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What: Make Wooden Puzzles

When: Tuesday, September 1

Time: 3-4 pm

T-shirts will be provided.  Small snack will be provided.  Guardian must be present with student.

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What: Make Crazy Shirts

[for Friday’s Crazy Shirt Day!]

When: Thursday, February 5

Time: 3-4 pm

T-shirts will be provided.  Small snack will be provided.  Guardian must be present with student.

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What:  Dot/Circle Art

When: Tuesday, September 15

Time: 3-4 pm

Small snack will be provided.  Guardian must be present with student.

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Thursday, September 17: Reid Park Zoo Outreach @12:45

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Thursday, September 17: Reid Park Zoo Outreach @12:45

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What:  Dream Catcher

When: Wednesday, September 23

Time: 3-4 pm

Small snack will be provided.  Guardian must be present with student.

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Tuesday, September 29: TSO Brass and Percussion Ensemble @10:30

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Tuesday, September 29: TSO Brass and Percussion Ensemble @10:30

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What:  Rain Sticks

When: Wednesday, September 29

Time: 3-4 pm

Small snack will be provided.  Guardian must be present with student.

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12:45 – 1:30 EconReads session in each classroom

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What:  Duck/Duct Tape Flower Pens

When: Wednesday, October 7th

Time: 3-4 pm

Small snack will be provided.  Guardian must be present with student.

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School Closed for Fall Break: October 15-16

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School Closed for Fall Break: October 15-16

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Family Project- Archaeology/Mesopotamia (US Geo)

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Food Pantries, Meal Sites, and Emergency Grocery Services in Pima County

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Food Pantries, Meal Sites, and Emergency Grocery Services in Pima County

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Meals and food services, especially for individuals experiencing homelessness. Because services change frequently, please contact the providers for the most current information.

City of Tucson Resource Line
Phone: (520) 791-2540

The resource line is for those experiencing or at risk of homelessness to get connected to resources for medical, mental health, meals, outreach, and other resources offered in our community.
Arizona Department of Economic Security
The Department of Economic Security (DES) Family Assistance Administration provides language assistance free of charge to those with limited English proficiency when assistance is needed for Nutrition Assistance, Cash Assistance and some Medical Assistance programs. Please contact your DES office or call 1-855-432-7587 for program assistance provided in your preferred language.
2-1-1 Food, Clothing & Bills - Pima County
This online directory lists places that either offer or accept congregate meals, food boxes, food co-ops, food stamps, meals delivered, meals served, and WIC.
Food Pantries, Soup Kitchens (homelessshelterdirectory.org)
A list of Emergency Food Programs provided through food pantries and soup kitchens in Tucson, Arizona and surrounding cities.
Food Banks and Food Boxes:
Community Food Bank
3003 N. Country Club Rd.
520-622-0525
More Locations
Community Food Bank provides emergency food boxes through the Emergency Food Assistance Program (TEFAP), a federal program that supplements the diets of low-income individuals and families.

Primavera Homeless Intervention and Prevention
702 S. 6 th Ave.
520-623-5111
Primavera HIP provides food boxes distributed through the Community Food Bank of Southern Arizona once a month to individuals and families, as well as occasional donated food items, on a first-come, first-serve basis.

Eligibility: Provide your name, photo ID, some basic demographic information, and proof of residence.

Hours: Mon, Wed, Fri 9:00AM - 12:30PM, no appointment needed
Interfaith Community Services

Main office: On the grounds of Christ the King Episcopal Church, 2820 W. Ina Road
520-297-6049
info@icstucson.org
Food Bank Hours: Mon - Sat: 8:00AM - 11:00AM | Tue: 5:00PM - 6:30PM

Eastside office:Located at New Spirit Lutheran Church, 8701 E. Old Spanish Trail
520-297-6049
Hours: Tue & Thu: 10:00AM - 1:00PM

Southside office:Located at the El Pueblo Neighborhood Center, 101 W Irvington Rd, Unit 2A
520-297-6049
Hours: Tue & Thu: 10:00AM - 1:00PM

Gospel Rescue Mission - Food Box
4550 S Palo Verde Road
520-740-1501
Community Ministries is a place where Tucson-area residents in need can go for help 'making ends meet.' They connect families and individuals with community resources specific to their situation, and they offer various services and programs. It's best to call, since the website doesn't detail their food distribution services.

Campus Pantry - For University of Arizona students and staff
Check online for hours and distribution events. The goal of the UA Campus Pantry is to reduce food insecurity in our Wildcat Community.

Sonora Room, 1st floor of the SUMC

Hours: Tue 2:00 - 6:00PM, Wed/Fri 11:00AM - 3:00 PM
Cold Meals:
338 W. University Blvd

520-623-6773

Hours: Sun 3:00 - 4:00PM
Life in Christ Community Church
102 E. Palmdale St.

520-746-0254

Hours: Tue & Thu 5:00 - 6:00PM, Sun 8:00 - 8:45AM
Saguaro Christian Church
8302 E. Broadway Blvd.

520-296-5901

Hours: Wed 5:00 - 6:30PM
Snack Packs: Grace St. Paul Joseph's Pantry
2331 E Adams St

520-327-6857

Hours: Mon, Wed, Fri 9:00AM -12:00PM
Sharon SDA Church
955 N 10th Ave

520-261-1881

Hours: Tue & Thu 11:00AM - 12:00PM (closed the first Tuesday of every month)
Hot Meals: Z Mansion - Workship Project
288 N Church Ave

520-907-9057

Hours: Sun 10:00 -10:30AM (hot meal), Thu 10:00 -10:30AM (cold meal)
Northminster Presbyterian Church
2450 E. Ft. Lowell

520-327-7121

Hours: Mon 5:00 - 6:00PM (closed federal holidays)
Living Faith Christian Church
4108 E. North St.

520-722-2217

Hours: Thu 3:30 - 5:30PM (closed federal holidays)

Casa Maria Soup Kitchen
352 E. 25th Street

520-624-0312

Hours: Every day 8:30 - 11:30AM, except Thanksgiving and Christmas.
Southside Presbyterian Church
317 W 23rd St

520-623-6857

Hours: Mon & Fri 7:30 - 9:00AM
Tucson Food Share
2500 N. Stone Ave.

520-222-9242

Hours: Mon & Thu 6:00 - 8:00PM, Sat 8:00 - 10:00AM
Lot on 22nd
4431 E 22nd St

520-331-4209

Hours: Thu & Sun 4:30 - 6:30PM
Friendship Ministry Baptist Church
850 N 11th Ave

520-622-2690

Hours: 2 nd& 4 th Sat at 11AM
Soup Patrol (Multiple Locations)
Serving November - March with hot soup & hot cocoa available

Caridad Community Kitchen, 845 N. Main Ave (along 2ndstreet), every day at 6:10PM

Z Mansion, 288 N. Church (serving in Ash Alley, behind their building), every day at 6:35PM

Santa Cruz Church, 1220 6thAve (parking lot), every day at 7PM

Closed December 24 th & 25 th

Find the information you need by calling the library's Infoline at 520-791-4010 or by sending your question to Ask a Librarian.

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Food Pantries, Meal Sites, and Emergency Grocery Services in Pima County

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Meals and food services, especially for individuals experiencing homelessness. Because services change frequently, please contact the providers for the most current information. City of Tucson Resource Line Phone: (520) 791-2540 The resource line is for those experiencing or at risk of homelessness to get connected to resources for medical, mental health, meals, outreach, and other resources offered in our community.

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The Benefits of the Family Table - American College of Pediatricians

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American College of Pediatricians – February 2021

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​​​​​Parents, would you answer "true" or "false" to these statements?

My children and I are physically active enough to break a sweat every day.

My children probably will be physically active as adults.

I will be physically active when I am a grandparent.

If you mostly answered "true," you are teaching your child about lifelong physical literacy. A physically literate person can and wants to be physically active as a child and as an adult.

How much physical activity do kids nee​d each day?

The American Academy of Pediatrics recommends that infants, children, teens, and children with special needs have time for physical activity each day. Here's how much they need:

Infants need at least 30 minutes of "tummy time" and other interactive play, spread throughout each day.

Kids aged 3-5 need at least 3 hours of physical activity per day, or about 15 minutes every hour they are awake.

Kids 6 years and older need 60 minutes of moderate to vigorous physical activity on most days of the week.

Luckily, there are lots of opportunities and choices in how kids can stay active. Here are a few ideas:​

​Benefits of physi​cal activity

​Most kids don't move enough. Just 25% get a healthy amount. Many parents are not active, either. That's why it's so important to make time for moderate to vigorous activity on most days. Here are just some of the benefits:

Helps prevent obesity, heart disease, and diabetes

Helps students focus in school

For teens, helps avoid risk-taking behaviors like smoking, drinking, and using drugs

Improves sleep

Burns calories

Strengthens the cardiovascular system

Builds strong bones and muscles

Increases flexibility

Diffuses stress

Teaches teamwork and sportsmanship

Boosts self-esteem

Improves an overall sense of well-being

The best me​dicine

The AAP urges families to make lifelong physical activity a goal. It's the best medicine parents can give their kids for a lifetime of health.

More information:

Adapted from AAP News Parent Plus (Copyright © 2020 American Academy of Pediatrics)

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Making Physical Activity a Way of Life: AAP Policy Explained

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​​​​​Parents, would you answer "true" or "false" to these statements? My children and I are physically active enough to break a sweat every day. My children probably will be physically active as adults. I will be physically active when I am a grandparent. If you mostly answered "true," you are teaching your child about lifelong physical literacy.

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Official websites use .gov

A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Children 3 to 5 need to be active throughout the day.

Children and adolescents 6 to 17 need to be active for at least 60 minutes every day.

Recommendations

The amount and types of physical activity recommended vary by a child's age.

Children 3 to 5

Should be physically active throughout the day for growth and development.

Adult caregivers should encourage children to be active when they play, for example by jumping or riding a tricycle.

Children and adolescents 6 to 17

This group needs 60 minutes or more of moderate-to-vigorous intensity physical activity each day, including:

Aerobic activity: Most of the daily 60 minutes or more should include activities such as walking, running, or anything that makes their hearts beat faster. At least 3 days a week should include vigorous-intensity activities.

Muscle-strengthening: Includes activities like climbing or doing push-ups, at least 3 days a week.

Bone-strengthening: Includes activities such as jumping or running, at least 3 days a week.

Sixty minutes of activity a day may sound like a lot, but don't worry! Your children may already be meeting the recommended physical activity levels. Learn ways to encourage children to participate in a variety of activities that are age-appropriate and enjoyable.

Want to see what counts? Check out examples of aerobic, muscle-strengthening, and bone-strengthening activities for children and adolescents.

Also, school-based physical activity can help children meet the recommended 60 minutes or more of daily physical activity.

Resource‎

Check out this age chart for a quick snapshot of the recommended amount of weekly activity for children and teens.

Common questions

On a scale of 0 to 10, where sitting is a 0 and the highest level of physical activity is 10, moderate-intensity activity is 5 or 6. Vigorous-intensity activity is 7 or 8.

When children engage in moderate-intensity activity, their hearts beat faster and they breathe much harder than when they are at rest or sitting. When children walk to school with friends each morning, they're probably doing moderate-intensity aerobic activity. But when children run or chase others while playing tag during recess, they're probably doing vigorous-intensity activity.

Some physical activity is better suited for children than adolescents. For example, younger children usually strengthen their muscles when they do gymnastics, play on a jungle gym, or climb trees.

Children do not usually need formal muscle-strengthening programs, such as weightlifting. As children grow older and become adolescents, they may start structured weightlifting programs. They may do these types of programs along with their sports team practices.

There are many ways to make physical activity part of a child or adolescent's life. Learn more here.

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Learn how much physical activity children and adolescents ages 3 to 17 need.

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Google Calendar of Tucson Family Events- Attend at your own Risk

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Google Calendar of Tucson Family Events- Attend at your own Risk

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Access Google Calendar with a Google account (for personal use) or Google Workspace account (for business use).

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APAL now offers free live assistance to new and expecting mothers, children, adolescents, and care teams in Arizona.

Our Resource Specialist is available by phone, Monday-Friday, from 8:30 a.m. - 4:30 p.m., to provide assistance in finding resources that fit your situation.

Call 888-290-1336

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APAL now offers free live assistance to new and expecting mothers, children, adolescents, and care teams in Arizona.

