• 2026 Dress Code Flyers

• 2026 Volantes Sobre el Código de Vestimenta

• Dress Code Policy For Students – English

• Dress Code Policy For Students – Spanish

The Palmdale Aerospace Academy abides by the California ED. Code regarding absence and tardy excuses. To excuse your student, the parent or guardian must clear the absence within 5 days of the absence date. Acceptable excuses are illness, bereavement, medical/dental appointments that are unavoidable, court appearances or religious services. Absences not cleared within the five-day requirement will require a doctor’s note to clear. You may clear absences either by:

1. Submitting a written a note, signed and dated by the parent or guardian, with the following information:
   a. Name of student;
   b. Name of parent/guardian or parent representative;
   c. Date or dates of absence; and
   d. Reason for absence.
2. Contacting the Academy by phone or in person to excuse the absence. When speaking to the school’s attendance clerk, please report the following information:
   a. Name of student;
   b. Name of parent/guardian or parent representative;
   c. Date or dates of absence; and
   d. Reason for absence.

• Drowning Prevention and Swim Safety

• Prevención de Ahogamientos y Seguridad al Nadar

Website-Parents-Know Your Education Rights-English

Website-Parents-Know Your Education Rights-Spanish

The purpose of the collaborative is to create a focus for local collective decision making about planning, financing, and monitoring the school-linked support services for students and their families. The collaborative should set forth priorities for reinvestment.

The membership in the local collaborative may vary according to regional needs. Generally, representation may include the schools, major public agencies serving children and families including health, mental health, social services, and juvenile justice, civic business leadership, the advocacy community, parents or guardians, and current safety net and traditional health care providers.

The Local Educational Agency (LEA) Medi-Cal Billing Option was established in 1993 in conjunction with the California Department of Education. The LEA Program is authorized under the California’s Welfare and Institutions Code, Sections 14132.06. Regulations governing the TCM Program are contained in Title 22, California Code of Regulations (22CCR), Division 3, Chapter 3. Reimbursement is based upon a “fee-for-service.”

Palmdale School District, in cooperation with the California Department of Health Services and Education, participates in this School-based Medi-Cal Services Program. The District is able to be reimbursed with federal Medicaid dollars for specific health services (assessments and direct services, including hearing and vision testing, speech/language, and mental health) provided to eligible students at school. These funds are separate from individual benefits, and are set aside specifically for allocation to school districts, and do not affect students’ or families’ individual Medi-Cal status, benefits, or claims.

In accordance with FERPA, Local Education Agency, and California Department of Healthcare Services privacy guidelines, eligible student’s related records may be forwarded to the District’s contracted billing agency, in accordance with specific HIPAA compliant confidentiality measures to ensure that information is not disclosed inappropriately.

School health services currently provided to all students will not be changed or affected by this program, in that students will not be denied services they require to attend school, and parents will not be billed by the school district.

The goal is to enhance integrated health and social services for Palmdale School District students and their families through reinvestment of funds obtained by participating in the Medi-Cal Billing Option Program, for reimbursement of billable services provided to Medi-Cal eligible students at district expense.

In order to reach that goal, committee members will:

• Provide input about reinvestment of federal funds obtained by billing Medi-Cal for services provided to Medi-Cal eligible students at district expense, in accordance with C.E.C. section 8800.
• Coordinate fiscal strategies to assure more comprehensive services and interagency collaboration.
• Address needs of children and families when proposing enhancements of school-linked and school-based services to be purchased with Medi-Cal reimbursement funds.
• Propose accountability and quality assurance mechanisms and documentation required for Medi-Cal billing.
• Articulate the needs and concerns of parents/guardians and primary care givers of the students.

The LEA Medi-Cal Billing Option:

• was established in 1993 by the California Department of Health Services (DHS) in conjunction with the California Department of Education (CDE)
• To provide comprehensive health services to Medi-Cal eligible students, and when applicable, to their families.
• To allow school districts to bill the Medi-Cal program for the health services provided by the medical professionals employed by the LEA.
• To facilitate reinvestment in health and social services for students and their families.

