Student & Parent Handbook

INDEPENDENT STUDY POLICY

Board Policy #3120
Approved: June 11, 2002
Amended: March 4, 2008, September 1, 2009, December 7, 2011, June 29, 2015, September 24, 2015, August 30, 2016, April 27, 2018, June 23, 2021, July 29, 2021, October 20, 2021, August 31, 2022

The Board of Directors of Audeo Charter School, Inc. hereby adopts this Independent Study Policy to apply to Audeo Charter School II, Audeo Charter School III, Audeo Valley Charter School, Grossmont Secondary School, Mirus Secondary School, and Sweetwater Secondary School, all hereafter collectively referred to as “Charter School.” Audeo shall offer independent study to meet the educational needs of pupils enrolled in the Charter School Independent study is an optional educational alternative in which no pupil may be required to participate and is designed to teach knowledge and skills of the core curriculum. The Charter School shall provide appropriate existing services and resources to enable pupils to complete their independent study successfully. The following written policies have been adopted by the TCS Board of Directors for implementation at Charter School:

1. For students in all grades and programs offered by the Charter School (K through 12) the maximum length of time that may elapse between the date an assignment is made and the date that assignment is due shall be 20 school days.
2. The Executive Director or designee shall conduct an evaluation to determine whether it is in the best interests of the pupil to remain in independent study upon the following triggers:
   1. When any student in grades K-12 misses two or more assignments during any period of 20 school days.
   2. In the event a student’s educational progress falls below satisfactory levels as determined by the Charter School’s Multi-Tiered System of Supports (MTSS), which considers ALL the following indicators:
      1. The pupil’s achievement and engagement in the independent study program, as indicated by the pupil’s performance on applicable pupil-level measures of pupil achievement and pupil engagement set forth in Education Code Section 52060(d) paragraphs (4) and (5).
      2. The completion of assignments, assessments, or other indicators that evidence that the pupil is working on assignments.
      3. Learning required concepts, as determined by the supervising.
      4. Progressing toward successful completion of the course of study or individual course, as determined by the supervising teacher.

      Teachers and certificated staff use MTSS to enhance student comprehension of content by providing remediation strategies. MTSS that focuses on aligning initiatives and resources to address the needs of all students. It is a comprehensive framework that aligns academic, behavioral, and social-emotional learning in a fully integrated system of support for the benefit of all students. MTSS offers the potential to create systematic change through intentional integration of services and supports to quickly identify and meet the needs of all students. The Charter School utilizes a Response to Intervention (RTI2) Model to determine how individual students are responding to strategies, interventions, and supports within the multi-tiered system. In an RTI2 Model, instructional staff identify at-risk students, regularly monitor student learning, provide research-based interventions, and utilize a systematic approach to ensuring academic success for all students. This problem-solving approach continually examines student response and adjusts based on data and a documented feedback system.

      A written record of the findings of any evaluation made pursuant to this subdivision shall be treated as a mandatory interim pupil record. The record shall be maintained for a period of three years from the date of the evaluation and, if the pupil transfers to another California public school, the record shall be forwarded to that school.

3. The Charter School shall provide content aligned to grade level standards that is substantially equivalent to in-person instruction. For high school grade levels this shall include access to all courses offered by the Charter School for graduation and approved by the UC or CSU as credible under the A-G admissions criteria.
4. The Charter School has adopted tiered reengagement strategies for the following pupils:
   1. all pupils who are not generating attendance for more than 10 percent of required minimum instructional time over four continuous weeks of the Charter School’s approved instructional calendar;
   2. pupils found not participatory in synchronous instructional offerings pursuant to Education Code Section 51747.5 for more 50 percent of the scheduled times of synchronous instruction in a school month as applicable by grade span; or
   3. pupils who are in violation of the written agreement pursuant to Education Code Section 51747(g).

These procedures shall include local programs intended to address chronic absenteeism, as applicable, with at least all of the following:

1. 1. Verification of current contact information for each enrolled pupil;
   2. Notification to parents or guardians of lack of participation within one school day of the recording of a non-attendance day or lack of participation;
   3. A plan for outreach from the Charter School to determine pupil needs including connection with health and social services as necessary. The Charter School developed trauma-informed crisis response systems which are sensitive to the emotional needs of students and family members. A key component of the crisis response system is forging strong school-to-home relationships, centered on trust and two-way communication. Charter School staff, including administrators, teachers, education specialists, counselors, nurses and school psychologists remain connected with students and their families through in-person meetings, home visits, secure texts, emails, video conferences, and phone calls to conduct informal conversations focused on health and social-emotional needs. The Charter School continues to provide information to families in both English and Spanish regarding community-based resources for health and wellness, food options, distance learning tools, and other basic needs;
   4. A clear standard for requiring a pupil-parent-educator conference to review a pupil’s written agreement and reconsider the independent study program’s impact on the pupil’s achievement and well-being, consistent with the policies adopted pursuant to paragraph (4) of subdivision (g) of Education Code Section 51747.
   5. When the evaluation described above under paragraph b. is triggered to consider whether remaining in independent study is in the best interest of the pupil, a pupil- parent-educator conference shall be required to review a pupil’s written agreement and reconsider the independent study program’s impact on the pupil’s achievement and well-being. This conference shall be a meeting involving, at a minimum, all parties who signed the pupil’s written independent study agreement.