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Friends and family can contribute money to Highland via the Arizona Public School Tax Credit Program.  Instead of letting the state decide where to use your state income taxes, you can allocate your tax dollars directly to the school! Remember, this is a financially painless way to contribute! Any amount helps. The deadline for delivering the school tax credit check is tax day (April 15th)… but why wait?

With the Public School Tax Credit funds, we are hoping to be able to provide extracurricular STEAM programs and the summer program. Click here for the contribution form.

Thanks to everyone who has already contributed.

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Call 877-705-KIDS (5437) for Free Child Development Support

The Birth to Five Helpline is a free service open to all Arizona families with young children looking for the latest child development information from experts in the field. Professionals may also take advantage of this service.

Call the Helpline to speak with one of our bilingual (English/Spanish) early childhood specialists, on duty Monday through Friday from 8:00 a.m. to 8:00 p.m. You can also leave a voicemail, complete our online contact form (below), or text the Helpline 24 hours a day, seven days a week. Virtual video consultation services are also available.

Introduced in 2005, the Birth to Five Helpline combines sensitive, supportive listening with sound information from professionals who have expertise in early childhood development and parenting/caregiving. Each child and family are unique. We collaborate with callers to understand their specific concern and align with each family's own parenting values, traditions and style.

Topics addressed include, but are not limited to:

By calling the Helpline, you can also access support as needed from Southwest Human Development's wide range of early childhood development staff, including psychologists, master's level counselors, registered nurses, disabilities specialists, early literacy specialists and occupational, speech/language and physical therapists. In addition to providing you with counseling and resource/referral information, we send individualized child development information as applicable.

Download the Birth to Five Helpline app!

Now, you can have the support of the Birth to Five Helpline at the touch of your fingers! Download our Birth to Five Helpline app in the Apple App Store or on Google Play. Just open the app on your phone and one-touch call, text or email our Helpline early childhood specialists.

Fussy Baby Program

An extension of the Birth to Five Helpline is the Fussy Baby program. This program provides telephone, home visiting and virtual video consultation and support to help families navigate challenges associated with hard-to-soothe infants, excessive crying, sleeping problems and feeding difficulties during their child's first year of life.
Click here for more information about the Fussy Baby program
For Professionals

If you are a child care provider, preschool provider, quality improvement specialist or any professional who works with young children ages birth to 5 and are looking for consultation or resource information, contact the Birth to Five Helpline at 877-705-KIDS (5437). If you would like to submit a question for the Birth to Five Helpline online, please complete the form below and an early childhood expert will contact you.

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Birth to Five Helpline - Southwest Human Development

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The Birth to Five Helpline is a free service open to all Arizona families with young children looking for the latest child development information from experts in the field. Professionals may also take advantage of this service. Call the Helpline to speak with one of our bilingual (English/Spanish) early childhood specialists, on duty Monday through Friday from 8:00 a.m.

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Divorce can be especially tough on kids. But there’s plenty you can do to help them cope.

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How to Support Your Child's Resilience in a Time of Crisis

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How to Support Your Child's Resilience in a Time of Crisis

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​Traumatic events like 9/11 and hurricanes have taught experts how to guide parents to be prepared to respond to crises in ways that help their children be resilient.

Listening

Listening is an important way for parents to express love and acceptance and to help children figure out dilemmas. In the context of crises, listening takes on another vital role. Because children react to crises differently, we must look for clues from them about what they know, how they interpret the events, and what they need from the adults around them. After the hugs, ask children what they understand about what has happened and what questions or concerns they have. Listen for any potential misunderstandings.

It is common for children to have fears based on limited information or from not understanding what they were told about the event. You must first listen to their concerns so you can frame your discussion about the situation appropriately and spare them frightening or unnecessary details. When they finish talking, ask them how they are doing and how you can be helpful to them.

Helping Them Express Fears & Worries

Just asking children what they understand or how they feel may not be enough to get them to voice their feelings. Sometimes simply sitting with them while they draw a picture or play with their toys will help them find a way to communicate what they're feeling, even if they are not fully aware of it themselves.

Young children

Young children may need your help to find the words to express what they are feeling. Offer them words to choose from by telling them it's normal to feel sad, upset, or confused. Be a good role model by sharing how you are feeling and explaining what you are doing to help yourself feel better. Encourage them to express feelings through play, drawing, storytelling, or other creative activities.

Older children & adolescents

Older children and adolescents might find it easier to talk about what others think. "My friend Monica said that she just keeps following her mom around to make sure they never get separated. Isn't she a freak?" When this occurs, don't remove the mask by saying,"I'll bet you're really feeling this too." Instead, talk about what Monica must be feeling and how it is understandable. Ask your child what Monica's mom could do to make her feel more secure. Encourage older children to ask questions and share feelings. Answer their questions with calm, age-appropriate responses and don't belittle their emotions.

Never force your child to talk

Some children will act as if they aren't bothered at all. They don't seem particularly interested in or moved by the event. If so, there's no reason to push them to express anything at this time. Never force your children to talk, but tell them you are there to listen. Your children may be deeply moved or upset but actually need a sense of normalcy. Model that your own way of gaining comfort is by talking about the situation. Let your children see you talking to other adults and observe your relief as you connect with others. Leave the door open for future conversations. They may happen at any time.

Dealing with Mixed Emotions

It is common for people, young and old, to have a mixture of anger and confusion in the face of disaster. Which emotion dominates may have to do with the nature of the disaster.

With terrorism, it's typical to ask,"How could people be so cruel?" and have justified anger.

With natural disasters, we are often more confused about how to vent anger. Many adults as well as older children turn it inward-"We could have prepared better," or"I am being punished."

Others may express anger outwardly or have a crisis of faith-"How could our government fail to protect us?" or"How could a loving God do this to us?"

Wherever that anger and confusion is directed, our first response is to listen, not to deny it or try to talk kids out of it.

What to Say

Our ability to communicate that we feel safe through our body language and tone may be more important than our exact words. In the face of a crisis, gather the family in the part of your home where you spend good times together, or take a walk to a favorite spot that will remind children of comfort. You may want to begin the conversation with everyone present to feel more secure when you are all together. Depending on your children's age and developmental level, more in-depth conversations might occur with just one child and one or both parents.

More than anything else, adults must be honest about what has happened. Sadly, this is not the kind of truth that we can protect our children from, but the truth doesn't need to include every horrid detail. How much detail to share will depend on their ability to understand.

Young children

Very young children will need simple, concrete explanations of what happened and how it affects them. If they have a gross misunderstanding of events, correct them. But if they explain the story in a way that implies, "It's all over now, the bad guys are all dead, and this happened very far away," do not correct them or add more nuanced details. Their simple explanations may be exactly what they need to believe to feel safe. Don't take away that sense of security they're constructing for themselves.

Older children & adolescents

Older children will likely ask for and benefit from additional information about the disaster and recovery efforts.

Saying you don't know is OK

Don't worry about saying the perfect words. Nothing we can say in these circumstances will make everything better. In fact, there's a reasonable chance that adult conversation may upset children further, but keep in mind that it is the situation that is upsetting them, not our talking about it. Don't feel obligated to give a reason for what happened. It's OK to say you don't know why something so terrible has happened.

Reinforce your child is safe

As we try to explain tragic events, the main goal is to reinforce that you and your children are safe. If it isn't clear that you are yet safe, don't lie. Focus instead on the steps you are taking to become safer. If you can, point out things like the distance you are from the event or the fact that police, soldiers, and rescue workers are working hard to make sure everyone is safe. Don't overwhelm children with information, but give them honest and brief explanations of what happened and what is being done in response.

The National Child Traumatic Stress Network suggests telling children exactly how the disaster affects their family, school, and community. They may be worried about the safety of their friends or extended family. Be honest if you really don't know, but reassure them that their friends' parents are taking care of them, just like you are taking care of your children. You might tell them about how the government is working hard to restore electricity, phones, water, and gas or how city workers will take care of cleaning up the wreckage and help families find housing.

Restoring Balance

If your family has been directly involved in an act of terror, war, or a natural disaster, you will have spent weeks or months-hopefully with adequate support-in recovering your lives. If your family has been on the periphery of these crises but have been witnesses via the media, you will still need time to restore some emotional balance. During these periods, a few small things can help children.

Get back to old routines

As soon as reasonably possible, try to follow old routines because they provide comfort and a familiar structure to a child's daily life. For example, get her back in school and do not cancel celebrations like birthday parties or after-school activities that she enjoys. Follow as normal a schedule as possible. Even if you are at a shelter, you can still maintain some family rituals like singing the same songs or reciting the same stories before bedtime. Try to maintain household rules and discipline routines, but be aware that changes in behavior may be a result of fears or insecurities that can be alleviated through repeated reassurances and extra attention. It's OK to let your children be more dependent on you in the aftermath of a traumatic event. Children may be more distracted and have trouble concentrating on schoolwork. Be patient and give them gentle reminders and extra help if needed. Children may be more anxious when separating from parents for bedtime or when parents need to leave for work or an appointment. Give yourself extra time to cuddle and talk to your children before separating from them.

Remember that your children's world revolves around you and your home. Any disruption to your normal family activities will be felt by your children. Things that may seem trivial to you, like watching television, playing on the computer, or having friends over, are important to your children and will be seen as tremendous losses if they are disrupted. Be patient and help children think of alternative activities if their normal toys aren't available or if their regular activities are cancelled. Provide plenty of opportunities for play.

Review your family's disaster preparedness plan

Another way to encourage a child's sense of control is to review your own family's preparedness plan together. Coming up with a family plan in case a disaster directly affects you next time (or strikes again) can help increase your family's sense of security.

Find ways to help others

Finally, provide your children with opportunities to help others. Children cope better and recover sooner when they help others because it creates a sense of control and helps children feel better about themselves. By helping those affected by the tragedy or honoring those who died, children can regain a sense of control over a tragedy that often makes them feel helpless.

Limit Exposure to the Media

Try to monitor and limit your children's exposure to the news. As compelling as it may be during a disaster, news coverage is often overwhelming because today's 24-hour news cycle replays dramatic footage day after day. This barrage can sear images into the mind and increase trauma.

All of the major child-serving organizations suggest for you to shield your children entirely (depending on their age) or limit the time they spend viewing media related to the incident. Even indirect disaster exposure from media (eg, newspaper, television, internet, radio) can be detrimental. It can cause kids to worry that something similar might happen to them. It may change the way they view the world; they may begin to see it as a threatening, scary place. It is important for parents to limit media exposure in general and to explain in words they understand what they do see and hear. Be honest, but spare kids unnecessary or frightening details.

While children benefit from basic information about what happened, it can be harmful for them to see graphic images or sounds. Try to encourage realistic messages of hope and optimism. Point out some of the positives of the trauma, like how people help each other or how heroes risk their own lives for others. Even in the most difficult situation, your positive outlook on the future will help your children see good things in the world around them, helping them through challenging times.

Remember...

Children rely on us so heavily to figure out how to interpret dire events that we need to be aware of the many different ways they learn from us and other adults. They listen to our words, notice the level of stress that our bodies communicate, watch whether we follow routines, and see whether we change our tone or attitude when we talk to others. If we cannot maintain a consistent air of calm with friends or other adults, we should have those conversations in private, away from children, and preferably without children knowing that adults are speaking secretly, which will only raise their anxiety and undercut the sense of security we're trying to communicate.

Unfortunately, we cannot protect our children from trauma related to natural disasters, wars, or terrorism. However, the way we respond and the support we offer can help buffer the potential negative consequences of experiencing a traumatic event and can make it more likely that our children bounce back. The bottom line for parents is to remain calm and to remind children they are loved and that you are doing everything you can to keep them safe. Feeling secure and connected to parents, family members, teachers, friends, or community is the greatest protections children have and affects their recovery immediately after a disaster and well into the future. With a strong support system in place, you will be able to minimize negative beliefs, calm fears, restore some normalcy and pull together as a family so you all will bounce back, and perhaps even grow, from harrowing and unpredictable events.

Additional Information:

Kenneth R. Ginsburg, MD, MS Ed, FAAP, and Martha M. Jablow

Building Resilience in Children and Teens: Giving Kids Roots and Wings, 3rd Edition (Copyright © 2015 Kenneth R. Ginsburg, MD, MS Ed, FAAP, and Martha M. Jablow)

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support children~ resilience~ crisis~ traumatic events~ listening to your child~ acceptance~ fears~ worries~ emotions~ reinforce~ safety~ national child traumatic stress network~ restore balance~ old routines~ family disaster plan~ media exposure~ love

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How to Support Your Child's Resilience in a Time of Crisis

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​Traumatic events like 9/11 and hurricanes have taught experts how to guide parents to be prepared to respond to crises in ways that help their children be resilient. Listening is an important way for parents to express love and acceptance and to help children figure out dilemmas.

