their peers, and there must be parity in numbers between school members and parent members. The goal
of the committee is to develop and approve the school plan and budget, as well as evaluate the effectiveness of the
instructional program. Meetings are open to everyone, but only the elected members of the SSC may vote on agenda items.
Contact the principal for more information.
English Language Advisory Committee
Each California public school with 21 or more English learners must form an English Language Advisory Committee
(ELAC), and those with 51 or more English learners must form a District English Language Advisory Committee
(DELAC).
The ELAC is comprised of elected parents, staff, and community members, and is responsible for the following tasks:
• Advising the principal and staff in the development of a site plan for English learners and submitting the plan to the
School Site Council for consideration of inclusion in the School Plan for Student Achievement.
• Assisting in the development of the schoolwide needs assessment.
• Increasing parents’ awareness of the importance of regular school attendance.
• Electing at least one member to the DELAC. (Districts with 31 or more ELACs may use a system of proportional or
regional representation.)
The DELAC is comprised of elected parent representatives from each school site who advise the Governing Board on at
least the following tasks:
• Development of a district master plan for education programs and services for English learners. The district master plan
will take into consideration the school site master plans.
• Conducting a district wide needs assessment on a school-by-school basis.
• Establishment of district program, goals, and objectives for programs and services for English learners.
• Development of a plan to ensure compliance with any applicable teacher and/or teacher aide requirements.
• Review and comment on the school district reclassification procedures.
• Review and comment on the written notifications required to be sent to parents.
• If the DELAC acts as the English learner parent advisory committee under EC 52063(b)(1) and 52062(a)(2), review
and comment on the development or annual update of the Local Control and Accountability Plan (LCAP).
Parent Workshops
The school may provide informational workshops for parents that support student success throughout the year.
Title I Parent Involvement Policy
A written Title I parental involvement policy has been developed with input from parent surveys, school site council, and
parent teacher association. The policy, including the School-Parent Compact, is distributed to parents of Title I students
through enrollment packets and in this document. The policy describes the means for carrying out the following Title I
parental involvement requirements.
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Involvement of Parents in the Title I Program
The following practices have been established to involve parents in the Title I program:
• The school convenes an annual meeting to inform parents of Title I students about Title I requirements and about the
right of parents to be involved in the Title I program. The Principal gives a presentation on the background of Title I
and how the school will use it. (Programs, supplies, technology, parent resources, and staff)
• The school offers a flexible number of meetings for Title I parents, such as meetings in the mornings or evenings.
Parents are sent a ConnectEd and a flyer advising them of the different Title I meetings that are available for them to
attend. School Site Council meetings are in the evening and ELAC meetings are in the morning.
• The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and
improvement of the school’s Title I programs and the Title I parental involvement policy. This is a standing item in all
of the SSC, ELAC, and Booster Club meetings.
• The school provides parents of Title I students with timely information about Title I programs. Information about Title
I programs is provided to parents through ConnectEd messages, letters sent home, during parent meetings (SSC, ELAC,
and Booster Club) and during parent teacher conferences.
• The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments
used to measure student progress, and the proficiency levels students are expected to meet. The administration, and
teaching staff provide parents this information during Back-to-School Night, Parent/Teacher Conferences, Open house,
and in the Parent/Student Handbook. They cover these areas: state and local assessments, state and federal achievement
standards, attendance requirements, grading policy, promotion, and retention.
• If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents
to participate in decisions relating to the education of their children. If a parent requests additional information and
input, the school is always ready to accommodate the parent’s needs. These meetings can be one-to-one, small groups,
or in a large group setting.
The parental involvement policy review is included in the annual review of the Single Plan for Student Achievement. It is
updated annually to meet the changing needs of parents and the school. SSC, ELAC, and Booster Club meetings are used
to obtain input, review, and approve the school’s parent involvement policy.
School-Parent Compact
The school distributes to parents of Title I students a School-Parent Compact. The compact, which has been jointly
developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved
student academic achievement. It describes specific ways the school and families will partner to help children achieve the
State’s high academic standards. It addresses the following legally required items, as well as other items suggested by
parents of Title I students.
• The school’s responsibility to provide high-quality curriculum and instruction
• The ways parents will be responsible for supporting their children’s learning
• The importance of ongoing communication between parents and teachers through, at a minimum, annual parent-teacher
conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate
in their child’s class; and opportunities to observe classroom activities
Input from parent surveys, school site council, and parent teacher association were used to give feedback to this policy. The
School-Parent Compact, along with the Title I parental involvement policy, is distributed to parents of Title I students
through enrollment packets and in this document.