Services that may be claimed under the LEA Billing Option:

• Nursing Services
• Medical Transportation
• Occupational Therapy
• Speech Therapy
• Vision Assessment
• Hearing Assessment
• Psychosocial Status and Mental Health Assessment

A Reinvestment into school-linked support services (CEC Section 8804):

• Health care (immunizations, vision/hearing testing/services, dental services, physical exam and referral, prenatal care)
• Mental Health services (prevention, crisis intervention mental health training)
• Substance abuse prevention/treatment
• Family support/ parenting education (including child abuse prevention)
• Counseling/Intervention services (including suicide prev.)
• Academic Support Services (tutoring, community service internships, inservice training)
• Nutrition services
• Case management
• Youth development services
• Case Management Services
• LEA administrative/support staff costs related to program coordination

The Academy’s objective in establishing a STEM-business casual dress code is to allow our students to work comfortably at school while still presenting a professional image to the public, much as they will be expected to do in the workplace. We recognize that appropriate work attire varies widely in the aerospace industry and other STEM-based career fields.

In general, clothing that works well for the beach, yard work, exercise sessions, and sports contests, will not be appropriate for a professional appearance at The Academy. Clothing that reveals your back, chest, feet, stomach, or undergarments is inappropriate for the workplace and will not be allowed at The Academy. Clothing with words, terms, or pictures that may be offensive to other students or staff is also prohibited. The Academy encourages clothing that has our school logo. Clothing with college or university names and logos is also acceptable and encouraged.

Definitions

S.O.A.R. Reflection – On the ES campus, the acronym S.O.A.R. stands for Safety first, Own your behavior, Achieve your goals, and Respond respectfully. These four words are the pillars that outline the school-wide behavioral expectations on the secondary side. The reflection piece will be assigned via Ripple Effects.

S.O.A.R. Reflection – On the MS/HS campus, the acronym S.O.A.R. stands for Safety, Ownership, Accountability, and Respect. These four words are the pillars that outline the school-wide behavioral expectations on the secondary side. The reflection piece will be assigned via Ripple Effects.

Ripple Effects – Ripple Effects for Teens is a comprehensive online intervention system that is used across tiers and settings for students in grades 6-12. Students are assigned modules from various topic ranging from S.E.L., substance abuse, and behavioral and mental health support.

Baggy pants – Excessively baggy pants refer to trousers or jeans that are extremely oversized beyond the natural contours of the wearer’s body. This can result in the pants poofing excessively at the ankles or sagging low on the hips or buttocks. The excess fabric creates a loose appearance that may impede movement and present a safety hazard.

Guide to Business Casual Dressing for The Academy General Guidelines

• In general, clothing needs to be an appropriate size.
• Clothing should be clean, neat, and appropriate for a professional learning environment.
• Clothing that reveals the back, chest, feet, stomach, or undergarments is inappropriate.
• Offensive clothing, including items with inappropriate words, terms, or pictures, or any alcohol and drug-referenced items is prohibited.
• The Academy encourages clothing with the school logo or college/university logos

Slacks, Pants, Jeans, Shorts, and Suit Pants

Appropriate:

• Slacks, such as Dockers, are acceptable and encouraged.
• Jeans are permitted, however they must not have any holes or tears that reveal skin.
• Shorts, including Bermuda shorts, and capris are acceptable. The length should not be higher than the length of the student’s middle fingertips when the arms are straight at their side.

Inappropriate:

• Sweatpants, pajama pants, bib overalls, flannel pants.
• Excessively baggy pants.
• Pants sagging below the waist

TPAA has jointly developed with, and distributed to parent of Title I students a written parental
involvement policy, agreed upon by such parents and updated periodically to meet the changing needs
of parents and the school.

TPAA policy describes the means for carrying out the requirement of subsections through the Parent
Involvement Policy:

• Shared Responsibilities for High Student Academic Achievement
• Building Capacity for Involvement
• Accessibility

How was the policy distributed?

The policy describes the means for carrying out the Title I parental involvement requirements [20 USC
6318 Section 1118(a)-(f) inclusive].

TPAA has developed a written Title I Parental Involvement policy with input from Title I parents. Parent
input has been obtained through an annual review and discussion during School Site Council. The policy
has been distributed to parents of Title I students in during Bridge class and is available on the TPAA Website.

Each Title I school shall involve Title I parents by means for the following activities:

The school convenes an annual meeting to inform parents of participating students of the requirements
of Title I and their right to be involved.

At the beginning of the school year, during Back to School Night, all parents are provided a detailed
overview of the school’s Title I program, including program requirements as they apply to a schoolwide
setting, the instructional program, and the parents’ rights to be an active participant in the school’s Title
I program. A written copy of the information is also provided and posted on the school website for
review throughout the school year. Parent meeting calendars and course syllabi that include
requirements for classes are also reviewed and maintained on the school website as a part of the annual
meeting. Agendas and sign-in sheets are maintained to document the event.

