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.

It is the policy of The Palmdale Aerospace Academy to create and maintain a work environment where employees are treated with dignity, decency and respect. It is also the policy of The Palmdale Aerospace Academy to maintain an environment that encourages and fosters appropriate conduct among all persons and respect for individual values. Accordingly, the School is committed to enforcing this Harassment, Discrimination and Retaliation Prevention Policy at all levels in order to create an environment free from all forms of discrimination, harassment and retaliation. Discrimination, harassment or retaliation based on race, religious creed (including religious dress and grooming practices), color, national origin (including language use restrictions), immigration status, ancestry, physical disability, mental disability, medical condition, genetic information, marital status, sex (including pregnancy, childbirth, breastfeeding and medical conditions related to pregnancy or childbirth), gender, gender identity, gender expression, age, sexual orientation, military and veteran status, or any other legally protected category is unlawful and undermines the character and purpose of the School. Such discrimination, harassment or retaliation violates School policy and will not be tolerated. This policy applies to anyone an employee of the School comes into contact, including coworkers, third parties, supervisors, managers and students.

Any form of retaliation against anyone who has complained or formally reported discrimination or harassment or has participated in an investigation of such a complaint, regardless of whether the complaint relates to the complaining person or someone else, will not be tolerated and violates this policy and the law.

Definitions

Discrimination: Discrimination is adverse treatment of any employee based on the protected class or category of persons to whom he/she belongs with respect to the terms, conditions, or privileges of employment including, but not limited to hiring, firing, promoting, disciplining, scheduling, training or deciding how to compensate that employee.

Harassment: Harassment is unwelcome verbal or physical conduct prohibited by law directed toward, or differential treatment of, an employee because of his/her membership (or perceived membership) in any protected group or on any other prohibited basis. The harasser can be the employee’s supervisor, a manager, a co-worker or someone who is not an employee of the School, such as a vendor, parent, or student. Examples of such conduct include, but are not limited to:

• Offensive or degrading remarks, verbal abuse, or other hostile behavior such as insulting, teasing, mocking, degrading or ridiculing another person or group
• Racial slurs, derogatory remarks about a person’s accent, or display of racially offensive symbols
• Unwelcome or inappropriate physical contact, comments, questions, advances, jokes epithets or demands
• Physical assault or stalking
• Displays or electronica transmission of derogatory, demeaning or hostile materials
• Unwillingness to train, evaluate, assist or work with an employee

Sexual Harassment: Sexual harassment is a form of harassment based on sex, including sexual harassment, gender harassment and harassment based on pregnancy, childbirth or related medical conditions. It generally involves unwanted sexual advances, or visual, verbal or physical conduct of a sexual nature. This definition includes many forms of offensive behavior and includes gender-based harassment of a person of the same sex as the harasser. The following is a partial list of violations:

• Unwanted sexual advances
• Offering employment benefits in exchange for sexual favors
• Making or threatening reprisals after a negative response to sexual advances
• Visual conduct: leering, making sexual gestures, displaying of suggestive objects or pictures, cartoons or posters
• Verbal conduct: making or using derogatory comments, epithets, slurs and jokes
• Verbal sexual advances or propositions
• Verbal abuse of a sexual nature, graphic verbal commentaries about an individual’s body, sexually degrading words used to describe an individual, suggestive or obscene letters, notes or invitations
• Physical conduct: touching, assault, impeding or blocking movements

Hostile Work Environment: A hostile work environment results from harassing conduct that has the purpose or effect of unreasonably interfering with an employee’s work performance, or creates an intimidating, hostile or offensive work environment.

Retaliation: Retaliation is any adverse action taken against an individual (applicant or employee) because he or she filed a charge of discrimination, complaint to the School or another agency about discrimination on the job, or participated in an employment discrimination proceeding (such as an internal investigation or lawsuit), including as a witness. Retaliation also includes adverse action taken against someone who is associated with the individual opposing the perceived discrimination

Reporting Discrimination, Harassment or Retaliation

Any employee who believes that he or she has been the victim of discrimination, harassment or retaliation prohibited by this policy, or any employee who has witnessed such discrimination, harassment or retaliation, should immediate report the circumstances in accordance with the procedure set forth below. The School will investigate any conduct that violates this policy, even in the absence of a complaint, and take remedial action where appropriate.
An employee may make a complaint, written or oral, to any of the individuals listed below:

• The Human Resources Manager
• The employee’s direct supervisor
• Any other supervisor

Complaints may be submitted to the Human Resources Manager by any of the following methods:

• By phone at 661-273-3680, extension 609
• By email at humanresources@tpaa.org
• By mail at 3300 East Palmdale Blvd., Palmdale, CA 93550

If the person to whom the complaint is directed has a personal relationship with the accused individual or otherwise has a conflicting interest, he or she will forward it to the Chief Operations Officer.