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https://www.instagram.com/highlandteacher/

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​Encouraging your child to explore their world through writing starts at home. Modeling all of the ways you write in your everyday life is a great start.

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​Readers are lifelong learners! Children are never too young to start cultivating a growing love of reading that will last a lifetime.

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https://form.jotform.com/240808201378050

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https://form.jotform.com/231254611164043

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Parenting is hard, but no one is perfect. To help, First Things First provides parent resources for supporting your child’s healthy growth.

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Turning on quality subtitles means your child will read a staggering number of words. Put them on and your child will read the equivalent number of words that are in all the Harry Potter books, all of the Lord of the Rings, all of the Chronicles of Narnia and everything Roald Dahl wrote, combined!

Research has shown that it can double the chance of your child leaving school as a proficient reader. You can turn them on for the whole family or most streaming services will now allow you to do it just for children's profiles.

Perhaps, after all, there is a magic button....

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Turning on quality subtitles means your child will read a staggering number of words. Put them on and your child will read the equivalent number of words that are in all the Harry Potter books, all of the Lord of the Rings, all of the Chronicles of Narnia and everything Roald Dahl wrote, combined!

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Learn about the myths surrounding suicide and signs to watch for so you know how to start conversations with children in your life.

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Act One’s Culture Pass provides access to the arts for students, retirees, and under-resourced families to visit many of Arizona’s arts and cultural treasure.

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Culture Pass | Phoenix | Tucson | Act One

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We offer free access to arts and culture for all in Arizona. Culture Passes are available at over 150 libraries throughout Arizona.

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Fostering The Ability to Recover Quickly from Difficulty

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Essentials for Parenting Toddlers and Preschoolers

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Find tips and examples to help you be a better active listener for your child.

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https://211arizona.org/

211 Arizona Information and Referral Service operates 9 a.m. to 7 p.m. daily. 211 Arizona Information and Referral Service live-operator service is available in English and Spanish and assistance is available in other languages via real-time interpreter services.

211 Arizona operators will help individuals and families find resources that are available to them locally, throughout the state, and provide connections to critical services that can improve – and save – lives, including:

Supplemental Food and Nutrition Programs

Shelter and Housing Options

Utilities Assistance

Emergency Information and Disaster Relief

Employment and Education Opportunities

Services for Veterans

Healthcare, vaccination and health epidemic information

Addiction Prevention and Rehabilitation Programs

Re-entry help for ex-offenders

Support groups for individuals with mental illnesses or special needs

A safe, confidential path out of physical and/or emotional domestic violence

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Are you connected with Highland's Google calendar?

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Are you connected with Highland's Google calendar?

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Google Calendar - Sign in to Access & Edit Your Schedule

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Access Google Calendar with a Google account (for personal use) or Google Workspace account (for business use).

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Child and Adult Care Food Program | Food and Nutrition Service

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The Child and Adult Care Food Program (CACFP) is a federal program that provides reimbursements for nutritious meals and snacks to eligible children and adults who are enrolled for care at participating child care centers, day care homes, and adult day care centers. CACFP also provides reimbursement…

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Nutrition is important to normal growth processes, and thus you should make an effort to ensure that your child con­sumes a well-balanced diet. Your child’s need for calories rises during times of rapid growth, gradually increasing as she moves through middle childhood into puberty.

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ASHLine | Free Help to Quit Smoking - Arizona Smokers

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AZDHS | ASHLine | Free Help to Quit Smoking - Arizona Smokers

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We make quitting tobacco your greatest success.

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When should I schedule my child's first trip to the dentist? Should my 3-year-old be flossing? How do I know if my child needs braces?

Many parents have a tough time judging how much dental care their kids need. They know they want to prevent cavities, but they don't always know the best way to do so. Here are some tips and guidelines.

Caring for Your Child's Teeth

Good oral health starts even before your child's first tooth comes in. Learn to keep your child's teeth healthy from infancy and beyond.

When Should Kids Start Brushing Their Teeth?

Good dental care begins before a baby's first tooth appears. Just because you can't see the teeth doesn't mean they aren't there. Teeth actually begin to form in the second trimester of pregnancy. At birth, your baby has 20 primary teeth, some of which are fully developed in the jaw.

Here's when and how to care for those little choppers:

Even before your baby starts teething, run a clean, damp washcloth over the gums to clear away harmful bacteria.

When your baby gets teeth, brush them with an infant toothbrush. Use water and a tiny bit of fluoride toothpaste (about the size of a grain of rice). Use fluoride toothpaste that carries the American Dental Association's (ADA) seal of acceptance. (If you are using baby toothpaste without the fluoride, keep it to the same amount because you still want to minimize any toothpaste that is swallowed.)

When two of your baby's teeth touch, you can begin flossing between them.

Around age 2, your child should learn to spit while brushing. Avoid giving your child water to swish and spit because this can make swallowing toothpaste more likely.

Kids ages 3 and up should use only a pea-sized amount of fluoride toothpaste.

Always supervise kids younger than 8 while brushing, as they're likely to swallow toothpaste.

Even babies can get tooth decay. Putting a baby to sleep with a bottle can harm a baby's teeth. Sugars from juice, formula, or milk that stay on a baby's teeth for hours can eat away at the enamel (the layer of the tooth that protects against tooth decay). This can lead to "bottle mouth" or "baby bottle tooth decay." When this happens, the front teeth can get discolored, pocked, and pitted. Cavities might form and, in severe cases, the decayed teeth might need to be pulled.

When kids are 6 months old, they can switch from a bottle to a sippy cup (with a straw or hard spout). This helps prevent liquid from pooling around a child's teeth. By their first birthday, they'll have the motor skills and coordination to use the cup on their own.

When Should Kids See a Dentist?

The ADA recommends that children see a dentist by their first birthday. At this first visit, the dentist will explain proper brushing and flossing techniques and do a modified exam while your baby sits on your lap.

These visits can help find problems early and help kids get used to visiting the dentist so they'll have less fear about going as they get older. Consider taking your child to a dentist who specializes in treating kids. Pediatric dentists are trained to handle the wide range of issues associated with kids' dental health. They also know when to refer you to a different type of specialist, such as an orthodontist to correct an overbite or an oral surgeon for jaw realignment.

If a child seems to be at risk for cavities or other problems, the dentist may start applying topical fluoride even before all teeth come in (this also can be done in the pediatrician's office). Fluoride hardens the tooth enamel, helping to ward off the most common childhood oral disease - dental cavities (also called dental caries).

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How Can We Prevent Cavities?

Cavities happen when bacteria and food left on the teeth after eating are not brushed away. Acid collects on a tooth, softening its enamel until a hole - or cavity - forms.

Here's how to keep cavities away:

Start good oral habits early. Teach kids to brush at least twice a day with fluoride toothpaste and to floss regularly.

Get enough fluoride. Regular use of fluoride toughens the enamel, making it harder for acid to penetrate. Although many towns require tap water to be fluoridated, others don't. If your water supply is not fluoridated or if your family uses purified water, ask your dentist for fluoride supplements. Most toothpastes contain fluoride but toothpaste alone will not fully protect a child's teeth. Be careful, however, since too much fluoride can cause tooth discoloration. Check with your dentist before supplementing.

Limit or avoid some foods. Sugary foods, juices, candy (especially sticky gummy candy, gummy vitamins, or fruit leather or "roll-ups") can erode enamel and cause cavities. If your kids eat these foods, have them rinse their mouth or brush their teeth after eating to wash away the sugar. The same goes for taking sweetened liquid medicines: always have kids rinse or brush afterward.

As your child's permanent teeth grow in, the dentist can help prevent decay by applying a thin wash of resin (called a sealant) to the back teeth, where most chewing is done. This protective coating keeps bacteria from settling in the hard-to-reach crevices of the molars. But make sure that kids know that sealants aren't a replacement for good brushing and regular flossing.

What Dental Problems Can Happen?

If you are prone to tooth decay or gum disease, your kids might be at higher risk as well. So sometimes even the best brushing and flossing habits can't prevent a cavity. Be sure to call your dentist if your child complains of tooth pain, which could be a sign of a cavity that needs treatment.

New materials mean pediatric dentists have more filling and repair options than ever. A silver-colored material called amalgam (a special mix of metals) was once the substance of choice for most fillings in permanent teeth. But now, other materials like composite resins are becoming popular. Resins bond to the teeth so the filling won't pop out, and also can be used to rebuild teeth damaged through injury or conditions like a cleft palate. Because resins are often tooth-colored, they're considered more attractive.

But in cases of fracture, extensive decay, or malformation of baby teeth, dentists often opt for stainless steel or ceramic crowns. Crowns maintain the tooth while preventing the decay from spreading.

In some rare instances, usually when a more complicated dental procedure is to be done, a dentist will recommend using general anesthesia. Parents should make sure that the professional who gives the medicine is a trained anesthesiologist or oral surgeon before agreeing to the procedure. Don't be afraid ask your dentist questions.

Regular checkups and good dental hygiene can help prevent the need for this kind of extensive dental work. Also, encourage your kids to use a mouthguard during sports, which can prevent serious dental injuries.

What Is Orthodontia?

As kids get older, their bite and the straightness of their teeth can become an issue. Orthodontic treatment begins earlier now than it used to, and braces have changed too. The embarrassing old gear - a mouth filled with metal wires and braces - is in the past. Kids as young as age 7 now wear corrective appliances, and plastic-based (sometimes clear) materials have replaced metal.

Orthodontists know that manipulation of teeth at a younger age can be easier and more effective in the long run. Younger children's teeth can be positioned with fairly minor orthodontic devices, preventing major treatment later on.

Looking Ahead

As kids grow, plan on routine dental checkups anywhere from once every 3 months to once a year, depending on your dentist's recommendations. Keeping sugary foods in check, encouraging regular brushing and flossing, and working with your dentist will lead good dental health.

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Here are the basics about how to care for your child's teeth - and when.

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Recently, the American Academy of Pediatrics (AAP) released their new recommendations for children's fruit juice consumption. The AAP warns that fruit juice can become a problem because it is easily over-consumed by young children who enjoy the taste, and parents usually do not set limits because juice is often viewed as nutritious. Rainie Carter, a clinical nutritionist at Children's of Alabama, says, "For years, families viewed juice as a healthy way to provide their child with more vitamins and minerals. The reality is that, when the fiber is stripped from the fruit to create juice, we are left with a product that similar to a sugary soda. The body's blood sugar response mimics that of a soda, and there can be consequences if the product is consumed too often." Recent research associates excessive juice consumption with intestinal gas, tooth decay, and unhealthy weight gain. "In clinical practice, I have seen both ends of the spectrum - excessive weight gain and inadequate weight gain. When children over consume juice, they gain from the unneeded calories or they have very little appetite for solid, nutritious foods," Carter states.

The first update since 2001, these guidelines encourage parents to limit the juice servings for children over 1 year of age and to avoid giving juice to infants under 1 year of age.
Infants (under 1 year of age)
The new guidelines indicate that fruit juice should not be given to children under 1 year of age (unless recommended by the child's pediatrician) as "no additional nutrients are needed" to supplement human milk or prepared infant formula. The AAP advises against giving juice before introducing solid foods to the child's diet to ensure that the child receives all necessary nutrients from milk or formula that cannot be replaced by juice.
Children (over 1 year of age)
The AAP also advises parents to reduce amount of 100% fruit juice given to older children. The portion sizes should be restricted to 4 ounces for children ages 1-3 years, 4-6 ounces for children ages 4-6 years and 8 ounces for those 7 and older. It is also important to avoid giving juice in a bottle or portable covered cup, opting instead for an open cup to reduce the amount of time teeth are exposed to the carbohydrate in juice products, which can lead to dental decay.

The importance of providing fresh, whole fruit to children is also emphasized, reminding parents that it is recommended to provide 2 to 2 ½ cups of fruit servings per day. Of this, no more than 1 cup should be replaced by 100% fruit juice. The AAP also warns that replacing the recommended fruit intake with juice does not promote the establishment of healthy eating behaviors. "Establishing healthier eating behaviors early on in life means healthier eating later in life as well. If children are given a variety of foods on a consistent basis, they will typically become less prone to picky eating," Carter adds.