5. The following plan shall be in place in accordance with Education Code Section 51747(e) for synchronous instruction and live interaction:
   1. 1. For pupils in transitional kindergarten through grade 3, inclusive, the plan to provide opportunities for daily synchronous instruction for all pupils throughout the school year by each pupil’s teacher or teachers of record shall be as follows: Synchronous instruction in Grades TK-3: Students have one or more daily opportunities for synchronous instruction in the following ways;
         1. In-person one-one-one tutoring from the teacher or teachers of record. This one-on-one support is focused on meeting the individual learning needs of the student. Teachers personalize conversations and assignments, adapt to the student’s communication style, and gauge student’s progress and mastery.
         2. In-person small group tutoring sessions from the teacher or teachers of Small group tutoring sessions consist of the teacher or teachers of record leading direct instruction, presentations, guided student practice, assessments and discussion periods.
         3. Virtual tutoring sessions from the teacher or teachers of record. Virtual tutoring sessions that incorporate interactive components such as; chat rooms, polls, surveys and shared documents. Students participate through live video, audio and meeting chats. Live interaction for Grades TK-3: General Education Teachers, Special Education Teachers, Certificated Teacher Resource, Counselors, and school health staff will interact with students through in-person meetings, virtual conferences, home visits, and telephonically to discuss academic progress and achievement, and educational needs. Teachers and certificated staff use these interactions to enhance student comprehension of content by providing remediation strategies. Live interactions also include social-emotional and behavior needs and availability of services and resources.
      2. For pupils in grades 4-8, inclusive, the plan to provide opportunities for daily live interaction between the pupil and a certificated or non- certificated employee of the Charter School and at least weekly synchronous instruction for all pupils throughout the school year by each pupil’s teacher or teachers of record shall be as follows: Students have one or more weekly opportunities for synchronous instruction in the following ways;

1. 1. 1. 1. In-person one-one-one tutoring from the teacher or teachers of record. This one-on-one support is focused on meeting the individual learning needs of the student. Teachers personalize conversations and assignments, adapt to the student’s communication style, and gauge student’s progress and mastery.
         2. In-person small group tutoring sessions from the teacher or teachers of Small group tutoring sessions consist of the teacher or teachers of record leading direct instruction, presentations, guided student practice, assessments and discussion periods.
         3. Virtual tutoring sessions from the teacher or teachers of record. Virtual tutoring sessions that incorporate interactive components such as; chat rooms, polls, surveys and shared documents. Students participate through live video, audio and meeting chats.

Live interaction for Grades 4-8: General Education Teachers, Special Education Teachers, Certificated Teacher Resource, Counselors, and school health staff will interact with students through in-person meetings, virtual conferences, home visits, and telephonically to discuss academic progress and achievement, educational needs, and college/career planning. Teachers and certificated staff use these interactions to enhance student comprehension of content by providing remediation strategies.

1. 1. 3. For pupils in grades 9-12, inclusive, the plan to provide opportunities for at least weekly synchronous instruction for all pupils throughout the school year by each pupil’s teacher or teachers of record shall be as follows: Students have one or more weekly opportunities for synchronous instruction in the following ways;

• • • 1. In-person one-one-one tutoring from the teacher or teachers of record. This one-on-one support is focused on meeting the individual learning needs of the student. Teachers personalize conversations and assignments, adapt to the student’s communication style, and gauge student’s progress and mastery.
      2. In-person small group tutoring sessions from the teacher or teachers of record. Small group tutoring sessions consist of the teacher or teachers of record leading direct instruction, presentations, guided student practice, assessments and discussion periods.
      3. Virtual tutoring sessions from the teacher or teachers of record. Virtual tutoring sessions that incorporate interactive components such as; chat rooms, polls, surveys and shared Students participate through live video, audio and meeting chats.

Live interaction for Grades 9-12: General Education Teachers, Special Education Teachers, Certificated Teacher Resource, Counselors, and school health staff will interact with students through in-person meetings, virtual conferences, home visits, and telephonically to discuss academic progress and achievement, educational needs, and college/career planning. Teachers and certificated staff use these interactions to enhance student comprehension of content by providing remediation strategies.

6. The following plan shall be utilized to transition pupils whose families wish to return to in- person instruction from independent study expeditiously, and, in no case, later than five instructional days: For parents who choose to return their student to a traditional school setting for more in-person instruction the school’s student services department, including the school counselors, will assist parents in obtaining student records and contacting the new school to help with the transition.
7. A current written agreement/Master Agreement shall be maintained on file for each independent study pupil, including but not limited to, all of the following:

• • The manner, time, frequency, and place for submitting a pupil’s assignments, for reporting his or her progress, and for communicating with a pupil’s parent or guardian regarding a pupil’s academic progress.
  • The objectives and methods of study for the pupil’s work, and the methods utilized to evaluate that work.
  • The specific resources, including materials and personnel, that will be made available to the These resources shall include confirming or providing access to all pupils to the connectivity and devices adequate to participate in the educational program and complete assigned work.
  • A statement of the policies adopted pursuant to Education Code Section 51747 subdivisions (a) and (b) regarding the maximum length of time allowed between the assignment and the completion of a pupil’s assigned work, the level of satisfactory educational progress, and the number of missed assignments allowed prior to an evaluation of whether or not the pupil should be allowed to continue in independent study.
  • The duration of the independent study agreement, including beginning and ending dates for the pupil’s participation in independent study under the agreement. No independent study agreement shall be valid for any period longer than one school year.
  • A statement of the number of course credits or, for the elementary grades, other measures of academic accomplishment appropriate to the agreement, to be earned by the pupil upon completion. Students in grades K-5 are expected to complete work assigned in each core subject area, providing for at least one year’s academic growth per year. Students in 6-12 are expected to earn one credit per month or 12 credits per year. Students choosing to graduate from the Charter School shall have earned 42 credits in specified courses for
  • The inclusion of a statement in each independent study agreement that independent study is an optional educational alternative in which no pupil may be required to participate. In the case of a pupil who is referred or assigned to any school, class or program pursuant to Education Code Section 48915 or 48917, the agreement also shall include the statement that instruction may be provided to the pupil through independent study only if the pupil is offered the alternative of classroom instruction.
  • A statement detailing the academic and other supports that will be provided to address the needs of pupils who are not performing at grade level, or need support in other areas, such as English learners, individuals with exceptional needs in order to be consistent with the pupil’s individualized education program or plan pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794), pupils in foster care or experiencing homelessness, and pupils requiring mental health supports.
  • Each written agreement shall be signed, prior to the commencement of independent study, by the pupil, the pupil’s parent, legal guardian, or caregiver, if the pupil 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 pupil, as For purposes of this paragraph “caregiver” means a person who has met the requirements of Part 1.5 (commencing with Section 6550) of the Family Code.
    • Written agreements may be signed using an electronic signature that complies with state and federal standards, as determined by the California Department of Education, that may be a marking that is either computer generated or produced by electronic means and is intended by the signatory to have the same effect as a handwritten signature. The use of an electronic signature shall have the same force and effect as the use of a manual signature if the requirements for digital signatures and their acceptable technology, as provided in Section 16.5 of the Government Code and in Chapter 10 (commencing with Section 22000) of Division 7 of Title 2 of the California Code of Regulations, are satisfied.
  • If a new teacher takes over the supervising teacher, he or she shall sign an Any changes to the Master Agreement will be noted in an addendum agreement.
  • The Master Agreement shall include subsidiary agreements such as the Assignment and Work Records. The independent study agreement for a student shall include a study plan that represents the same amount of study that would be required of a student in the classroom for the student’s grade level for every school day covered by the agreement.

The President/CEO or designee may establish regulations to implement this policy in accordance with the law.

Charter School shall comply with the Education Code sections 51745 through 51749.3 and the provisions of the Charter Schools Act of 1992 and the State Board of Education regulations adopted there under.

Students engaging in independent study must be residents of the county where the Charter School is authorized or an adjacent county.

Students who are 19 -22 years of age may engage in independent study through the regular high school program, apart from Adult Education, only if they have been continuously enrolled in public school upon turning 19 and without a break in enrollment since that time, and making satisfactory progress toward a high school diploma (or, if a student in special education, satisfactory progress in keeping with an IEP).

Each student’s independent study shall be coordinated, evaluated, and carried out under the general supervision of a certificated employee.

Mathematics Placement Policy

Suicide Prevention Policy 

1610 LEA Uniform Complaint Procedures

Scope

Mirus Secondary School (“Charter School”) policy is to comply with applicable federal and state laws and regulations. The Charter School is the local agency primarily responsible for compliance with federal and state laws and regulations governing educational programs. Pursuant to this policy, persons responsible for conducting investigations shall be knowledgeable about the laws and programs which they are assigned to investigate. This complaint procedure is adopted to provide a uniform system of complaint processing for the following types of complaints:

(1) Complaints of unlawful discrimination, harassment, intimidation or bullying against any protected group, including actual or perceived discrimination, on the basis of the actual or perceived characteristics of age, ancestry, color, disability, ethnic group identification, gender expression, family, gender identity, gender, genetic information, marital status, nationality, national origin, potential parental, pregnant or related conditions, race or ethnicity, religion, sex, or sexual orientation, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics in any Charter School program or activity; and

(2) Complaints of violations of state or federal law and regulations governing the following programs including but not limited to: Adult Education Programs, Consolidated Categorical Aid Programs, Migrant Education, Career Technical and Technical Education and Career Technical and Technical Training Programs, Child Care and Development Programs, Child Nutrition Programs, and Special Education Programs.