Any supervisor that receives any complaints of misconduct, or personally observe, learn about from others, or reasonably suspect has occurred, shall report the same to the Human Resources Manager, so that the School may attempt to resolve the claim internally.

Investigation and Disposition of Complaints

The School will conduct a prompt, thorough and impartial investigation that provides all parties appropriate due process and reaches reasonable conclusions based on the evidence collected. The investigation, conducted by a qualified investigator(s), will include an interview with the alleged employee-victim. It may also include interviews with the person who made the initial report, the complainant (if not the alleged victim), the alleged wrongdoer and/or any other person who may have information regarding the incident, each of whom are encouraged to cooperate with any investigation. The investigator may also review any relevant documents. The School will endeavor to complete its investigation within thirty (30) days of a report of discrimination or harassment.

Confidentiality of the complaint and investigation will be kept by the School to the extent possible, but note that the investigation will not be completely confidential.

The investigator will report his/her findings to the Chief Executive Officer and/or Board of Directors. Where the investigator concludes that a violation of this policy has occurred, the Chief Executive Officer and/or Board of Directors will take prompt and appropriate remedial action, including disciplinary action. Depending upon the circumstances, disciplinary action may include, but is not limited to: reprimand/verbal counseling, training, censure, removal of privileges, letters of warning or suspension, and termination. Discipline for a violation of this policy is not progressive, so a first violation of this policy may warrant suspension or discharge. This policy does not alter the at-will status of the employment relationship with the School.

Every complaint will trigger the creation of an investigatory file. The investigatory file will consist of the initial complaint, the final investigative report, including a record of the remedial action to be taken, if any, and all documents created, used or reviewed during the investigation. The investigatory file will be maintained with the Human Resources Manager. The progress of the investigation shall be monitored by the Chief Operations Officer through a periodic review of the investigatory file during the investigation.

The Palmdale Aerospace Academy (“TPAA”) is committed to providing a safe learning and working environment that is free from discrimination, harassment, intimidation and/or bullying. TPAA policy requires all schools and personnel to promote mutual respect, tolerance, and acceptance among students and staff. Hate-motivated incidents and crimes or actions motivated by bias/prejudice/bigotry jeopardize both the safety and well-being of all students and staff. Current law requires school districts to document and report all hate- motivated incidents and crimes to facilitate development of effective programs and techniques to mitigate hate-related incidents/crimes on school campuses.

TPAA will not tolerate hate-motivated incidents/crimes based on the student’s actual race, color, ancestry, national origin, immigration status, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics

Guidelines

Definitions

A “hate-motivated incident” is a noncriminal act or attempted act that constitutes an expression of hostility, bias or bigotry against a person, property, or institution because of the target’s actual or perceived protected characteristics set forth above. This may include using insults, taunts, and slurs, distributing or posting hate group literature or posters, defacing, removing, or destroying posted materials or announcements, posting or circulating demeaning jokes or leaflets, or sending insulting or threatening messages by phone, e-mail, websites, or any other electronic or written communication.

ifornia Penal Code defines a “hate crime” as a criminal act committed, in whole or in part, because of one or more of the following actual or perceived characteristics of the victim: disability, gender, nationality, race or ethnicity, religion, sexual orientation, association with a person or group with one or more of these actual or perceived characteristics.

Hate crime includes, but is not limited to, a violation of Section 422.6 of the Penal Code, which states no person, whether or not acting under color of law, shall by force or threat of force, willfully injure, intimidate, interfere with, oppress, or threaten any other person in the free exercise or enjoyment of any right or privilege secured to him or her by the Constitution or laws of this state or by the Constitution or laws of the United States in whole or in part because of one or more of the actual or perceived characteristics of the victim listed in subdivision (a) of Section 422.55 of the Penal Code.