The school offers a flexible number of meetings for participating parents, such as meetings in the
morning or evening.

There are multiple opportunities for parents to participate in Title I related activities and topics at TPAA.
The School Site Council (SSC), English Learner’s Advisory Committee (ELAC), Headmaster Advisory
Council (Coffee and Conversation) meetings are arranged in an attempt to accommodate the parents
and to ensure the best opportunity for participation. SSC meetings are held regularly, at 3:15 pm the
second Wednesday of every month, the ELAC is held regularly, at 8:45 am the first Tuesday of every
month, the Headmaster Advisory Council is held the first Monday of the month at 9:00 am with
occasional evening meetings. Meetings may be rescheduled as needed. Agendas, minutes, handouts,
copies of presentations, calendars, and sign-in sheets are maintained to document the meetings.

The school involves parents of participating students, in an organized, ongoing, and timely way, in the
planning, review, and improvement of its Title I programs and parental involvement policy.

The school involves parents in planning, reviewing, evaluating, and improving the site’s Single Plan for
Student Achievement (SPSA) and Title I Parent Involvement Policy in a variety of ways including:

• SSC meetings
• ELAC meetings
• Headmaster Advisory Council meetings
• TPAA Board of Director meetings
• Parent and student surveys

Agendas and sign-in sheets are maintained to document the event.

The school provides parents of participating students with timely information about Title I programs. The
school provides on-going, regular information about its Title I programs, including:

• Auto-dialer School Messenger call system
• Parent notices
• School website
• Social Media Platforms
• School Newsletter
• School Marquee
• PEACHJar digital flyers

All correspondence is translated. The school maintains copies of the correspondence on file for review.

The school provides parents of participating students with an explanation of the curriculum, the
academic assessment, and proficiency levels students are expected to meet.

The school provides detailed information about the curriculum, assessments to monitor student
progress, and expected proficiency levels of students during Back to School Night and at all parent
advisory meetings. In addition, information is available in the front office, on the school’s website,
mailed correspondence, School Messenger all calls, and presentations during site-level parent trainings.
Parents can also access information relating to schoolwide data and student progress by viewing the
School Accountability Report Card (SARC) and the WASC report located on the TPAA website. All
correspondence is translated. The school maintains copies of the correspondence on file for review.

The school provides parents of participating students, if requested, with opportunities for regular
meetings to participate in decisions relating to the education of their children and respond to any such
suggestions as soon as practicably possible.

The school offers several, unsolicited opportunities for parents to participate in the school’s Single Plan
for Student Achievement during the SSC, ELAC, Headmaster Advisory Council meetings. At each parent
meeting, parents are asked to provide suggestions on how best to meet the needs of TPAA students. In
addition, parents are given a survey to assist with identifying program strengths and growth areas.
Results of this survey are shared during parent meetings and parents are asked to provide suggestions
on how to address growth areas. All correspondence is translated. The school maintains copies of the
correspondence on file for review. The school maintains agendas, minutes, and sign-in sheets to
document the meetings.

School-Parent Compact – Shared Responsibilities for High Student Academic Achievement

The School-Parent Compact shall be jointly developed with and distributed to parents of Title I students.
The school-parent compact shall outline how parents, the entire school staff, and students will share the
responsibility for improved student academic achievement and describe the means by which the school
and parents will build and develop a partnership to help children achieve the state content standards.
The compact will:

1. Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive
   and effective learning environment that enables students to meet the state standards.
2. Describe the parents’ responsibility to support their children’s learning.
3. Address the importance of ongoing communication between parents and teachers through, at a
   minimum, annual conferences; frequent reports on student progress; reasonable access to staff;
   opportunities for parents to volunteer and participate in their child’s class, and observation of classroom
   activities.

Consistent with CDE guidelines, the school provides multiple opportunities for parents to assist in
developing, evaluating, and improving the School-Parent Compact, including:

TPAA 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.
SSC meetings
ELAC meetings
Back to School Night
Parent surveys
Headmaster Advisory Council (Coffee & Conversation)
FAFSA Workshops
Parent Universities
Resources & Updates un the Student Assessments section of the TPAA Website

All correspondence is translated. The school maintains agendas, minutes, and sign-in sheets to document the meetings. The school maintains documentation of distribution of each student’s School Parent Compact and is available for review.