(3) A complaint may also be filed alleging that a pupil enrolled in a public school was required to pay a pupil fee for participation in an educational activity as those terms are defined below.

a. “Educational activity” means an activity offered by a school, school district, charter school or county office of education that constitutes an integral fundamental part of elementary and secondary education, including, but not limited to, curricular and extracurricular activities.

b. “Pupil fee” means a fee, deposit or other charge imposed on pupils, or a pupil’s parents or guardians, in violation of Section 49011 of the Education Code and Section 5 of Article IX of the California Constitution, which require educational activities to be provided free of charge to all pupils without regard to their families’ ability or willingness to pay fees or request special waivers, as provided for in Hartzell v. Connell (1984) 35 Cal.3d 899. A pupil fee includes, but is not limited to, all of the following:

i. A fee charged to a pupil as a condition for registering for school or classes, or as a condition for participation in a class or an extracurricular activity, regardless of whether the class or activity is elective or compulsory, or is for credit.

ii. A security deposit, or other payment, that a pupil is required to make to obtain a lock, locker, book, class apparatus, musical instrument, uniform or other materials or equipment.

iii. A purchase that a pupil is required to make to obtain materials, supplies, equipment or uniforms associated with an educational activity.

c. A pupil fees complaint may be filed anonymously if the complaint provides evidence or information leading to evidence to support an allegation of noncompliance with laws relating to pupil fees.

d. If the Charter School finds merit in a pupil fees complaint the Charter School shall provide a remedy to all affected pupils, parents, and guardians that, where applicable, includes reasonable efforts by the Charter School to ensure full reimbursement to all affected pupils, parents, and guardians, subject to procedures established through regulations adopted by the state board.

e. Nothing in this section shall be interpreted to prohibit solicitation of voluntary donations of funds or property, voluntary participation in fundraising activities, or school districts, school, and other entities from providing pupils prizes or other recognition for voluntarily participating in fundraising activities.

The Charter School acknowledges and respects every individual’s rights to privacy. Unlawful discrimination, harassment, intimidation or bullying complaints shall be investigated in a manner that protects [to the greatest extent reasonably possible] the confidentiality of the parties and the integrity of the process. The Charter School cannot guarantee anonymity of the complainant. This includes keeping the identity of the complainant confidential. However, the Charter School will attempt to do so as appropriate. The Charter School may find it necessary to disclose information regarding the complaint/complainant to the extent necessary to carry out the investigation or proceedings, as determined by the Director or designee on a case-by-case basis.

The Charter School prohibits any form of retaliation against any complainant in the complaint process, including but not limited to a complainant’s filing of a complaint or the reporting of instances of unlawful discrimination, harassment, intimidation or bullying. Such participation shall not in any way affect the status, grades or work assignments of the complainant.

Compliance Officers

The Board of Directors designates the following compliance officer(s) to receive and investigate complaints and to ensure the Charter School’s compliance with law:

Lynne H. Alipio
Chief Business Officer and CFO Mirus Secondary School
14135 Main Street, Ste. 201
Hesperia, CA 92345
(760) 947-7100

The Director or designee shall ensure that employees designated to investigate complaints are knowledgeable about the laws and programs for which they are responsible. Designated employees may have access to legal counsel as determined by the Director or designee.

Should a complaint be filed against the Director, the compliance officer for that case shall be the
President of the Charter School Board of Directors.

Notifications

The Director or designee shall annually provide written notification of the Charter School’s uniform complaint procedures to employees, students, parents and/or guardians, advisory committees, private school officials and other interested parties (e.g., Adult Education).

The annual notice shall be in English, and when necessary, in the primary language, pursuant to section 48985 of the Education Code if fifteen (15) percent or more of the pupils enrolled in the Charter School speak a single primary language other than English.

The Director or designee shall make available copies of the Charter School’s uniform complaint procedures free of charge.

The annual notice shall include the following:

(a) A statement that the Charter School is primarily responsible for compliance with federal and state laws and regulations.

(b) A statement that a pupil enrolled in a public school shall not be required to pay a pupil fee for participation in an educational activity.

(c) A statement identifying the responsible staff member, position, or unit designated to receive complaints.

(d) A statement that the complainant has a right to appeal the Charter School’s decision to the CDE
by filing a written appeal within 15 days of receiving the Charter School’s Decision.

(e) A statement advising the complainant of any civil law remedies that may be available under state or federal discrimination, harassment, intimidation or bullying laws, if applicable, and of the appeal pursuant to Education Code § 262.3.

(f) A statement that copies of the local educational agency complaint procedures shall be available free of charge.

Procedures

The following procedures shall be used to address all complaints which allege that the Charter School has violated federal or state laws or regulations governing educational programs. Compliance officers shall maintain a record of each complaint and subsequent related actions.
All parties involved in allegations shall be notified when a complaint is filed, when a complaint meeting or hearing is scheduled, and when a decision or ruling is made.

Step 1: Filing of Complaint

Any individual, public agency or organization may file a written complaint of alleged noncompliance by the Charter School.

A complaint alleging unlawful discrimination, harassment, intimidation or bullying shall be initiated no later than six (6) months from the date when the alleged unlawful discrimination, harassment, intimidation or bullying occurred, or six (6) months from the date when the complainant first obtained knowledge of the facts of the alleged unlawful discrimination, harassment, intimidation or bullying. A complaint may be filed by a person who alleges that he/she personally suffered unlawful discrimination, harassment, intimidation or bullying or by a person who believes that an individual or any specific class of individuals has been subjected to unlawful discrimination, harassment, and intimidation or bullying.

Pupil fee complaints shall be filed not later than one (1) year from the date the alleged violation occurred.

The complaint shall be presented to the compliance officer who shall maintain a log of complaints received, providing each with a code number and date stamp.

If a complainant is unable to put a complaint in writing due to conditions such as a disability or illiteracy, the Charter School staff shall assist him/her in the filing of the complaint.