The Penal Code additionally states that no person, whether or not acting under color of law, shall knowingly deface, damage, or destroy the real or personal property of any other person for the purpose of intimidating or interfering with the free exercise or enjoyment of any right or privilege secured to the other person by the Constitution or laws of this state or by the Constitution or laws of the United States, in whole or in part because of one or more of the actual or perceived characteristics of the victim listed in the Penal Code.

• “Association with a person or group with these actual or perceived characteristics” includes advocacy for, identification with, or being on the ground owned or rented by, or adjacent to, any of the following: a community center, educational facility, family, individual, office, meeting hall, place of worship, private institution, public agency, library, or other entity, group, or person that has, or is identified with people who have, one or more of those characteristics listed in the definition of “hate crime.”
• “Disability” includes mental and/or physical impairments.
• “Electronic” communications, acts, postings refers to conduct perpetrated through, but not limited to the following: internet, social networking sites, spyware or global positioning system tracking technology, telephone or cellular telephone, instant or text messages, email, blogs, websites, forums and mailing lists.
• “Gender” means sex, and includes a person’s gender identity and gender expression.
• “Gender expression” means a person’s gender-related appearance and behavior whether or not stereotypically associated with the person’s assigned sex at birth.
• “Harassment” occurs when a target is subjected to unwelcome conduct related to a protected category and can result in a hostile environment when the harassment is subjectively offensive to the target and would be offensive to a reasonable person of the same age and characteristics under the same circumstances and is sufficiently severe, pervasive, or persistent so as to interfere with or limit an individual’s ability to participate in or benefit from the services, activities, or opportunities offered by the District.
• “In whole or in part because of” means that the bias motivation must be a cause of the offense, whether or not other causes also exist. When multiple motives exist, bias must be a substantial factor. There is no requirement that bias be a main factor, or that the crime would not have been committed but for the actual or perceived protected characteristic.
• “Nationality” includes citizenship, country of origin and national origin.
• “Race or ethnicity” includes ancestry, color and ethnic background.
• “Religion” includes all aspects of religious belief, observance and practice, including agnosticism and atheism.
• “Sexual orientation” means heterosexuality, homosexuality or bisexuality.
• “Target” means an individual alleged to have experienced acts in violation of this policy, sometimes referred to as “victim.”
• “Title IX/Bullying Complaint Manager” is an administrator and/or designee responsible for responding to complaints of discrimination, harassment, intimidation and bullying.
• “Victim” includes, but is not limited to, an educational facility, family, group, individual, office, or intended victim of the offense.

Indicators in Identifying Hate-Motivation

The following questions may assist in determining whether conduct is bias or hate-motivated:

• Was the conduct primarily or intentionally directed at a person(s) because of actual or perceived membership in or association with a person(s) with one or more protected characteristics referenced above?
• Were signs, symbols or words used that indicate the conduct was motivated by hate (e.g., epithets/words/images/drawings used during the incident, graffiti, flyers/posters/literature, clothing/physical presentation with symbols of hate group status, related to significant dates/news/public activities associated with protected categories, related to intergroup demographics/dynamics in the neighborhood)?
• Is there indication or suspicion an actual crime or attempted crime, such as vandalism, assault or battery, was committed? Consult with law enforcement in these instances. Both verbal and written threats may be included in this consideration.

If any of the answers to the above indicators are determined to be true, the incident may be bias or hate-motivated or rise to the level of a hate-motivated crime and require law enforcement actions in addition to any administrative measures. Only law enforcement can determine if the conduct meets the criteria of a criminal act. Conduct identified as hate-motivated may also constitute harassment/discrimination. Conduct not rising to the level of a hate-motivated crime may still be considered a hate-motivated incident, unlawful harassment/ discrimination, and/or inappropriate behavior (e.g., trauma/violence exposure), and may require follow-up, corrective or administrative action, and/or discipline as appropriate.

Administrative Responsibilities

Preventative Measures

Each school administrator should, as part of the school’s Safe School Plan, identify staff responsible to serve as Title IX/Bullying Complaint Manager(s) and establish a systematic process to respond to and report hate-motivated incidents/crimes. This process should include directions for response and assistance to targets and offenders, consultation with and/or reporting to School Police, use of disciplinary action, and District reporting procedures.

