Arizona school law review: introduction

Arizona school law review: introduction

The major portions of state school law are found in Arizona Revised Statutes (A.R.S.)Title 15, Arizona State Board of Education Administrative Rules, and certain other A.R.S. titles and rules which contain mandates for education and the operation of school districts. These laws contain both mandatory and permissive provisions for school districts. In order for school administrators to be in compliance with the law, they must meet all the mandatory provisions of the law that apply to the district. This handbook lists the statutes and rules that school administrators are responsible to implement in chapters that correspond to the chapters in A.R.S. Title 15.

Provisions in the above-described statutes and rules that are of special significance to school district administrators are addressed in this handbook with the following exceptionsthose requirements which are currently being monitored by any divisions or units of the Arizona Department of Education, such as statutory or Board requirements relating to Special Education and Vocational Education; any requirement addressed in the Uniform System of Financial Records which is monitored by the Auditor General's Office; items of infrequent occurrence, such as statutes regarding changing district boundaries, forming new districts, subdivision of existing districts, annexation and consolidation of districts. State Board rules on school district procurement practices are not included, nor are Chapters 11 through 14 of Title 15 which pertain to the Arizona State School for the Deaf and Blind, colleges, universities, and related institutions.

The handbook should be used as a self-assessment instrument. The handbook is designed for use in Educational leadership classes as a part of the requirements for becoming a school administrator. The chief school administrator should utilize the work done by the intern and then appoint a local team to review the provisions of the handbook. Then the superintendent or chief administrator should report the results of the handbook to the local governing Board. This handbook and any other material or follow-up materials for the handbook should be kept on file for the next 2 years.

The handbook is formed in compliance chapters that roughly correspond to chapters in A.R.S. Title XV. Accurate determination of self-assessment can only come about through a systematic approach. The best method for such assessment is to have a team of individuals who can approach different sections of the handbook, seek compliance information in the policy manuals of the district, and then compare findings and results. The self-assessment process, to be effective, should generate a plan of action which will contain a description of any deficiencies found, a plan for moving forward, and the time lines for reaching compliance with the statute.

Suggestions for self-assessment

1. Supervisor/Administrator

Review each chapter title page for a synopsis of the contents of the chapter and determine the most appropriate district person or persons as respondents for questions in that chapter. The following district persons are among those who should be considered when selecting respondents: Governing Board members, the superintendent, principals, instructional staff and business office staff and administrative interns. The handbook may then be separated into individual chapters.