Infants can consume mashed or pureed fruit such as applesauce or fruit-based baby foods. Older children need the protein and fiber contained in whole fruits to maintain good colon health. Parents should encourage children to consume whole fruit and depend on water as the primary source of hydration. "Fiber helps to slow digestion and keep a person feeling fuller longer so whole fruit is a better choice than juice in many ways. Updating the consumption guidelines to include more fiber-rich fruits and less juice will help consumers make more well-informed decisions about their health," Carter notes.

Source: http://pediatrics.aappublications.org/content/139/6/e20170967

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AAP Provides New Guidelines for Fruit Juice Portions

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Recently, the American Academy of Pediatrics (AAP) released their new recommendations for children's fruit juice consumption. The AAP warns that fruit juice can become a problem because it is easily over-consumed by young children who enjoy the taste, and parents usually do not set limits because juice is often viewed as nutritious.

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To prevent skin cancer, you need to protect your skin from the sun year-round. Here you'll find what dermatologists recommend.

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Media and Children Overview

Today's children are spending an average of seven hours a day on entertainment media, including televisions, computers, phones and other electronic devices. Meanwhile, advertising aimed at children is no longer confined to TV commercials and product placement in movies. Today, children are exposed to messages from social media influencers, hidden ads in video games, data collection across many platforms, virtual reality encounters with strangers in games and targeted social media advertisements that are intended to make children take action. It's no wonder that parents come to pediatricians with so many questions. It also underscores the importance of the need for continued research on the impact of media on children's health and useful resources that help improve a pediatrician's ability to counsel families on the healthy use of media in all forms.

Once such resource is the Family Media Plan . Designed to help families make wise media choices, the AAP recommends that parents and caregivers develop a plan that takes into account the health, education and entertainment needs of each individual child as well as the whole family; and then follow the family media plan together, revising it when necessary.

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Information to help pediatricians understand and communicate about the impact media has in our children's lives, while offering tips on managing time spent with various media.

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Daily schedule starting August 11:

Drop off:  Between 8:10-8:30

Pick-Up:  between 2:45 and 3:00

Extended Day:  If your child is at school earlier than 8:10 or later than 3pm they will be charged for extended day.

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Please note that even if your child does not have Covid, they cannot attend school if they are sick. If a student has a fever, has been vomiting, has diarrhea, or has any other symptom of a communicable disease such as a rash, they cannot return to school unless they have been symptom free for at least 24 hours (without medication).

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Pima County Covid Resources (including vaccination and testing centers)

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Pima County Covid Resources (including vaccination and testing centers)

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COVID-19 Information & Resources | Pima County, AZ

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Gather more information and resources about the Coronavirus Disease.

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Highland's Google Calendar- Don't forget to follow on Google!

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Highland's Google Calendar- Don't forget to follow on Google!

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Google Calendar - Sign in to Access & Edit Your Schedule

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Access Google Calendar with a Google account (for personal use) or Google Workspace account (for business use).

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Find Food & Donate to the Community Food Bank

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We change lives in the communities we serve by feeding the hungry today, and building a healthy, hunger-free tomorrow. Find food and donate!

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Homeless: Resources for Parent and Youth

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Homeless: Resources for Parent and Youth

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https://docs.google.com/document/d/1Pf5Cw75k2SbdZVxCG269LoUfO6xYUImuUCEuL41nKE0/edit?usp=sharing

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Photo by Dulcey Lima on UnsplashIf you need police or fire to respond, call 911.For other services, call the Community Resource Line: (520) 791-2540You can also visit the 211arizona.org website. They have a directory of health and human services in Tucson and Pima County to...

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Looking for help in Tucson? These local organizations offer a number of services for free.

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Centers for Disease Control and Prevention

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When to Stay Home

Calculating Quarantine

The date of your exposure is considered day 0. Day 1 is the first full day after your last contact with a person who has had COVID-19. Stay home and away from other people for at least 5 days. Learn why CDC updated guidance for the general public.

Day 0 is your first day of symptoms or a positive viral test. Day 1 is the first full day after your symptoms developed or your test specimen was collected. If you have COVID-19 or have symptoms, isolate for at least 5 days.

Quarantine

Quarantine is a strategy used to prevent transmission of COVID-19 by keeping people who have been in close contact with someone with COVID-19 apart from others.

Who does not need to quarantine?

If you had close contact with someone with COVID-19 and you are in one of the following groups, you do not need to quarantine.

You are up to date with your COVID-19 vaccines.

You had confirmed COVID-19 within the last 90 days (meaning you tested positive using a viral test).

If you are up to date with COVID-19 vaccines, you should wear a well-fitting mask around others for 10 days from the date of your last close contact with someone with COVID-19 (the date of last close contact is considered day 0). Get tested at least 5 days after you last had close contact with someone with COVID-19. If you test positive or develop COVID-19 symptoms, isolate from other people and follow recommendations in the Isolation section below. If you tested positive for COVID-19 with a viral test within the previous 90 days and subsequently recovered and remain without COVID-19 symptoms, you do not need to quarantine or get tested after close contact. You should wear a well-fitting mask around others for 10 days from the date of your last close contact with someone with COVID-19 (the date of last close contact is considered day 0). If you have COVID-19 symptoms, get tested and isolate from other people and follow recommendations in the Isolation section below.

Who should quarantine?

If you come into close contact with someone with COVID-19, you should quarantine if you are not up to date on COVID-19 vaccines. This includes people who are not vaccinated.

What to do for quarantine

Stay home and away from other people for at least 5 days (day 0 through day 5) after your last contact with a person who has COVID-19. The date of your exposure is considered day 0. Wear a well-fitting mask when around others at home, if possible.

For 10 days after your last close contact with someone with COVID-19, watch for fever (100.4◦F or greater), cough, shortness of breath, or other COVID-19 symptoms.

If you develop symptoms, get tested immediately and isolate until you receive your test results. If you test positive, follow isolation recommendations.

If you do not develop symptoms, get tested at least 5 days after you last had close contact with someone with COVID-19.

If you test negative, you can leave your home, but continue to wear a well-fitting mask when around others at home and in public until 10 days after your last close contact with someone with COVID-19.

If you test positive, you should isolate for at least 5 days from the date of your positive test (if you do not have symptoms). If you do develop COVID-19 symptoms, isolate for at least 5 days from the date your symptoms began (the date the symptoms started is day 0). Follow recommendations in the isolation section below.

If you are unable to get a test 5 days after last close contact with someone with COVID-19, you can leave your home after day 5 if you have been without COVID-19 symptoms throughout the 5-day period. Wear a well-fitting mask for 10 days after your date of last close contact when around others at home and in public.

Avoid people who are have weakened immune systems or are more likely to get very sick from COVID-19, and nursing homes and other high-risk settings, until after at least 10 days.

If possible, stay away from people you live with, especially people who are at higher risk for getting very sick from COVID-19, as well as others outside your home throughout the full 10 days after your last close contact with someone with COVID-19.

If you are unable to quarantine, you should wear a well-fitting mask for 10 days when around others at home and in public.

If you are unable to wear a mask when around others, you should continue to quarantine for 10 days. Avoid people who have weakened immune systems or are more likely to get very sick from COVID-19, and nursing homes and other high-risk settings, until after at least 10 days.

See additional information about travel.

Do not go to places where you are unable to wear a mask, such as restaurants and some gyms, and avoid eating around others at home and at work until after 10 days after your last close contact with someone with COVID-19.

After quarantine

Watch for symptoms until 10 days after your last close contact with someone with COVID-19.

If you have symptoms, isolate immediately and get tested.

Quarantine in high-risk congregate settings

In certain congregate settings that have high risk of secondary transmission (such as correctional and detention facilities, homeless shelters, or cruise ships), CDC recommends a 10-day quarantine for residents, regardless of vaccination and booster status. During periods of critical staffing shortages, facilities may consider shortening the quarantine period for staff to ensure continuity of operations. Decisions to shorten quarantine in these settings should be made in consultation with state, local, tribal, or territorial health departments and should take into consideration the context and characteristics of the facility. CDC's setting-specific guidance provides additional recommendations for these settings.

Isolation

Isolation is used to separate people with confirmed or suspected COVID-19 from those without COVID-19. People who are in isolation should stay home until it's safe for them to be around others. At home, anyone sick or infected should separate from others, or wear a well-fitting mask when they need to be around others. People in isolation should stay in a specific "sick room" or area and use a separate bathroom if available. Everyone who has presumed or confirmed COVID-19 should stay home and isolate from other people for at least 5 full days (day 0 is the first day of symptoms or the date of the day of the positive viral test for asymptomatic persons). They should wear a mask when around others at home and in public for an additional 5 days. People who are confirmed to have COVID-19 or are showing symptoms of COVID-19 need to isolate regardless of their vaccination status. This includes:

People who have a positive viral test for COVID-19, regardless of whether or not they have symptoms.

People with symptoms of COVID-19, including people who are awaiting test results or have not been tested. People with symptoms should isolate even if they do not know if they have been in close contact with someone with COVID-19.

What to do for isolation

Monitor your symptoms. If you have an emergency warning sign (including trouble breathing), seek emergency medical care immediately.

Stay in a separate room from other household members, if possible.

Use a separate bathroom, if possible.

Take steps to improve ventilation at home, if possible.

Avoid contact with other members of the household and pets.

Don't share personal household items, like cups, towels, and utensils.

Wear a well-fitting mask when you need to be around other people.

Learn more about what to do if you are sick and how to notify your contacts.

Ending isolation for people who had COVID-19 and had symptoms

If you had COVID-19 and had symptoms, isolate for at least 5 days. To calculate your 5-day isolation period, day 0 is your first day of symptoms. Day 1 is the first full day after your symptoms developed. You can leave isolation after 5 full days.

You can end isolation after 5 full days if you are fever-free for 24 hours without the use of fever-reducing medication and your other symptoms have improved (Loss of taste and smell may persist for weeks or months after recovery and need not delay the end of isolation​).

You should continue to wear a well-fitting mask around others at home and in public for 5 additional days (day 6 through day 10) after the end of your 5-day isolation period. If you are unable to wear a mask when around others, you should continue to isolate for a full 10 days. Avoid people who have weakened immune systems or are more likely to get very sick from COVID-19, and nursing homes and other high-risk settings, until after at least 10 days.

If you continue to have fever or your other symptoms have not improved after 5 days of isolation, you should wait to end your isolation until you are fever-free for 24 hours without the use of fever-reducing medication and your other symptoms have improved. Continue to wear a well-fitting mask through day 10. Contact your healthcare provider if you have questions.

See additional information about travel.

Do not go to places where you are unable to wear a mask, such as restaurants and some gyms, and avoid eating around others at home and at work until a full 10 days after your first day of symptoms.

If an individual has access to a test and wants to test, the best approach is to use an antigen test ¹ towards the end of the 5-day isolation period. Collect the test sample only if you are fever-free for 24 hours without the use of fever-reducing medication and your other symptoms have improved (loss of taste and smell may persist for weeks or months after recovery and need not delay the end of isolation). If your test result is positive, you should continue to isolate until day 10. If your test result is negative, you can end isolation, but continue to wear a well-fitting mask around others at home and in public until day 10. Follow additional recommendations for masking and avoiding travel as described above.
As noted in the labeling for authorized over-the counter antigen tests:external icon Negative results should be treated as presumptive. Negative results do not rule out SARS-CoV-2 infection and should not be used as the sole basis for treatment or patient management decisions, including infection control decisions. To improve results, antigen tests should be used twice over a three-day period with at least 24 hours and no more than 48 hours between tests.
Note that these recommendations on ending isolation do not apply to people who are moderately ill or very sick from COVID-19 or have weakened immune systems. See section below for recommendations for when to end isolation for these groups.

Ending isolation for people who tested positive for COVID-19 but had no symptoms

If you test positive for COVID-19 and never develop symptoms, isolate for at least 5 days. Day 0 is the day of your positive viral test (based on the date you were tested) and day 1 is the first full day after the specimen was collected for your positive test. You can leave isolation after 5 full days.

If you continue to have no symptoms, you can end isolation after at least 5 days.

You should continue to wear a well-fitting mask around others at home and in public until day 10 (day 6 through day 10). If you are unable to wear a mask when around others, you should continue to isolate for 10 days. Avoid people who have weakened immune systems or are more likely to get very sick from COVID-19, and nursing homes and other high-risk settings, until after at least 10 days.