• District office administrators/supervisors are responsible to identify administrators/supervisors responsible to respond to and report hate-motivated incidents/crimes to appropriate authorities, such as law enforcement, as warranted.
• Communicate and ensure that staff, students, and parents are informed of TPAA policy requiring promotion of mutual respect and acceptance, school and district rules regarding appropriate conduct, and nondiscrimination and harassment policies.
• Inform students, parents, and employees of this policy and reporting procedures for targets of or witnesses to hate-motivated conduct.
• Provide in-service training as deemed necessary to certificated and classified staff to ensure they are clearly familiar with and able to identify indicators of hate-motivated conduct and understand their individual responsibilities to respond, intervene, and report such conduct.
• Review on a quarterly basis all documented hate-motivated incidents/crimes in accordance with the Safe School Plan –and alert school personnel of any developing trends, larger school climate issues or areas of concern that might merit further attention/response/investigation.

Immediate Responses to Hate-Motivated Conduct

Intervene promptly to witnessed events, respond quickly to reported incidents, and take action to stop the conduct, prevent recurrence and eliminate any effects on the environment.

Ensure safety of the target and other affected parties by offering any assistance that may be appropriate.

Advise the target to contact the school administrator and/or Title IX/Bullying Complaint Manager who can provide assistance or stop the behavior and help if the situation continues, escalates, or arises again.

Assure all parties involved that the District takes hate-motivated conduct seriously, has a strong policy against hate-motivated conduct, and will not tolerate such conduct.

Investigate to gain an understanding of the situation. Obtain specific information relevant to the situation, where and when the incident occurred, and whether this was an isolated incident, related to previous incidents, or suggestive of a broader pattern requiring further administrative action. Obtain names and statements from the target and from witnesses, as appropriate. Additionally, provide all parties involved with assurances regarding TPAA policies on confidentiality and non-retaliation in the complaint investigation process and informal and formal channels for complaint investigation resolution.

Notify Palmdale Sheriff Department of all suspected hate incidents and crimes.

Notification to local law enforcement shall be made, at the minimum, under the following circumstances:

• Assault with a deadly weapon or by any means of force likely to produce great bodily injury
• Attack, assault or physical threat against a school employee by a pupil
• Possession or sale of narcotics or a controlled substance
• Possession, sale or furnishing of a firearm at a public school
• Possession of an explosive
• Possession of a dirk, dagger, ice pick, knife having a blade longer than 2 1/2 inches, folding knife with a blade that locks into place, razor with an unguarded blade, taser or stun gun, BB or pellet or other type of air gun, or spot marker upon the grounds of any school within a K-12 school district.

Reasonable efforts should be made to document and/or preserve evidence or the scene relating to the incident (e.g., take photos, collect literature/flyers). Consult with Palmdale Sheriff Department on the reporting of hate-motivated incidents/crimes, as well as procedures for securing the location or the gathering of evidence.

Inform complainants in general terms that protects the privacy and confidentiality of individuals as required by law of the outcomes and whether corrective actions specific to the claims have been or will be taken to resolve the complaint. Provide complainants information on applicable appeal processes.

Inform parents/guardians of student complainants about the investigation status and findings, as well as the resolution of any complaint in general terms. If the conduct is systemic or has widespread impact, messages regarding complaint resolution may need to be communicated to the affected school community. Care must be taken to protect the identities of the parties, including any witnesses, and the confidentiality of the specific administrative actions.

If a student has been a target on the basis of actual or perceived sexual orientation or gender identity, consult with the student to determine an appropriate way to inform the student’s parents/guardians of the conduct. Student sexual orientation and/or gender identity should be divulged only on a need-to-know basis among staff with permission of the student.

Move forward with appropriate disciplinary action that is consistent with the TPAA student discipline policies and procedures.

Use the “Complaint Investigation Record” to document any incidents suspected of being or alleged to be hate-motivated, regardless of whether the incident meets the criteria of a crime, is deemed to be an act of unlawful harassment/discrimination, or is inappropriate conduct.

Determine and document what additional follow-up activities are necessary for all the parties involved to prevent recurrence and eliminate any effects on the environment, for example, safety planning, provision of counseling supports/referrals for the parties, behavioral contracts, restorative practices, community supports, a staff development or student educational activity.