Building Capacity for Involvement
The school engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents,
and the community to improve student academic achievement. To help reach these goals, the school has established the
following practices.
• The school provides Title I parents with assistance in understanding the State’s academic content standards,
assessments, and how to monitor and improve the achievement of their children. Content standards, assessments and
student progress are discussed with parents at Back-to-School Night, Open House, and parent/teacher conferences.
• The school provides materials and training to assist Title I parents in working with their children to improve academic
achievement.
• With the assistance of Title I parents, the school educates staff members about the value of parent contributions, and on
how to work with parents as equal partners.
• The school coordinates and integrates the Title I parental involvement program with other programs, and conducts other
activities, such as parent resource centers, to encourage and support parents in more fully participating in the education
of their children. Parents are invited to participate in the following educational and informational workshops: Back to
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School Night, Parent Literacy/Health & Wellness Night, Parent Math Night, Science Fair, Accessing Grades, and
various Make and Take Workshops.
• The school distributes information related to school and parent programs, meetings, and other activities to Title I parents
in a format and language that the parents understand. Information related to school and parent programs, meetings, and
other activities are distributed to Title I parents. SSC and ELAC meetings are held regularly throughout the year.
Information related to Title 1 and other school programs is shared and input is solicited. Numerous opportunities are
provided for parents to learn how to help their children be successful learners. All information shared with parents is
provided in English and Spanish. Translators are used as needed for parent/teacher conferences, ELAC and SSC
meetings, and IEPs.
• The school provides support for parental involvement activities requested by Title I parents. SSC and ELAC meetings
are held 4-5 times throughout the year. Parents are notified in their language via monthly calendar and school flyers.
Parents are encouraged to attend meetings and workshops to learn how to assist their children in being successful in
school. All information shared with parents is provided in English and Spanish.
Accessibility
The school provides opportunities for the participation of all Title I parents, including parents with limited English
proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a
format and language that parents understand. Parents of the aforementioned groups are invited and encouraged to attend
every event the school offers. Monthly calendars, ConnectEd messages, school flyers, marquee postings, and agenda
postings are a few of the methods used by the school to extend an invitation to attend. Translators are provided for
parent/teacher conferences, SSC and ELAC meetings, SST’s, and IEPs as needed.
School-Parent Compact
It is important that families and schools work together to help students achieve high academic standards. Through a process
that includes teachers, families, students and community representatives, the following are agreed upon roles and
responsibilities that we as partners will carry out to support student success in school and in life.
STAFF PLEDGE:
I agree to carry out the following responsibilities to the best of my ability:
• Provide high-quality curriculum and instruction.
• Endeavor to motivate my students to learn.
• Have high expectations and help every child to develop a love of learning.
• Communicate regularly with families about student progress.
• Provide a warm, safe, and caring learning environment.
• Provide meaningful, daily homework assignments to reinforce and extend learning.
• Participate in professional development opportunities that improve teaching and learning and support the formation of
partnerships with families and the community.
• Actively participate in collaborative decision-making and consistently work with families and my school colleagues to
make schools accessible and welcoming places for families to help each student achieve the school’s academic
standards.
• Respect the school, students, staff, and families.
STUDENT PLEDGE:
I agree to carry out the following responsibilities to the best of my ability:
• Come to school ready to learn and work hard.
• Bring necessary materials, completed assignments and homework.
• Know and follow school and class rules.
• Ask for help when I need it.
• Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful
in school.
• Limit my TV/video game time and instead study or read every day after school.
• Respect my classmates, the school, staff, and families.
FAMILY/PARENT PLEDGE:
I agree to carry out the following responsibilities to the best of my ability:
• Provide a quiet time, place for homework, and monitor TV/video game access.
• Read to my child or encourage my child to read every day.
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•
Communicate with the teacher or the school when I have a concern.
• Ensure that my child attends school every day, gets adequate sleep, regular medical attention, and proper nutrition.
• Regularly monitor my child’s progress in school.
• Participate at school in activities such as decision-making, volunteering and or attending school outreach meetings and
parent-teacher conferences.
• Communicate the importance of education and learning to my child.
• Respect the school, staff, students, and families.
The School-Student-Parent Compact is distributed through the Parent/Student Handbook issued to every student at the
beginning of the school year or at the time of enrollment. The Compact is reviewed and edited at the end of every school
year to reflect parent input and revisions.
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MADERA HIGH SCHOOL MAP
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MADERA SOUTH HIGH SCHOOL MAP
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MATILDA TORRES HIGH SCHOOL MAP