If you develop symptoms after testing positive, your 5-day isolation period should start over. Day 0 is your first day of symptoms. Follow the recommendations above for ending isolation for people who had COVID-19 and had symptoms.

See additional information about travel.

Do not go to places where you are unable to wear a mask, such as restaurants and some gyms, and avoid eating around others at home and at work until 10 days after the day of your positive test.

As noted in the labeling for authorized over-the counter antigen testsexternal icon external icon external icon : Negative results should be treated as presumptive. Negative results do not rule out SARS-CoV-2 infection and should not be used as the sole basis for treatment or patient management decisions, including infection control decisions. To improve results, antigen tests should be used twice over a three-day period with at least 24 hours and no more than 48 hours between tests.
If an individual has access to a test and wants to test, the best approach is to use an antigen test ¹ towards the end of the 5-day isolation period. If your test result is positive, you should continue to isolate until day 10. If your test result is positive, you can also choose to test daily and if your test result is negative, you can end isolation, but continue to wear a well-fitting mask around others at home and in public until day 10. Follow additional recommendations for masking and avoiding travel as described above.

Ending isolation for people who were moderately or very sick from COVID-19 or have a weakened immune system

People who are moderately ill from COVID-19 (experiencing symptoms that affect the lungs like shortness of breath or difficulty breathing) should isolate for 10 days and follow all other isolation precautions. To calculate your 10-day isolation period, day 0 is your first day of symptoms. Day 1 is the first full day after your symptoms developed. If you are unsure if your symptoms are moderate, talk to a healthcare provider for further guidance.

People who are very sick from COVID-19 (this means people who were hospitalized or required intensive care or ventilation support) and people who have weakened immune systems might need to isolate at home longer. They may also require testing with a viral test to determine when they can be around others. CDC recommends an isolation period of at least 10 and up to 20 days for people who were very sick from COVID-19 and for people with weakened immune systems. Consult with your healthcare provider about when you can resume being around other people. If you are unsure if your symptoms are severe or if you have a weakened immune system, talk to a healthcare provider for further guidance.

Isolation in high-risk congregate settings

In certain high-risk congregate settings that have high risk of secondary transmission and where it is not feasible to cohort people (such as correctional and detention facilities, homeless shelters, and cruise ships), CDC recommends a 10-day isolation period for residents. During periods of critical staffing shortages, facilities may consider shortening the isolation period for staff to ensure continuity of operations. Decisions to shorten isolation in these settings should be made in consultation with state, local, tribal, or territorial health departments and should take into consideration the context and characteristics of the facility. CDC's setting-specific guidance provides additional recommendations for these settings.

This CDC guidance is meant to supplement-not replace-any federal, state, local, territorial, or tribal health and safety laws, rules, and regulations.

Recommendations for Specific Settings

These recommendations do not apply to healthcare professionals. For guidance specific to these settings, see

Additional setting-specific guidance and recommendations are available.

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The date of your exposure is considered day 0. Day 1 is the first full day after your last contact with a person who has had COVID-19. Stay home and away from other people for at least 5 days. Learn why CDC updated guidance for the general public.

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ADE School Finance Info (including current proposed and adopted budgets)
AFR (Annual Financial Report) Student Handbook Title I Handbook
Arizona Department of Education Parental Rights Handbook (Statutory Handbook of Parental Rights)
Arizona State Board for Charter Schools: Highland Free School Dashboard
I DEA Procedural Safeguards
Special Education Policies and Procedures
Arizona State Charter Board: Highland's Fiscal and Academic Performance (for academic choose academic in the drop-down menu)

Integrated Action Plans ( LIAP and SIAP - FY22- last updated June 21)

Board Meetings: Pursuant to A.R.S. § 38-431.02, Highland Free School hereby states that all notices of the meetings of the Highland Free School Charter Board will be posted on the main age of the school's website (under the calendar section on the main page). Board meetings will take place in the main building of Highland Free School (510 South Highland Avenue, Tucson, Arizona 85719). Agendas can be obtained by contacting the school (use contact form on website). Click here for more information about Arizona's open meeting laws. Board Members: Nicholas Sofka, Teresa Rodriguez, Kelly Murphy, and Christine Donovan.

Assessment: Student achievement is measured using a variety of assessment tools, including teacher observation and documentation, pre and post-testing, and quizzes, as well as AASA, AZSci, and STAR assessments. Teachers compose narrative progress reports charting each child's accomplishments and skill levels three times a year. Although teachers are in contact with parents on a daily basis, conferences are scheduled at least twice a year to discuss their child's progress. NOTE: At the beginning of each school year, Highland shall notify the parents of each student attending any school receiving funds under ESSA that the parents may request, and the local educational agency will provide the parents on request (and in a timely manner), information regarding any State or local educational agency policy regarding student participation in any assessments mandated by section 1111(b)(2) and by the State or local educational agency, which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable.

Philosophy of Discipline: Students are given freedom of choice and learn to take responsibility for their choices. We emphasize the development of self-discipline and self-control, rather than external control. Discipline is based on the theory of logical and natural consequences, developed by Alfred Adler and Rudolf Dreikurs.

Meeting Notices: Public notices of our meetings will be posted on the school calendar on the school website and on the notice board in front of the main entrance of the school.

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Harassment and Bullying: Harassment and bullying will not be tolerated (this includes, but is not limited to, harassment on the basis of sex/gender, family status, race, color, national origin, religion, and disability). This policy extends to the entire Highland community (including staff, students, families, and other visitors).

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Notification of Rights under FERPA for Elementary and Secondary Schools

The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:

1. The right to inspect and review the student's education records within 45 days after the day Highland receives a request for access.
Parents or eligible students who wish to inspect their child's or their education records should submit to the school principal [or appropriate school official] a written request that identifies the records they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

2. The right to request the amendment of the student's education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student's privacy rights under FERPA.
Parents or eligible students who wish to ask Highland to amend their child's or their education record should write the school principal [or appropriate school official], clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

3. The right to provide written consent before the school discloses personally identifiable information (PII) from the student's education records, except to the extent that FERPA authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. The criteria for determining who constitutes a school official and what constitutes a legitimate educational interest must be set forth in the school's or school district's annual notification for FERPA rights. A school official typically includes a person employed by the school or school district as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the school board. A school official also may include a volunteer, contractor, or consultant who, while not employed by the school, performs an institutional service or function for which the school would otherwise use its own employees and who is under the direct control of the school with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A school official typically has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
Upon request, the school discloses education records without consent to officials of another school or school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is for purposes of the student's enrollment or transfer. [NOTE: FERPA requires a school or school district to make a reasonable attempt to notify the parent or student of the records request unless it states in its annual notification that it intends to forward records on request or the disclosure is initiated by the parent or eligible student.]

4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the school to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202

FERPA permits the disclosure of PII from students' education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in § 99.31 of the FERPA regulations. Except for disclosures to school officials, disclosures related to some judicial orders or lawfully issued subpoenas, disclosures of directory information, and disclosures to the parent or eligible student, § 99.32 of the FERPA regulations requires the school to record the disclosure. Parents and eligible students have a right to inspect and review the record of disclosures. A school may disclose PII from the education records of a student without obtaining prior written consent of the parents or the eligible student -

To other school officials, including teachers, within the educational agency or institution whom the school has determined to have legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the school has outsourced institutional services or functions, provided that the conditions listed in § 99.31(a)(1)(i)(B)(1) - (a)(1)(i)(B)(3) are met. (§ 99.31(a)(1))

To officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled if the disclosure is for purposes related to the student's enrollment or transfer, subject to the requirements of § 99.34. (§ 99.31(a)(2))

To authorized representatives of the U. S. Comptroller General, the U. S. Attorney General, the U.S. Secretary of Education, or State and local educational authorities, such as the State educational agency (SEA) in the parent or eligible student's State. Disclosures under this provision may be made, subject to the requirements of § 99.35, in connection with an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs. These entities may make further disclosures of PII to outside entities that are designated by them as their authorized representatives to conduct any audit, evaluation, or enforcement or compliance activity on their behalf, if applicable requirements are met. (§§ 99.31(a)(3) and 99.35)

In connection with financial aid for which the student has applied or which the student has received, if the information is necessary for such purposes as to determine eligibility for the aid, determine the amount of the aid, determine the conditions of the aid, or enforce the terms and conditions of the aid. (§ 99.31(a)(4))

To State and local officials or authorities to whom information is specifically allowed to be reported or disclosed by a State statute that concerns the juvenile justice system and the system's ability to effectively serve, prior to adjudication, the student whose records were released, subject to § 99.38. (§ 99.31(a)(5))

To organizations conducting studies for, or on behalf of, the school, in order to: (a) develop, validate, or administer predictive tests; (b) administer student aid programs; or (c) improve instruction, if applicable requirements are met. (§ 99.31(a)(6))

To accrediting organizations to carry out their accrediting functions. (§ 99.31(a)(7))

To parents of an eligible student if the student is a dependent for IRS tax purposes. (§ 99.31(a)(8))

To comply with a judicial order or lawfully issued subpoena if applicable requirements are met. (§ 99.31(a)(9))

To appropriate officials in connection with a health or safety emergency, subject to § 99.36. (§ 99.31(a)(10)

Information the school has designated as "directory information" if applicable requirements under § 99.37 are met. (§ 99.31(a)(11))

To an agency caseworker or other representative of a State or local child welfare agency or tribal organization who is authorized to access a student's case plan when such agency or organization is legally responsible, in accordance with State or tribal law, for the care and protection of the student in foster care placement. (20 U.S.C. § 1232g(b)(1)(L))

To the Secretary of Agriculture or authorized representatives of the Food and Nutrition Service for purposes of conducting program monitoring, evaluations, and performance measurements of programs authorized under the Richard B. Russell National School Lunch Act or the Child Nutrition Act of 1966, under certain conditions. (20 U.S.C. § 1232g(b)(1)(K))

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FERPA Notice for Directory Information
NOTE: Highland respects your privacy and tries its best to never publish or give out any personal information without written consent.
The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Highland with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child's education records. However, Highland may disclose appropriately designated "directory information" without written consent, unless you have advised the Highland to the contrary in accordance with Highland's procedures. The primary purpose of directory information is to allow Highland to include information from your child's education records in certain school publications. Examples include:

A playbill, showing your student's role in a drama production;

The annual yearbook;

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent's prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965, as amended (ESEA) to provide military recruiters, upon request, with the following information - names, addresses and telephone listings - unless parents have advised the LEA that they do not want their student's information disclosed without their prior written consent. [Note: These laws are Section 9528 of the ESEA (20 U.S.C. § 7908) and 10 U.S.C. § 503(c).]

If you do not want Highland to disclose any or all of the types of information designated below as directory information from your child's education records without your prior written consent, you must notify Highland in writing. Highland has designated the following information as directory information:

Student's name

Address

Telephone listing

Electronic mail address

Photograph

Date and place of birth

Dates of attendance

Grade level

The most recent educational agency or institution attended

Student ID number, user ID, or other unique personal identifier used to communicate in electronic systems but only if the identifier cannot be used to gain access to education records except when used in conjunction with one or more factors that authenticate the user's identity, such as a PIN, password, or other factor known or possessed only by the authorized user

A student ID number or other unique personal identifier that is displayed on a student ID badge, but only if the identifier cannot be used to gain access to education records except when used in conjunction with one or more factors that authenticate the user's identity, such as a PIN, password, or other factor known or possessed only by the authorized user.

FOOTNOTES: 1.These laws are: Section 9528 of the Elementary and Secondary Education Act (20 U.S.C. § 7908) and 10 U.S.C. § 503(c).

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English Language Learner Policy for Placement

Highland Free School has 20 or fewer ELL students total. All ELL students enrolled in the school will have language driven ILLPs and be mainstreamed into the traditional classroom. These ILLPs and ELL program will follow recommendations set in place by the ARIZONA DEPARTMENT OF EDUCATION, OFFICE OF ENGLISH LANGUAGE ACQUISITION SERVICES in the ILLPImplementationPowerPointPresentation and use the forms found in ILLPGuidanceDocument-August2008. The program will follow ADE recommendations as described below.

Our Elementary School K-6 program will include:

a mainstream classroom teacher who will document ILLP requirements

two hours of explicit ELD

one hour reading block

one hour writing block

teachers who will utilize strategies appropriate for working with English language learners and follow ESL standards of instruction

the use and documentation of formative assessment

Highland Free School will insure that:

The teachers have an ILLP for each ELL student.