Monitor to ensure the effectiveness of actions taken and that the conduct has ceased. Document the monitoring efforts and attach a copy of the completed “Complaint Investigation Record.” Keep originals of these forms safeguarded in a centrally located separate school file for quarterly review of the Safe School Plan by the Safe School Planning Committee.

For additional assistance, consult with the area District Administrator of Operations.

If an employee is the suspected or alleged perpetrator of a hate-motivated incident/crime, consult with a supervisor and an appropriate law enforcement agency.

Staff Responsibilities

Employees shall:

• Share responsibility for modeling appropriate behavior and creating an environment where students and staff know that bias and hate motivated incidents/crimes are inappropriate and will not be tolerated.
• Support TPAA’s efforts to prevent bias and hate-motivated incidents/crimes by learning to recognize the indicators of such conduct and effectively taking steps to intervene immediately when such conduct occurs.
• Promote an appreciation and respect of diversity, appropriate interactions and social norms and discourage the development of potentially prejudicial conduct, discriminatory attitudes/practices or hate violence that prevents pupils from achieving their full potential.
• Understand their individual responsibility to report bias and hate-motivated incidents to the administrator and/or Title IX/Bullying Complaint Manager.
• Assist students alleging that he or she is a target of, or a witness to, a hate- motivated incident/crime to report such an incident.
• Cooperate in any investigation of a bias or hate-motivated incident/crime.
• Guard against any actions that could be considered retaliatory against anyone who has made a report or is participating in an investigation of a bias or hate- motivated incident/crime.

Student Responsibilities

Students shall be informed that:

• Students share a responsibility for creating a safe school environment and that they can do that by treating others with mutual respect and acceptance, and by being sensitive as to how others might perceive their actions and/or words.
• Students are not to engage in or contribute to bias or hate-motivated conduct.
• Students who may be a witness to or a target of a bias or hate-motivated incident/crime have the responsibility to report such an incident to the administrator or Title IX/Bullying Complaint Manager.
• Students are never to engage in retaliatory behavior or ask of, encourage, or consent to anyone taking retaliatory actions on their behalf.

District Responsibilities

The area District Administrator of Operations shall:

• Review the “Complaint Investigation Record” (Attachment A), for completeness and determine whether additional information might be needed and whether appropriate TPAA policy procedures were followed. For example, did the reported incident also require the reporting of child abuse or sexual harassment, school police or local law enforcement contact, or any other type of action, according to TPAA policy procedures?
• Determine what additional resources or assistance might be required or suggested to the school.

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

Sexual harassment of or by any student or member of The Palmdale Aerospace Academy (the
“School” or “Academy”) staff shall not be tolerated. The Governing Board considers sexual
harassment to be a major offense, which may result in disciplinary action, including dismissal or
expulsion, of the offending student or staff member, or other appropriate sanction.

Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of
a sexual nature constitute sexual harassment when it interferes with an individual’s performance
at school and/or creates an intimidating, hostile or offensive educational environment. The
conduct described above is also sexual harassment when submission to it is made either
explicitly or implicitly a term or condition of an individual’s access to education.

Sexual harassment regulated by this policy pertains to behavior of a sexual nature while students
are under the jurisdiction of the School.

Students may receive age-appropriate training and/or instruction on the prohibition of sexual
harassment at the School. Copies of this policy, implementing administrative regulations
containing rules and procedures for reporting charges of sexual harassment and for pursuing
available remedies shall be available at the School’s Administrative Office.

Any student who believes that he or she has been harassed or has witnessed sexual harassment is
encouraged to immediately report such incident to his or her teacher or to the School’s Sexual
Harassment Investigator. The Investigator will promptly investigate all such incidents in a
confidential manner. The contact information for the Sexual Harassment Investigator is as follows:

Human Resources Manager
The Palmdale Aerospace Academy
3300 East Palmdale Blvd.
Palmdale, CA 93550
661-273-3680
humanresources@tpaa.org

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 SchoolParent 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 such parent
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

Discrimination, sexual harassment, harassment, intimidation, and bullying are all disruptive
behaviors, which interfere with students’ ability to learn, negatively affect student engagement,
diminish school safety, and contribute to a hostile school environment. As such, The Palmdale
Aerospace Academy (“TPAA” or the “Charter School”) prohibits any acts of discrimination,
sexual harassment, harassment, intimidation, and bullying altogether. This policy is inclusive of
instances that occur on any area of the school campus, at school-sponsored events and activities,
regardless of location, through school-owned technology, and through other electronic means.