Building Capacity for Involvement

TPAA builds capacity for involvement of parent, each school and LEA shall:

The school assists parents in understanding academic content and achievement standards and
assessments and how to monitor and improve the achievement of their children.

The school provides detailed information about the curriculum, assessments to monitor student
progress, and expected proficiency levels students are expected to meet, using course syllabi, during
Back to School Night and at all parent advisory meetings. In addition, information is available in the front
office, on the school’s website, mailed correspondence, School Messenger all calls, and presentations
during site-level parent trainings. The school may also contract with an outside/independent consultant
to provide informational presentations designed to assist parents in gaining knowledge and resources
necessary to support their student’s learning and academic growth

Flyers, sign-in sheets, presentation materials, agendas, contracts, and other documentation will be
maintained for review.

The school provides materials and training to help parent work with their children to improve their
children’s achievement. The school will provide the following materials and training opportunities for
parents to assist them in helping their child(ren) improve academic achievement:

• PIQE Classes
• Google Classroom Workshops
• FAFSA Workshops
• Parent Portal Workshops
• PTSO Volunteers

Flyers, sign-in sheets, presentation materials, agendas, contracts, and other documentation will be
maintained for review.

The school educates staff members, with the assistance of parents, in the value of parent contributions
and how to work with parents as equal partners.

The school will work with parents in developing ways to enrich the home-school partnership and inform
staff of parent contributions by:

• Maintain open communication and access to staff
• Utilizing staff and parent surveys to determine needs and support strategies
• Increase parent volunteer opportunities on campus
• Provide regular, ongoing feedback to parents regarding school related events and student
  achievement
• Provide staff development that aligns parent-school expectations and the mutual benefits
  received from forming partnerships

All correspondence is translated. The school maintains copies of the correspondence on file for review.
Flyers, sign-in sheets, presentation materials, agendas, contracts, and other documentation will also be
maintained for review.

The school coordinates and integrates parental involvement program with other programs, and conducts
activities that encourage and support parents in more fully participating in the education of their
children.

The school offers a variety of events and activities throughout the school year. Parents are given a
survey to assist with identifying program strengths and growth areas, as well as offering suggestions for
needed information and trainings. The school will continue to expand its existing parent resources by
increasing parent training opportunities. Ongoing outreach to community organizations will continue to
be developed and enhanced.

The school maintains agendas, minutes, and sign-in sheets to document the meetings

The school distributes information related to school and parent programs, meetings, and other activities
to the parents of participating students in a format and, to the extent practicable, in a language that the
parents understand.

The school provides on-going, regular information about its Title I programs, including:

• Auto-dialer School Messenger call system
• Parent notices
• School website
• Email updates
• text message system
• School marquee
• Social Media
• PeachJar digital flyers

All correspondence is translated. The school maintains copies of the correspondence on file for review.

The school provides such other reasonable support for parental involvement activities under this section
as parents may request.

The school will actively solicit parents for feedback and input in the development of parent involvement
activities. With the assistance of the parents, the school will prioritize activities, trainings, and events
identified to enhance, encourage, and enable all parents to become active participants in their student’s
academic achievement.

All correspondence is translated. The school maintains copies of the correspondence on file for review.
Flyers, sign-in sheets, presentation materials, agendas, and other documentation will also be maintained
for review.

The school also offers activities that will assist with the transition from middle school to high school by
offering:

TPAA offers various Parent Informational Meetings that provide grade-level specific information
designed to assist with the transition from middle school to high school and to help parents identify the
critical occurrences of each grade level that are necessary to keeping on track for meeting A-G
requirements for college entrance as well as college and career readiness. Additionally, yearly FAFSA
nights that support parents with completing applications for admittance to the college/university level
and financial aid applications are held. TPAA offers WEB Leaders, 7th grade students that mentor 6th
grade students. Bridge class also work to help with the transition from middle school to high school with
various mentoring programs and assignments.

The school maintains agendas, minutes, and sign-in sheets to document the meetings.

Accessibility

TPAA provides full opportunities for the participation of parents with limited English proficiency, parents
with disabilities, and parents of migratory students, including providing information and school reports
required under Section 6311 in a format and, to the extent practicable, in a language that the parents
understand.

The school provides on-going, regular information about its Title I programs, English learner programs,
special needs programs, and migratory programs, through:

• Auto-dialer School Messenger call system
• Marquee notices
• School website
• Email updates
• Text messages (coming soon)
• PEACHJar digital flyers

All correspondence is translated. The school maintains copies of the correspondence on file for review.
Approved by SSC on: November 14, 2018