Specific ELP standards are included on the ILLPs.

The ILLPs accurately reflect the SEI allocations as per the models.

The instruction matches the ILLP.

There is evidence of differentiated instruction for the English Language Learners (ELLs).
IDEA

The Individuals with Disabilities Education Act (IDEA) is a federal law that protects the rights of students with disabilities. In addition to standard school records, education records for children with disabilities could include evaluation and testing materials, medical and health information, Individualized Education Programs and related notices and consents, progress reports, materials related to disciplinary actions, and mediation agreements. Such information is gathered from a number of sources, including the student's parents and staff of the school of attendance. Also, with parental permission, information may be gathered from additional pertinent sources, such as doctors and other health care providers. This information is collected to assure the child is identified, evaluated, and provided a Free Appropriate Public Education in accordance with state and federal special education laws.

Each agency participating under Part B of IDEA must assure that at all stages of gathering, sorting, retaining and disclosing education records to third parties that it complies with the federal confidentiality laws. In addition, the destruction of any education records of a child with a disability must be in accordance with IDEA regulatory requirements.

For additional information or to file a complaint, you may call the federal government at (202) 260-3887 (voice) or 1-800-877-8339 (TDD) OR the Arizona Department of Education (ADE/ESS) at (602) 542-4013. Or you may contact:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, D.C. 20202-5901

Or

Arizona Department of Education

Exceptional Student Services

1535 West Jefferson, BIN 24

Phoenix, AZ 85007

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Child Find Policy
Highland Free School will ensure that all children with disabilities within the boundaries of the public agency, including children with disabilities who are homeless or wards of the State, and children with disabilities attending private schools or home schools, regardless of the severity of their disability, and who are in need of special education and related services are identified, located, and evaluated.
Highland Free School will ensure that all children with disabilities within the boundaries of the public agency, including children with disabilities who are homeless or wards of the State, and children with disabilities attending private schools or home schools, regardless of the severity of their disability, and who are in need of special education and related services are identified, located, and evaluated.
PROCEDURES Individuals with Disabilities Education Act (IDEA '04) 34 CFR §300.111 Child Find
1) Highland will identify, locate, and evaluate all children with disabilities within their population served who are in need of special education and related services.

This must include:

a) Children who are homeless;
b) Children who are highly mobile, including migrant children;

c) Children who are wards of the state; and,

d) Children who are attending private schools or home schools.

2) Child find must also include children who are suspected of being children with a disability and are in need of special education, even though:

a) They are advancing from grade to grade or
b) They are highly mobile children, including those who are migrant children.

3) Each public agency will maintain a record of children who are receiving special education and related services.
Arizona Administrative Code (AAC) R7-2-401.C Public Awareness
Highland shall inform the general public and all parents within its boundaries of responsibility of the availability of special education services for students aged 3 through 21 years and how to access those services, including information regarding early intervention services for children aged birth through 2 years.
AAC R7-2-401.D Child Identification and Referral
1) Each public agency shall establish, implement, and disseminate to its school-based personnel and all parents written procedures for the identification and referral of all children with disabilities aged birth through 21 years.

2) Each public agency will require all school-based staff to review the written procedures related to child identification and referral on an annual basis and will maintain documentation of the staff review.

3) Identification (screening for possible disabilities) shall be completed within 45 calendar days after:

1. a) Entry of each preschool or kindergarten student and any student enrolling without appropriate records of screening, evaluation, and progress in school; or

2. b) Parent notification of concern regarding developmental or educational progress by their child aged 3 through 21 years.

4) Screening procedures shall include vision and hearing status and consideration of the following areas:

a) Cognitive or academic; b) Communication; c) Motor; d) Social or behavioral; and e) Adaptive development.

5) For a student transferring in to a school, the public agency shall review enrollment data and educational performance in the prior school. If there is a history of special education for a student not currently eligible for special education or of poor progress, the name of the student shall be submitted to the administrator for consideration of the need for a referral for a full and individual evaluation or other services.

6) If a concern about a student is identified through screening procedures or review of records, the parents of the student shall be notified of the concern within 10 school days and informed of the public agency's procedures to follow up on the student's needs.

7) Each public agency shall maintain documentation of the identification procedures utilized, the dates of entry into school or notification by parents of a concern, and the dates of screening. The dates shall be maintained in students' permanent records.

8) If the screening indicates a possible disability, the name of the student shall be submitted to the administrator for consideration of the need for a referral for a full and individual evaluation or other services. A parent or a student may request an evaluation of the student. For parentally placed private school students, the school district within whose boundaries the nonprofit private school is located is responsible for such evaluation.

9) If, after consultation with the parent, the public agency determines that a full and individual evaluation is not warranted, the public agency shall provide prior written notice and procedural safeguards notice to the parent in a timely manner.

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IDEA- General FAPE Procedures

A free appropriate public education (FAPE) will be available to all children within the boundaries of responsibility of the public agency, including children with disabilities who have been suspended or expelled from school as provided for in §300.530(d) of the IDEA regulations.

Determination of Eligibility: All Public Agencies will make the determination that a child is eligible for special education and related services on an individual basis by a properly constituted team.

Free Appropriate Public Education For School-Aged Children (5 to 21). All Public Agencies will make FAPE available to any child who needs special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade.

Powers of the School District Governing Board or County School Superintendent

1) The public education agency (PEA) will establish policy and procedures with regard to allowable pupil-teacher ratios and pupil-staff ratios within the PEA or county for provision of special education services.

2) The special education programs and services provided shall be conducted only in a school facility that houses regular education classes or in other facilities approved by the division of special education.

Assistive Technology

1) The public agency will ensure that assistive technology devices or services or both will be available to a child with a disability, if required, as a part of: a) Special education, b) Related services, and c) Supplementary aids and services.

2) On a case-by-case basis, the public agency will ensure the use of school-purchased assistive technology devices in a child's home or other setting if the child's IEP Team determines that the child needs access to those devices in order to receive FAPE.

Extended School Year Services (ESY)

1) The public agency will make extended school year services available as necessary to provide FAPE to children with disabilities. a) ESY services will be provided only if a child's IEP team determines, in accordance with §§300.320-300.324, that the services are necessary for the provision of FAPE. b) Services will not be:

i) Limited to a particular category of disability; or, ii) Unilaterally limited to the type, amount, or duration of services.

2) The ESY services that are provided to a child with a disability will: a) Be provided beyond the normal school year of the agency; b) Be provided in accordance with the child's IEP; c) Be provided at no cost to the parents of the child; and d) Meet the standards of the State.

Nonacademic Services

1) The public agency will afford children with disabilities an equal opportunity for participation in nonacademic and extracurricular services and activities including, as determined appropriate and necessary by the child's IEP team, the provision of supplementary aids and services.

2) Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance in making outside employment available.

Physical Education

1) The public agency will make regular physical education services available to children with disabilities to the same extent that the agency provides those services to children without disabilities, unless: a) The child is enrolled full time in a separate facility; or b) The child needs specially designed physical education as prescribed in the child's IEP.

2) If a child is enrolled in a separate facility, the public agency will ensure that the child receives appropriate physical education services. 3) If special physical education is prescribed in a child's IEP, the public agency will provide for those services, either directly or through other public or private programs.

Program Options The public agency will ensure that children with disabilities have available to them the variety of educational programs and services that are available to nondisabled children, including art, music, industrial arts, consumer and homemaking education, and vocational education.

Routine Checking of Hearing Aids and External Components of Surgically Implanted Medical Devices

1) The public agency will ensure that the hearing aids worn in school by children with hearing impairments are functioning properly; and 2) The external components of surgically implanted medical devices (e.g., cochlear implants) are functioning properly, except that the agency will not be responsible for any post-surgical maintenance, programming, or replacement of any component, external or internal, of the medical device.

Methods of Ensuring Services

1) The public agency may use the Medicaid or other public benefits or insurance programs in which a child participates to provide or pay for services required under IDEA, as permitted under the public benefits or insurance program, except that the public agency: a) May not require parents to sign up for or enroll in public benefits or insurance programs to receive FAPE; b) May not require parents to incur out-of-pocket expenses such as payment of a deductible or co-pay for services required by IDEA, but may pay the cost that parents otherwise would be required to pay; c) May not use a child's public benefit if that use would: i) Decrease lifetime benefits; ii) Result in the family paying for non-school services that would otherwise be paid for by public benefits; iii) Increase premiums or lead to discontinuation of benefits; or iv) Risk loss of eligibility.

2) The public agency must notify parents that their refusal to allow access to their public benefits does not relieve the agency of its responsibility to provide all required IDEA services.

3) The public agency must obtain a one-time written consent from the parent, after providing written notification and before accessing the child's or the parent's public benefits for the first time. The consent must specify:

a) The personally identifiable information that may be disclosed; b) The purpose of the disclosure; and

c) The agency to which the disclosure may be made.

4) The public agency must provide a written notification to the child's parents before accessing the child's or parent's public benefits or insurance for the first time and prior to obtaining the one-time parental consent and annually thereafter.

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Homeless Student Policy

Homelessness exists in our community. A combination of high housing costs and poverty causes many families to lose their housing. Many young people leave their homes due to abuse, neglect, and family conflict. Children and youth who have lost their housing live in a variety of places, including motels, shelters, shared residences, transitional housing programs, cars, campgrounds, and others. Their lack of permanent housing can lead to potentially serious physical, emotional, and mental consequences. This school district will ensure that all children and youth receive a free appropriate public education and are given meaningful opportunities to succeed in our schools. This district will also follow the requirements of the McKinney-Vento Act.

It is the policy of our district to view children as individuals. Therefore, this policy will not refer to children as homeless; it will instead use the term children and youth in transition. Under federal law, children and youth in transition must have access to appropriate public education, including pre- school, and be given a full opportunity to meet state and local academic achievement standards. They must be included in state- and district-wide assessments and accountability systems. Our schools will ensure that children and youth in transition are free from discrimination, segregation, and harassment.

Information regarding this policy will be distributed to all students upon enrollment and once during the school year, provided to students who seek to withdraw from school, and posted in every school in the district, as well as other places where children, youth, and families in transition receive services, including family and youth shelters, soup kitchens, motels, campgrounds, drop-in centers, welfare departments, health departments, and other social service agencies.

Each year, schools that have been particularly creative or proactive in implementing this policy will be publicly recognized for the benefits they provide their students.

It is the policy of the board to establish safeguards that protect children and youth in transition from discrimination on the basis of their homelessness and to ensure that children and youth in transition are provided with equal access to its educational programs and are not stigmatized or segregated on the basis of their status.

Homeless status is determined in cooperation with parents or in the case of unaccompanied youth the local educational agency liaison.
Definitions:
Children and youth in transition means children and youth who are otherwise legally entitled to or eligible for a free public education, including preschool, and who lack a fixed, regular, and adequate nighttime residence, including:

Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, campgrounds, or trailer parks due to lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement.

Children and youth who have a primary nighttime residence that is a private or public place not designed for or ordinarily used as a regular sleeping accommodation for human beings.

Children and youth who are living in a car, park, public space, abandoned building, substandard housing, bus or train station, or similar setting.

Migratory children and youth who are living in a situation described above.

A child or youth shall be considered to be in transition for as long as he or she is in a living situation described above. Unaccompanied youth means a youth not in the physical custody of a parent or guardian, who is in transition as defined above. The more general term youth also includes unaccompanied youth. Enroll and enrollment mean attending school and participating fully in school activities. Immediate means without delay. Parent means a person having legal or physical custody of a child or youth. School of origin means the school the child or youth attended when permanently housed or the school in which the child or youth was last enrolled. Liaison is the staff person designated by our LEA and each LEA in the state as the person responsible for carrying out the duties assigned to the liaison by the McKinney-Vento Act.
Procedure

I dentification

In collaboration with school personnel and community organizations, the liaison will identify children and youth in transition in the district, both in and out of school. The liaison will train school personnel on possible indicators of homelessness, sensitivity in identifying families and youth as in transition, and procedures for forwarding information indicating homelessness to the liaison. The liaison will also instruct school registrars and secretaries to inquire about possible homelessness upon the enrollment and withdrawal of every student and to forward information indicating homelessness to the liaison. Community partners in identification may include the following: family and youth shelters, soup kitchens, motels, campgrounds, drop-in centers, welfare departments and other social service agencies, street outreach teams, faith-based organizations, truancy and attendance officers, local homeless coalitions, and legal services. The liaison will keep data on the number of children and youth in transition in the district, where they are living, their academic achievement (including performance on state- and district-wide assessments), and the reasons for any enrollment delays, interruptions in their education, or school transfers.
McKinney-Vento Homeless EducationProcedure for the Identification of Homeless Children & Youth
The McKinney-Vento Homeless Liaison will identify students experiencing homelessness during enrollment by ensuring the following:

Family to complete McKinney-Vento Enrollment Questionnaire.