Step 2: Mediation

Within three (3) days of receiving the complaint, the compliance officer may informally discuss with the complainant the possibility of using mediation. If the complainant agrees to mediation, the compliance officer shall make arrangements for this process.

Before initiating the mediation of an unlawful discrimination, harassment, intimidation or bullying complaint, the compliance officer shall ensure that all parties agree to make the mediator a party to related confidential information.

If the mediation process does not resolve the problem within the parameters of law, the compliance officer shall proceed with his/her investigation of the complaint.

The use of mediation shall not extend the Charter School’s timelines for investigating and resolving the complaint unless the complainant agrees in writing to such an extension of time.

Step 3: Investigation of Complaint

The compliance officer is encouraged to hold an investigative meeting within five (5) days of receiving the complaint or an unsuccessful attempt to mediate the complaint. This meeting shall provide an opportunity for the complainant and/or his/her representative to repeat the complaint orally.

The complainant and/or his/her representative shall have an opportunity to present the complaint and evidence or information leading to evidence to support the allegations in the complaint.

A complainant’s refusal to provide the Charter School’s investigator with documents or other evidence related to the allegations in the complaint, or his/her failure or refusal to cooperate in the investigation or his/her engagement in any other obstruction of the investigation, may result in the dismissal of the complaint because of a lack of evidence to support the allegation.

The Charter School’s refusal to provide the investigator with access to records and/or other information related to the allegation in the complaint, or its failure or refusal to cooperate in the investigation or its engagement in any other obstruction of the investigation, may result in a finding, based on evidence collected, that a violation has occurred and may result in the imposition of a remedy in favor of the complainant.

Step 4: Response

Unless extended by written agreement with the complainant, the compliance officer shall prepare and send to the complainant a written report of the Charter School’s investigation and decision, as described in Step #5 below, within sixty (60) days of the Charter School’s receipt of the complaint.

Step 5: Final Written Decision

The Charter School’s decision shall be in writing and sent to the complainant. The Charter School’s decision shall be written in English and in the language of the complainant whenever feasible or as required by law.

The decision shall include:

1. The findings of fact based on evidence gathered.
2. The conclusion(s) of law.
3. Disposition of the complaint.
4. Rationale for such disposition.
5. Corrective actions, if any are warranted.
6. Notice of the complainant’s right to appeal the Charter School’s decision within fifteen (15) days to the CDE and procedures to be followed for initiating such an appeal.
7. For unlawful discrimination, harassment, intimidation or bullying complaints arising under state law, notice that the complainant must wait until sixty (60) days have elapsed from the filing of an appeal with the CDE before pursuing civil law remedies.
8. For unlawful discrimination, harassment, intimidation or bullying complaints arising under federal law such complaint may be made at any time to the U.S. Department of Education, Office for Civil Rights.

If an employee is disciplined as a result of the complaint, the decision shall simply state that effective action was taken and that the employee was informed of the Charter School’s expectations. The report shall not give any further information as to the nature of the disciplinary action.

Appeals to the California Department of Education

If dissatisfied with the Charter School’s decision, the complainant may appeal in writing to the CDE within fifteen (15) days of receiving the Charter School’s decision. When appealing to the CDE, the complainant must specify the basis for the appeal of the decision and whether the facts are incorrect and/or the law has been misapplied. The appeal shall be accompanied by a copy of the locally filed complaint and a copy of the Charter School’s decision.

Upon notification by the CDE that the complainant has appealed the Charter School’s decision, the
Director or designee shall forward the following documents to the CDE:

1. A copy of the original complaint.
2. A copy of the decision
3. A summary of the nature and extent of the investigation conducted by the Charter School, if not covered by the decision.
4. A copy of the investigation file, including but not limited to all notes, interviews, and documents submitted by all parties and gathered by the investigator.
5. A report of any action taken to resolve the complaint.
6. A copy of the Charter School’s complaint procedures.
7. Other relevant information requested by the CDE.

The CDE may directly intervene in the complaint without waiting for action by the Charter School when one of the conditions listed in Title 5, California Code of Regulations, Section 4650 exists, including cases in which the Charter School has not taken action within sixty (60) days of the date the complaint was filed with the Charter School.

Civil Law Remedies

A complainant may pursue available civil law remedies outside of the Charter School’s complaint procedures. Complainants may seek assistance from mediation centers or public/private interest attorneys. Civil law remedies that may be imposed by a court include, but are not limited to, injunctions and restraining orders. For unlawful discrimination, harassment, intimidation or bullying complaints arising under state law, however, a complainant must wait until sixty (60) days have elapsed from the filing of an appeal with the CDE before pursuing civil law remedies. The moratorium does not apply to injunctive relief and is applicable only if the Charter School has appropriately, and in a timely manner, apprised the complainant of his/her right to file a complaint in accordance with 5 CCR 4622.

