Most provisions of Chapter 2 relate to the Arizona State Board of Education and State Department of Education powers and duties. The statutes cited in this section allow or require school districts, under the power of the state to perform certain actions for these programs. Summary: 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 exceptions: those 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 correspond to chapters in A.R.S. Title 15. 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. Chapter 2 of this book reviews provisions in Arizona Revised Statutes Title 15, Chapter 2 State Board of Education. Article 1: State Board of Education, Article 2, Department of Education, and State Board of Education Rules and Regulations (ACRR-R7-2-101 through R7-2-808).
Ars†15-205 education of indians in state schools: contracts with department of interior
If the State Board enters into contract with the Department of Interior, is the contract binding on the district only after it is approved by the Governing Board?
[ ] Yes [ ]No
Ars †15-207 apportionment and expenditures of federal grants for educational purposes
Are the Federal monies that are apportioned by the State Board of Education to the district expended by the district for the purposes and manner set forth in the Federal Grant?