Liaison will follow-up with family to obtain additional information, if needed.

Liaison will post the Educational Rights of Homeless Students Posters.

Liaison will include the Educational Rights of Homeless Students in the enrollment packet.

McKinney-Vento Homeless Liaison will identify students experiencing homelessness during the academic year by ensuring the following:

Liaison will train all staff who have interaction with students

Liaison will provide the Educational Rights of Homeless Students two additional times during the academic year in one or more of the following means: o Newsletters o Pamphlets o Student Handbook o Website o Etc.

School Selection
Each child and youth in transition has the right to remain at his or her school of origin or to attend any school that housed students who live in the attendance area in which the child or youth is actually living. Maintaining a student in his or her school of origin is important for both the student and our school district. Students who change schools have been found to have lower test scores and overall academic performance than peers who do not change schools. High mobility rates have also been shown to lower test scores for stable students. Keeping students in their schools of origin enhances their academic and social growth, while permitting our schools to benefit from the increased test scores and achievement shown to result from student continuity.

Therefore, in selecting a school, children and youth in transition shall remain at their schools of origin to the extent feasible, unless that is against the parent or youth's wishes. Students may remain at their schools of origin the entire time they are in transition and until the end of any academic year in which they become permanently housed. The same applies if a child or youth loses his or her housing between academic years.

Feasibility shall be a child-centered determination, based on the needs and interests of the particular student and the parent or youth's wishes. Potential feasibility considerations include:

Safety of the student

Continuity of instruction

Likely area of family or youth's future housing

Time remaining in the academic year

Anticipated length of stay in temporary living situation

School placement of siblings

Whether the student has special needs that would render the commute harmful Services that are required to be provided, including transportation to and from the school of origin (see next page) and services under federal and other programs, shall not be considered in determining feasibility.

Enrollment
Consistent, uninterrupted education is vital for academic achievement. Due to the realities of homelessness and mobility, students in transition may not have school enrollment documents read- ily available. Nonetheless, the school selected for enrollment must immediately enroll any child or youth in transition. Enrollment may not be denied or delayed due to the lack of any document normally required for enrollment, including:

Proof of residency

Transcripts/school records (The enrolling school must contact the student's previous school to obtain school records. Initial placement of students whose records are not immediately available can be made based on the student's age and information gathered from the student, parent, and previous schools or teachers.)

Immunizations or immunization/health/medical/physical records (If necessary, the school must refer students to the liaison to assist with obtaining immunizations and/or immunization and other medical records. Health records may often be obtained from previous schools or state registries, and school- or community-based clinics can initiate immunizations when needed.)

Proof of guardianship

Birth certificate

Any other document requirements

Lack of uniforms or clothing that conforms to dress codes

Any factor related to the student's living situation (such as unpaid school fees)

Unaccompanied youth must also be immediately enrolled in school. They may either enroll them- selves or be enrolled by a parent, non-parent caretaker, older sibling, or liaison.

Services Children and youth in transition shall be provided services comparable to services offered to other students in the school selected, such asESL or special education programs, Title I services, after School programs, t ransportation, etc.

Children and youth in transition shall be provided services comparable to services offered to other students in the school selected, including:

Transportation

Title I

Educational services for which the student meets eligibility criteria, including special education and related services and programs for English language learners

Vocational and technical education programs

Gifted and talented programs

School nutrition programs

Before- and after-school programs

The district recognizes that children and youth in transition suffer from disabilities at a disproportionate rate, yet frequently are not evaluated or provided appropriate special education and related services. To address this problem, evaluations of children and youth in transition suspected of having a disability shall be given priority and coordinated with students' prior and subsequent schools as necessary to ensure timely completion of a full evaluation. When necessary, the district shall expeditiously designate a surrogate parent for unaccompanied youth suspected of having a disability. If a student has an Individualized Education Program (IEP), the enrolling school shall immediately implement it. Any necessary IEP meetings or re-evaluations shall then be conducted expeditiously. If complete records are not available, IEP teams must use good judgment in choosing the best course of action, balancing procedural requirements and the provision of services. In all cases, the goal will be to avoid any disruption in appropriate services.

When applying any district policy regarding tardiness or absences, any tardiness or absence related to a child or youth's living situation shall be excused. Our school district will follow state procedures to ensure that youth in transition and youth who are out of school are identified and accorded equal access to appropriate secondary education and support services. School personnel shall refer children and youth in transition to appropriate health care services, including dental and mental health services. The liaison will assist the school in making such referrals, as necessary.

School personnel must also inform parents of all educational and related opportunities available to their children and provide parents with meaningful opportunities to participate in their children's education. All parent information required by any provision of this policy must be provided in a form, manner, and language understandable to each parent.

Transportation: At the request of the parent, or in the case of an unaccompanied youth, the local agency liaison or designee, transportation (in the form of bus passes) will be provided for homeless children to the school of origin, school of attendance area or school requested, for the duration of the school year. In the case where the school of origin and current residence are different LEA's, the two school districts will agree on a method for transportation and share costs.

Title I: Children and youth in transition are automatically eligible for Title I services, regardless of what school they attend. The trauma and instability of homelessness put students at sufficient risk of academic regression to warrant additional support. The district shall reserve such funds as are necessary to provide services comparable to those provided to Title I students to children and youth in transition attending non-participating schools. The amount reserved shall be determined by a formula based upon the per-pupil Title I expenditure and developed jointly by the liaison and the Title I director. Reserved funds will be used to provide education-related support services to children and youth in transition, both in school and outside of school, and to remove barriers that prevent regular attendance.

Our district's Title I plan will be coordinated with our McKinney-Vento services, through collaboration between the Title I director and the liaison. Children and youth in transition shall be assessed, reported on, and included in accountability systems, as required by federal law and U.S. Department of Education regulations and guidance.

Disputes: Ifa dispute arises over any issue covered in this policy, the child or youth in transition shall be immediately admitted to the school in which enrollment is sought, pending final resolution of the dispute. The student shall also have the rights of a student in transition to all appropriate educational services, transportation, free meals, and Title I services while the dispute is pending. The school where the dispute arises shall provide the parent or unaccompanied youth with a written explanation of its decision and the right to appeal and shall immediately refer the parent or youth to the liaison. The liaison shall ensure the student is enrolled in the school of his or her choice and receiving other services to which he or she is entitled and shall resolve the dispute as expeditiously as possible. The parent or unaccompanied youth shall be given every opportunity to participate meaningfully in the resolution of the dispute. The liaison shall keep records of all disputes in order to determine whether particular issues or schools are repeatedly delaying or denying the enrollment of children and youth in transition. The parent, unaccompanied youth, or school district may appeal the liaison's decision as provided in the state's dispute resolution process.
Dispute Resolution Process
If a dispute arises over school selection or enrollment in for a student eligible under the McKinney-Vento Act -

The child or youth shall be immediately admitted to the school in which enrollment is sought, pending resolution of the dispute. Highland Free School will provide its share of the transportation to the school selected for the duration of the dispute resolution process.

The child, youth, parent, or guardian shall be referred to Highland Free School's Local Educational Liaison, who shall carry out the dispute resolution process as expeditiously as possible after receiving notice of the dispute. In the case of an unaccompanied youth, the Local Educational Liaison shall ensure that the youth is immediately enrolled in school pending the resolution of the dispute.

The Local Educational Liaison shall work through the expedited dispute resolution process. A three-member panel that is to include the school liaison, an administrator and a teacher will meet to discuss the issue, review data and make a decision. A decision will be made within 7 days of learning of the dispute.

Highland Free School shall provide the parent, guardian, or homeless youth with:

1) a written explanation of the school's decision regarding school selection or enrollment; and

2) written forms so that, if dissatisfied with the school's decision, the parent, guardian or youth may appeal the decision to the state level.

(http://www.ade.az.gov/asd/homeless/disputeresolution.asp)

Coordination: The liaison shall coordinate with and seek support from the State Coordinator for the Education of Homeless Children and Youth, public and private service providers in the community, housing and placement agencies, the pupil transportation department, liaisons in neighboring districts, and other organizations and agencies. Coordination will include conducting outreach and training to those agencies and participating in the local continuum of care, homeless coalition, homeless steering committee, and other relevant groups. Both public and private agencies will be encouraged to support the liaison and our schools in implementing this policy.

Training: The liaison will conduct training and sensitivity/awareness activities for the following LEA and school staff at least once each year: the Assistant Superintendent, principals, assistant principals, federal program administrators, registrars, school secretaries, school counselors, school social workers, bus drivers, custodians, cafeteria workers, school nurses, and teachers. The trainings and activities will be designed to increase staff awareness of homelessness, facilitate immediate enrollment, ensure compliance with this policy, and increase sensitivity to children and youth in transition.

The liaison shall also obtain from every school the name and contact information of a building liaison. Building liaisons will lead and coordinate their schools' compliance with this policy and will receive training from the district liaison annually.

_________________________________________________

School Prayer Policy (as mandated)

Prayer During Non-Instructional Time: Students may pray when not engaged in school activities or instruction, subject to the same rules designed to prevent material disruption of the educational program that are applied to other privately initiated expressive activities. Among other things, students may read their Bibles or other scriptures, say grace before meals, and pray or study religious materials with fellow students during recess, the lunch hour, or other noninstructional time to the same extent that they may engage in nonreligious activities. While school authorities may impose rules of order and pedagogical restrictions on student activities, they may not discriminate against student prayer or religious speech in applying such rules and restrictions.

Organized Prayer Groups and Activities: Students may organize prayer groups, religious clubs, and "see you at the pole" gatherings before school to the same extent that students are permitted to organize other non-curricular student activities groups. Such groups must be given the same access to school facilities for assembling as is given to other non-curricular groups, without discrimination because of the religious content of their expression. School authorities possess substantial discretion concerning whether to permit the use of school media for student advertising or announcements regarding non-curricular activities. However, where student groups that meet for nonreligious activities are permitted to advertise or announce their meetings-for example, by advertising in a student newspaper, making announcements on a student activities bulletin board or public address system, or handing out leaflets-school authorities may not discriminate against groups who meet to pray. School authorities may disclaim sponsorship of non-curricular groups and events, provided they administer such disclaimers in a manner that neither favors nor disfavors groups that meet to engage in prayer or religious speech.

Teachers, Administrators, and other School Employees: When acting in their official capacities as representatives of the state, teachers, school administrators, and other school employees are prohibited by the Establishment Clause from encouraging or discouraging prayer, and from actively participating in such activity with students. Teachers may, however, take part in religious activities where the overall context makes clear that they are not participating in their official capacities. Before school or during lunch, for example, teachers may meet with other teachers for prayer or Bible study to the same extent that they may engage in other conversation or nonreligious activities. Similarly, teachers may participate in their personal capacities in privately sponsored baccalaureate ceremonies.

Moments of Silence: If a school has a "minute of silence" or other quiet periods during the school day, students are free to pray silently, or not to pray, during these periods of time. Teachers and other school employees may neither encourage nor discourage students from praying during such time periods.

Accommodation of Prayer During Instructional Time: It has long been established that schools have the discretion to dismiss students to off-premises religious instruction, provided that schools do not encourage or discourage participation in such instruction or penalize students for attending or not attending. Similarly, schools may excuse students from class to remove a significant burden on their religious exercise, where doing so would not impose material burdens on other students. For example, it would be lawful for schools to excuse Muslim students briefly from class to enable them to fulfill their religious obligations to pray during Ramadan.

Where school officials have a practice of excusing students from class on the basis of parents' requests for accommodation of nonreligious needs, religiously motivated requests for excusal may not be accorded less favorable treatment. In addition, in some circumstances, based on federal or state constitutional law or pursuant to state statutes, schools may be required to make accommodations that relieve substantial burdens on students' religious exercise. Schools officials are therefore encouraged to consult with their attorneys regarding such obligations.