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1610 LEA Política Uniforme de Quejas

Alcance

Mirus Secondary School (“Escuela Chárter”) política es cumplir con las leyes y reglamentos federales y estatales aplicables. La Escuela Charter es la agencia local de los principales responsables de cumplir con las leyes y regulaciones federales y estatales que rigen los programas educativos. De conformidad con esta política, las personas responsables de llevar a cabo investigaciones deberán estar bien informado sobre las leyes y programas que hayan sido asignados a investigar. Este procedimiento de queja se adoptó para proporcionar un sistema uniforme de procesamiento de denuncia por los siguientes tipos de quejas:

(1) Las quejas de discriminación ilegal, acoso, intimidación o acoso en contra de cualquier grupo protegido, incluida la discriminación actual o percibida, sobre la base de las características reales o percibidas de edad, ascendencia, color, discapacidad, grupo étnico, la expresión de género, familia , identidad de género, el género, la información genética, estado civil, nacionalidad, origen nacional, potenciales condiciones de los padres, embarazadas o relacionados, raza u origen étnico, religión, sexo u orientación sexual, o sobre la base de la asociación de una persona con una persona o grupo con una o más de estas características reales o percibidas en cualquier programa o actividad de la Escuela Chárter; y

(2) Las denuncias de violaciones de la ley estatal o federal y los reglamentos que rigen los siguientes programas incluyendo pero no limitado a: Programas de Educación de Adultos, Programas Consolidados de Ayuda Categórica, Educación Migrante, Técnica Profesional y Educación Técnica y Técnica Profesional y Programas de Formación Técnica, Programas de Cuidado y Desarrollo Infantil, Programas de Nutrición Infantil y Programas de Educación Especial.

(3) Una queja puede ser presentada alegando que un alumno matriculado en una escuela pública estaba obligada a pagar una cuota del alumno para participar en una actividad educativa como estos términos se definen a continuación.

a. “Actividad educativa” significa una actividad que ofrece una oficina de la escuela, el distrito escolar, la escuela chárter o la oficina de educación del condado que constituye una parte fundamental integrante de la educación primaria y secundaria, incluyendo, pero no limitado a, actividades curriculares y extracurriculares.

b. “Cuota del Alumno” significa una cuota, depósito u otra carga impuesta a los alumnos o los padres o tutores del alumno, en violación de la Sección 49011 del Código y de la Sección 5 del Artículo IX de la Constitución de California, que requieren las actividades educativas que se ofrece de forma gratuita a todos los alumnos sin importar la capacidad o la voluntad de sus familias para pagar los honorarios o solicitar exenciones especiales, según lo previsto en Hartzell v. Connell (1984) 35 Cal.3d 899. Existe un cargo alumno incluye, pero no se limita a , todo lo siguiente:

i. Una comisión cobrada a un alumno como condición para inscribirse en la escuela o clases, o como una condición para la participación en una clase o una actividad extracurricular, sin importar si la clase o actividad es optativa u obligatoria, o es para el crédito.

ii. Un depósito de seguridad, u otro pago, que se requiere un alumno que hacen para obtener un bloqueo, vestuario, libros, aparatos de clase, instrumento musical, uniformes u otros materiales o equipo.

iii. Una compra que se requiere a un alumno encargado de hacer para obtener materiales, suministros, equipos o uniformes asociados con una actividad educativa.

c. Una queja sobre cuotas del alumno puede ser presentada de forma anónima si la queja proporciona evidencia o información que lleve a la evidencia para apoyar una acusación de incumplimiento de las leyes relativas a las cuotas estudiantiles.

d. Si la Escuela Chárter encuentra mérito en una queja honorarios alumno de la Escuela Charter deberá proporcionar un remedio a todos los alumnos afectados, padres y tutores que, en su caso, incluye los esfuerzos razonables por parte de la escuela autónoma para garantizar el reembolso completo a todos los alumnos afectados, padres, y tutores, con sujeción a los procedimientos establecidos a través de los reglamentos adoptados por la junta estatal.

e. Nada en esta sección se interpretará para prohibir solicitación de donaciones voluntarias de fondos o bienes, participación voluntaria en actividades de recaudación de fondos, o distritos escolares, la escuela y otras entidades de la prestación de los alumnos premios u otro reconocimiento por participar voluntariamente en actividades de recaudación de fondos.

(4) Las quejas de incumplimiento de los requisitos que regula la financiación de control local. Fórmula o Secciones 47606.5 y 47607.3 del Código de Educación, según corresponda.

La Escuela Chárter reconoce y respeta los derechos de cada individuo a la privacidad. Quejas de discriminación, acoso, intimidación u hostigamiento ilegales deben ser investigadas de una manera que proteja [en la mayor medida razonablemente posible] la confidencialidad de las partes y la integridad del proceso. La Escuela Charter no puede garantizar el anonimato del denunciante. Esto incluye mantener la identidad del demandante confidencial. Sin embargo, la Escuela Charter intentará hacerlo lo más apropiado. La Escuela Charter puede verse en la necesidad de divulgar información sobre la queja / demandante en la medida necesaria para llevar a cabo la investigación o procedimientos, según lo determinado por el director o la persona designada en una base de caso por caso.
La Escuela Chárter prohíbe cualquier forma de represalia contra cualquier demandante en el proceso de quejas, incluyendo pero no limitado a la presentación de una queja o la denuncia de casos de discriminación ilegal, acoso, intimidación o acoso escolar. Tal participación no afectará de ninguna manera el estado, calificaciones o asignaciones de trabajo del demandante.