As used in this policy, discrimination, sexual harassment, harassment, intimidation, and bullying
are described as the intentional conduct, including verbal, physical, written communication or
cyber-bullying, including cyber sexual bullying, based on the actual or perceived characteristics
of mental or physical disability, sex (including pregnancy and related conditions, and parental
status), sexual orientation, gender, gender identity, gender expression, immigration status,
nationality (including national origin, country of origin, and citizenship), race or ethnicity
(including ancestry, color, ethnic group identification, ethnic background, and traits historically
associated with race, including, but not limited to, hair texture and protective hairstyles such as
braids, locks, and twist), religion (including agnosticism and atheism), religious affiliation,
medical condition, genetic information, marital status, age or association with a person or group
with one or more of these actual or perceived characteristics or based on any other characteristic
protected under applicable state or federal law or local ordinance. Hereafter, such actions are
referred to as “misconduct prohibited by this Policy.”

To the extent possible, the Charter School will make reasonable efforts to prevent students from
being discriminated against, harassed, intimidated, and/or bullied, and will take action to
investigate, respond, address and report on such behaviors in a timely manner. TPAA school staff
that witness acts of misconduct prohibited by this Policy will take immediate steps to intervene
when safe to do so.

Moreover, the Charter School will not condone or tolerate misconduct prohibited by this Policy
by any employee, independent contractor or other person with whom TPAA does business, or any
other individual, student, or volunteer. This Policy applies to all employees, students, or volunteer
actions and relationships, regardless of position or gender. TPAA will promptly and thoroughly
investigate and respond to any complaint of misconduct prohibited by this Policy in a manner that
is not deliberately indifferent and will take appropriate corrective action, if warranted. TPAA
complies with all applicable state and federal laws and regulations and local ordinances in its
investigation of and response to reports of misconduct prohibited by this Policy.

California Education Code Requirements

California Education Code (EC) Section 47605(d)(4) states the following:

A charter school shall not discourage a pupil from enrolling or seeking to enroll in a charter school for any reason, including, but not limited to, academic performance of the pupil or because the pupil exhibits any of the following characteristics:

A charter school shall not request a pupil’s records or require the parent, guardian, or pupil to submit the pupil’s records to the charter school before enrollment.

A charter school shall not encourage a pupil currently attending the charter school to disenroll from the charter school or transfer to another school for any reason (except for suspension or expulsion).

This notice shall be posted on a charter school’s Internet website and a charter school will provide copies of this notice (1) when a parent, guardian, or pupil inquires about enrollment; (2) before conducting an enrollment lottery, and (3) before disenrollment of a pupil.

Complaint Procedures

In order to submit a complaint, complete the Uniform Complaint Form and submit the form to the charter school authorizer, electronically or in hard copy, to the following location:

Director of Student Services

3300 E. Palmdale Blvd. Palmdale, CA 93550

661-273-3680

If you have questions about completing this form, please review the information on the Charter School Complaint Notice web page at www.cde.ca.gov/sp/ch/cscomplaint.asp

for information on how to obtain the correct form from your charter school.

In accordance with Federal law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, disability, and reprisal or retaliation for prior civil rights activity. (Not all prohibited bases apply to all programs.)

Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication for program information (e.g., Braille, large print, audiotape, and American Sign Language) should contact the responsible State or local Agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

To file a program discrimination complaint, a complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form, which can be obtained online, at https://www.
ascr.usda.gov/sites/default/files/USDA-OASCR%20P-ComplaintForm-0508-0002-508-11-28-17Fax2Mail.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed
to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027
form or letter must be submitted to USDA by:

mail:
U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410; or

fax:
(833) 256-1665 or (202) 690-7442;

email:
program.intake@usda.gov.
This institution is an equal opportunity provider.

The Palmdale Aerospace Academy believes that for students to have the opportunity to achieve personal, academic, developmental and social success, we need to create positive, safe and health-promoting learning environments at every level, in every setting, throughout the school year.

Research shows that two components, good nutrition and physical activity before, during and after the school day, are strongly correlated with positive student outcomes. The Wellness Policy outlines The Palmdale Aerospace Academy’s approach to ensuring environments and opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions.

Download to review the complete Wellness Policy.