Oficiales de Cumplimiento

El Consejo de Administración designa al oficial de cumplimiento siguiente para recibir e investigar quejas y asegurar el cumplimiento de la Escuela Charter con la ley:
Lynne H. Alipio
Chief Business Officer and CFO
Mirus Secondary School
14135 Main Street, Ste. 201
Hesperia, CA 92345
(760) 947-7100
El director o persona designada deberá asegurar que los empleados designados para investigar quejas tengan conocimiento de las leyes y programas de los que son responsables. Los empleados designados pueden tener acceso a un abogado según lo determine el director o su designado.
Si se presentó una denuncia contra el director, el oficial de cumplimiento para ese caso será el Presidente de la Junta Escolar Carta de Administración.

Notificaciones

El Director o la persona designada anualmente deberán notificar los procedimientos de queja de la Escuela Chárter escrita a los empleados, estudiantes, padres y / o tutores, comités asesores, funcionarios de escuelas privadas y otras partes interesadas (por ejemplo, educación de adultos).
La notificación anual será en Inglés, y cuando sea necesario, en el idioma principal, de conformidad con la sección 48985 del Código de Educación si los quince (15) por ciento o más de los alumnos matriculados en la Escuela Charter hablan un solo idioma primario que no sea Inglés.
El director o persona designada deberá hacer copias disponibles de queja uniforme de la Escuela Charter procedimientos de forma gratuita.
El aviso anual incluirá lo siguiente:
(a) Una declaración de que la Escuela Charter es el principal responsable del cumplimiento de las leyes y regulaciones federales y estatales.
(b) Una declaración de que a un alumno matriculado en una escuela pública no estará obligado a pagar una cuota alumno para participar en una actividad educativa.
(c) Una declaración que identifica el miembro responsable del personal, la posición o unidad designada para recibir denuncias.
(d) Una declaración de que el demandante tiene derecho a apelar la decisión de la escuela autónoma para el CDE mediante la presentación de una apelación por escrito dentro de los 15 días de haber recibido la decisión de la escuela autónoma.
(e) Una declaración de asesorar a la queja de los remedios de derecho civil que pueden estar disponibles bajo leyes de discriminación, acoso, intimidación u hostigamiento estatales o federales, en su caso, y del recurso previsto en el Código de Educación § 262.3.
(f) Una declaración de que las copias de los procedimientos locales de quejas agencia educativos estarán disponibles de forma gratuita.

Procedimientos

Los siguientes procedimientos se utilizarán para hacer frente a todas las quejas que alegan que la Escuela Charter ha violado las leyes o reglamentos federales o estatales que gobiernan los programas educativos. Los oficiales de cumplimiento mantendrán un registro de cada queja y acciones relacionadas posteriores.
Todas las partes involucradas en las alegaciones serán notificadas cuando se presenta una queja, cuando está prevista una reunión o audiencia, y cuando se hace una decisión o fallo.

Paso 1: Presentación de la Queja

Cualquier individuo, agencia pública u organización puede presentar una queja por escrito de un supuesto incumplimiento por la Escuela Charter.
Una queja alegando discriminación ilegal, acoso, intimidación o acoso escolar se iniciará a más tardar seis (6) meses a partir de la fecha en que haya ocurrido la presunta discriminación ilegal, acoso, intimidación o acoso escolar, o seis (6) meses a partir de la fecha en que el denunciante primero obtenido conocimiento de los hechos de la presunta discriminación ilegal, acoso, intimidación o acoso escolar. Una queja puede ser presentada por una persona que alega que él/ella personalmente sufrió discriminación ilegal, acoso, intimidación o acoso escolar o por una persona que cree que un individuo o una clase específica de individuos han sido sujetos a discriminación ilegal, acoso e intimidación o la intimidación.
Quejas de cuotas del alumno no se archivarán a más tardar un (1) año desde la fecha en que ocurrió la presunta violación.
La queja será presentada al oficial de cumplimiento quien mantendrá un registro de las quejas recibidas, proporcionando cada uno con un número de código y fecha.
Si el demandante no puede presentar una queja por escrito debido a condiciones tales como una discapacidad o analfabetismo, el personal de la escuela autónoma tendrá quien le ayude en la presentación de la queja.

Paso 2: Mediación

Dentro de los tres (3) días de recibir la queja, el oficial de cumplimiento puede discutir informalmente con el demandante la posibilidad de usar la mediación. Si el demandante está de acuerdo con la mediación, el oficial de cumplimiento deberá hacer arreglos para este proceso.
Antes de iniciar la mediación de una queja de discriminación ilegal, acoso, intimidación o acoso escolar, el oficial de cumplimiento se asegurará de que todas las partes están de acuerdo en que el mediador un partido a la información confidencial relacionada.
Si el proceso de mediación no resuelve el problema dentro de los parámetros de la ley, el oficial de cumplimiento procederá con su investigación de la queja.
El uso de mediación no extenderá los plazos de la Escuela Charter de investigar y resolver la queja a menos que el demandante esté de acuerdo por escrito a una extensión de tiempo.

Paso 3: Investigación de la Queja

Se anima al oficial de cumplimiento mantener una junta de investigación dentro de los cinco (5) días de haber recibido la queja o un intento sin éxito de mediar la queja. Esta reunión será una oportunidad para que el demandante y/o su representante de repetir la queja oralmente.
El demandante y/o su representante tendrán la oportunidad de presentar la queja y evidencia o información que lleve a la evidencia para apoyar las alegaciones en la queja.
La negación de un querellante que el investigador de la Escuela Charter con documentos u otra evidencia relacionada a las alegaciones de la queja, o su omisión o negativa a cooperar en la investigación o su participación en cualquier otra obstrucción de la investigación, puede resultar en la desestimación de la denuncia por falta de pruebas para apoyar la acusación.
La negativa de la Escuela Chárter para proporcionar al investigador con acceso a los registros y/u otra información relacionada con la alegación de la queja, o su omisión o negativa a cooperar en la investigación o su participación en cualquier otra obstrucción de la investigación, puede resultar en una encontrar, a partir de las pruebas recogidas, que una violación ha ocurrido y puede resultar en la imposición de un remedio a favor del demandante.

Paso 4: Respuesta

A no ser extendido por acuerdo escrito con el demandante, el oficial de cumplimiento preparará y enviará al demandante un informe escrito de la investigación y de la decisión de la escuela autónoma, tal como se describe en el Paso # 5 a continuación, dentro de los sesenta (60) días siguientes a la recepción de la Escuela Charter de la queja.

Paso 5: Decisión Final por Escrito

La decisión de la escuela autónoma se hará por escrito y enviada al demandante. La decisión de la escuela autónoma deberá ser escrita en inglés y en el idioma del demandante cuando sea posible o requerido por la ley.
La decisión deberá incluir:
1. Las conclusiones de hecho sobre la base de pruebas reunidas.
2. La conclusión (s) de la ley.
3. Disposición de la queja.
4. Justificación de tal disposición.
5. Las acciones correctivas, en su caso están garantizadas.
6. Notificación del derecho del demandante de apelar la decisión de la escuela autónoma dentro de los quince (15) días al CDE y los procedimientos a seguir para iniciar tal apelación.
7. Para discriminación ilegal, acoso, intimidación o acoso quejas que surgen bajo la ley estatal, observe que el demandante debe esperar hasta que hayan transcurrido sesenta (60) días a partir de la presentación de una apelación con el CDE antes de buscar remedios de la ley civil.
8. Para discriminación ilegal, acoso, intimidación o acoso quejas derivadas de los derechos tales la ley federal puede hacerse en cualquier momento en el Departamento de Educación de EE.UU., Oficina de Derechos Civiles.

Si un empleado es disciplinado como resultado de la queja, la decisión simplemente indicará que se tomó acción efectiva y que el empleado fue informado de las expectativas de la Escuela Charter. El informe no dará más información en cuanto a la naturaleza de la acción disciplinaria.

Apelaciones al Departamento de Educación de California (CDE)

Si no está satisfecho con la decisión de la Escuela Charter, el demandante puede apelar por escrito al CDE dentro de los quince (15) días de haber recibido la decisión de la escuela autónoma. Al apelar al CDE, el demandante debe especificar la base para la apelación de la decisión y si los hechos son incorrectos y/o la ley ha sido mal aplicada. El escrito deberá ir acompañado de una copia de la queja presentada localmente y una copia de la decisión de la escuela autónoma.
Tras la notificación por el CDE de que el demandante ha apelado la decisión de la escuela autónoma, el director o persona designada deberá remitir los siguientes documentos al CDE:
1. Una copia de la queja original.
2. Una copia de la decisión.
3. Un resumen de la naturaleza y el alcance de la investigación llevada a cabo por la Escuela Charter, si no es cubierta por la decisión.
4. Una copia del expediente de la investigación, incluyendo pero no limitado a todas las notas, entrevistas y documentos presentados por todas las partes y recogidos por el investigador.
5. Un informe de cualquier acción tomada para resolver la queja.
6. Una copia de los procedimientos de queja de la Escuela Charter.
7. Otra información pertinente solicitada por el CDE.
El CDE puede intervenir directamente en la queja sin esperar la acción de la Escuela Chárter, cuando una de las condiciones que figuran en el Título 5 del Código de Regulaciones de California, Sección 4650, incluyendo los casos en los que la Escuela Charter no ha tomado acción dentro de sesenta (60) días de la fecha en que la denuncia fue presentada ante la Escuela Charter.

Remedios de la Ley Civil

Un demandante puede seguir remedios de la ley civil fuera de los procedimientos de queja de la Escuela Charter. Los demandantes pueden buscar ayuda de centros de mediación o abogados de interés público/privado. Remedios de la ley civil que pueden ser impuestos por una corte incluyen, pero no están limitados a, mandatos judiciales y órdenes de restricción.
Para discriminación ilegal, acoso, intimidación o acoso quejas que surgen bajo la ley estatal, sin embargo, un demandante debe esperar hasta sesenta (60) días tienen transcurrido desde la presentación de una apelación con el CDE antes de buscar remedios de la ley civil. La moratoria no se aplica al desagravio por mandato judicial y es aplicable sólo si la Escuela Charter tiene adecuadamente y de manera oportuna, informado al demandante de su derecho a presentar una queja de acuerdo con 5CCR 4622.

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