Religious Expression and Prayer in Class Assignments: Students may express their beliefs about religion in homework, artwork, and other written and oral assignments free from discrimination based on the religious content of their submissions. Such home and classroom work should be judged by ordinary academic standards of substance and relevance and against other legitimate pedagogical concerns identified by the school. Thus, if a teacher's assignment involves writing a poem, the work of a student who submits a poem in the form of a prayer (for example, a psalm) should be judged on the basis of academic standards (such as literary quality) and neither penalized nor rewarded on account of its religious content.

Student Assemblies and Extracurricular Events: Student speakers at student assemblies and extracurricular activities such as sporting events may not be selected on a basis that either favors or disfavors religious speech. Where student speakers are selected on the basis of genuinely neutral, evenhanded criteria and retain primary control over the content of their expression, that expression is not attributable to the school and therefore may not be restricted because of its religious (or anti-religious) content. By contrast, where school officials determine or substantially control the content of what is expressed, such speech is attributable to the school and may not include prayer or other specifically religious (or anti-religious) content. To avoid any mistaken perception that a school endorses student speech that is not in fact attributable to the school, school officials may make appropriate, neutral disclaimers to clarify that such speech (whether religious or nonreligious) is the speaker's and not the school's.

Prayer at Graduation & Baccalaureate Ceremonies: Highland does not have Graduation or Baccalaureate ceremonies.
____________________________________________________________
FERPA En Espanol
Notificación Anual a los Padres con Respecto a la Confidencialidad de los Expedientes Académicos de los Estudiantes

La Ley de los Derechos y Privacidad Educacionales de la Familia (Family Educational Rights and Privacy Act o FERPA) es la ley Federal que protege la

privacidad de los expedientes académicos de los estudiantes. FERPA les da a los padres ciertos derechos con respecto a los expedientes académicos de sus

hijos. Estos derechos pasan al estudiante cuando éste alcanza la edad de 18 años o asiste a una escuela superior al nivel preparatoria. Estudiantes a quienes los

derechos han sido transferidos son "estudiantes elegibles."

* Los padres o el estudiante elegible tienen derecho a inspeccionar y revisar el expediente académico del estudiante que es mantenido por la escuela dentro

de un período de 45 días a partir de la solicitud hecha al administrador de la escuela. No es obligación de las escuelas proporcionar copias a no ser que

sea imposible para los padres o el estudiante elegible revisar el expediente académico sin copias. Las escuelas pueden cobrar una cuota por proporcionar

copias.

* Los padres o el estudiante elegible tienen el derecho a solicitar por escrito que la escuela corrija el expediente académico que ellos crean sea inexacto o

engañoso. Si la escuela decide no corregir el expediente académico, el padre o estudiante elegible tiene derecho a una audiencia formal. Después de la

audiencia, si la escuela todavía decide no corregir el expediente, el padre o estudiante elegible tiene derecho de poner una declaración en el expediente

que presenta su punto de vista sobre los datos protestados.

* Por lo general, las escuelas deben tener permiso de los padres o del estudiante elegible por escrito para poder revelar cualquier dato del expediente

académico del estudiante.

Autoridades escolares con interés educacional legítimo

Autoridad escolar es una persona empleada o contratada por la escuela para servir como administrador, supervisor, maestro o personal de apoyo

(incluyendo personal de salud, personal policial, abogado, auditor u otros con funciones similares); una persona que sirve en la mesa directiva de

la escuela; o padre o estudiante que sirve como miembro de un comité autorizado o que asiste a otra autoridad escolar en sus funciones;

Un interés educacional legítimo significa que la revisión del expediente es necesaria para cumplir con una responsabilidad profesional para la escuela;

Otras escuelas en las que el estudiante está solicitando inscripción;

Autoridades especificadas para propósitos de auditoria o evaluación;

Partes competentes en relación a asistencia de financiamiento para un estudiante;

Organizaciones conduciendo ciertos estudios por o en nombre de la escuela;

Organizaciones de acreditación;

Para cumplir con una orden judicial o citación emitida de acuerdo con la ley

Oficiales competentes en casos de emergencias de salud y seguridad; y

Autoridades estatales y locales, dentro del sistema de justicia para menores, de conformidad con la ley estatal específica.

Las escuelas pueden divulgar, sin consentimiento, datos de "directorio" tales como nombre del estudiante, dirección, número de teléfono, fecha y lugar de

nacimiento, honores y premios, participación en deportes (incluyendo estatura y peso de los atletas) y fechas de asistencia si no son notificados por los padres o

estudiante elegible que la escuela no debe divulgar la información sin consentimiento.

La Ley de la Educación de Personas con Discapacidades (Individuals with Disabilities Education Act or IDEA) es una ley federal que protege los derechos de

estudiantes con discapacidades. Además de los expedientes académicos normales, los expedientes académicos para estudiantes con discapacidades podrían

incluir materiales sobre evaluación y exámenes, datos médicos y de salud, Programas Educativos Individualizados y notificaciones y autorizaciones

relacionadas, reportes de progreso, materiales relacionadas con acciones disciplinarias y acuerdos de mediación. Tal información es reunida de un número de

fuentes, incluyendo los padres del estudiante y personal de la escuela donde asiste el estudiante. También, con permiso de los padres, se pueden reunir datos de

fuentes pertinentes adicionales, tales como doctores y otros proveedores de servicios de la salud. Estos datos son recogidos para asegurar que el menor es

identificado, evaluado y provisto de una Educación Pública Adecuada Gratuita de acuerdo con las leyes estatales y federales sobre educación especial.

Cada una de las agencias participantes bajo la Parte B de IDEA debe asegurarse que, en todas las etapas de la recolección, archivo, retención y divulgación de

los expedientes académicos a terceras partes, cumpla con las leyes federales de confidencialidad. Además, la destrucción de cualquier expediente académico de

un menor con una discapacidad debe ser de acuerdo con los requisitos reglamentarios de IDEA.

Para información adicional o para presentar una queja, puede llamar al gobierno federal al (202) 260-3887 (voz) o al 1-800-877-8339 (TDD) o al

Departamento de Educación de Arizona (ADE/ESS) al (602) 542-4013. O puede usted contactar:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, D. C. 20202-5901

Arizona Department of Education

Exceptional Student Services

1535 W. Jefferson , BIN 24

Phoenix, AZ 85007

Este aviso está disponible en inglés y en español en la website del ADE en www.ade.az.gov/ess/resources bajo formas. Para asistencia para obtener este aviso

en otros idiomas, contacte al ADE/ESS en el número de teléfono/dirección que se da arriba.

____________________________________________________________

Special Education Records: Student IEP and special education records will be kept indefinitely as is mandated by law.

__________________________________________________________

Highland Free School prohibits and does not tolerate sexual abuse or misconduct in the workplace or during any organization-related activity. Highland provides procedures for employees, volunteers, board members or any other victims of sexual abuse or misconduct to report such acts. Those reasonably suspected or believed to have committed sexual abuse or misconduct will be appropriately disciplined, up to and including termination of employment or membership, as well as criminally prosecuted. No employee, volunteer, board member or other person, regardless of his or her title or position has the authority to commit or allow sexual abuse or misconduct
Training
All employees will be trained on what constitutes abuse and molestation and how to respond.
Reporting Procedure
Immediately report suspected sexual abuse or misconduct to Nicholas Sofka or Teresa Rodriguez. It is not required to directly confront the person who is the source of the report, question or complaint before notifying any of the individuals listed. Highland will take every reasonable measure to ensure that those named in complaint of misconduct, or are too closely associated with those involved in the complaint, will not be part of the investigative team.
Anti-retaliation and False Allegations
Highland prohibits retaliation made against any employee, volunteer, board member or other person who lodges a good faith complaint of sexual abuse or misconduct or who participates in any related investigation. Making knowingly false or malicious accusations of sexual abuse or misconduct can have serious consequences for those who are wrongly accused. Highland prohibits making false or malicious sexual misconduct allegations, as well as deliberately providing false information during an investigation. Anyone who violates this rule is subject to disciplinary action, up to and including termination of employment or membership and criminal prosecution.
Investigation and Follow-up
Highland will take all allegations of sexual abuse or misconduct seriously and will promptly, thoroughly and equitably investigate whether misconduct has taken place. The organization may utilize an outside third-party to conduct an investigation of misconduct. Highland will cooperate fully with any investigation conducted by law enforcement or other regulatory/protective services agencies. Highland will make every reasonable effort to keep the matters involved in the allegation as confidential as possible while still allowing for a prompt and thorough investigation.
Reporting to Law Enforcement or Appropriate Child or Adult Protective Services
Highland is committed to following the state and federal legal requirements for reporting allegations or incidents of sexual abuse or misconduct to appropriate law enforcement and child or adult protective services organizations. It is the policy of Highland not to attempt to investigate or assess the validity or credibility of an allegation of sexual or physical abuse as a condition before reporting the allegation to proper law enforcement authorities or protective services organizations.
Mandatory Reporting
A report of suspected child abuse, neglect, exploitation or abandonment is a responsible attempt to protect a child. Arizona law requires certain persons who suspect that a child has received non-accidental injury or has been neglected to report their concerns to DCS or local law enforcement (ARS §13-3620.A). YOU may be a child's only advocate at the time you report the possibility of abuse or neglect. Children often tell a person with whom they feel safe about abuse or neglect. If a child tells you of such experiences, act to protect that child by calling the toll-free Arizona Child Abuse Hotline at 1-888-SOS-CHILD (1-888-767-2445).
Employee and Worker Screening and Selection
As part of its sexual abuse and misconduct prevention program, Highland is committed to maintaining a diligent screening program for prospective and existing employees, volunteers and others that may have interaction with those employed by, associating with or serviced by Highland. The organization may utilize a variety of methods of screening and selection, including but not limited to applications, personal interviews, criminal background checks and personal and professional references.

Review The sexual abuse policy should be reviewed annually.
School Safety Reporting
Highland Free school and its staff must

1. Report to local law enforcement any suspected crime against a person or property that:

2. is a "serious offense" or involves a "deadly weapon" or "dangerous instrument" or "serious physical injury;" and

3. any conduct that poses a threat of death or "serious physical injury" to an employee, student or other person on school property.

4. Notify the parent or guardian of each student who is involved in a suspected crime or any conduct described above.

5. Require employees to comply with reporting requirements, to maintain a record regarding any employee who is disciplined under the policy, and, on request, make that record available to any public school that is considering hiring that person.

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ADE School Finance Info (including current proposed and adopted budgets) AFR (Annual Financial Report) Student Handbook Title I Handbook Arizona Department of Education Parental Rights Handbook (Statutory Handbook of Parental Rights) Arizona State Board for Charter Schools: Highland Free School Dashboard I DEA Procedural Safeguards Special Education Policies and Procedures Arizona State Charter Board: Highland's Fiscal and Academic Performance (for academic choose academic in the drop-down menu) Integrated Action Plans ( LIAP and SIAP - FY22- last updated June 21) Board Meetings: Pursuant to A.R.S.

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Public Night Telescope Viewing -temporarily closed

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The observatory telescope is open to the public during the times listed below. Come see us!
Volunteer astronomers will guide you through points of interest in the night sky with the 16-inch telescope housed in the observatory.

This educational activity is offered free-of-charge and donations are accepted.
CANCELLATION AND CONTACT INFORMATION
Please Note: All dates and times are subject to change or cancellation without notice due to weather or other factors.

Should there be a cancellation, we intend to update this page promptly. Check back to this page prior to visiting.

During the times listed below only, you may want to contact the observatory directly at 520-621-6927 to inquire about its status.

Having trouble seeing the calendar below? Click here to open in a new window.

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The observatory telescope is open to the public during the times listed below. Come see us! Volunteer astronomers will guide you through points of interest in the night sky with the 16-inch telescope housed in the observatory. This educational activity is offered free-of-charge and donations are accepted.

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Critters at Mission Garden, an art festival and a birthday bash for our favorite desert city - you don't have to break the bank to enjoy local events in Tucson.

Here are 30 events that are free to attend this August.

Chillin at the Chul

Check out music, spirits and bites at Tohono Chul's summer series. On Saturdays, Tohono Chul has partnered with Children's Museum Oro Valley to provide family-friendly nature play.

When: 5-9 p.m. Fridays and Saturdays through Sept. 2

Where: Tohono Chul, 7366 N. Paseo del Norte

Cost: Free to attend

Visit the event page for more information.

Free Film Fridays

Catch a poolside movie every Friday at Hotel McCoy! Upcoming movies include "Black Panther," "The Lorax," "The Breakfast Club" and "Sixteen Candles."

When: 8-10 p.m. Fridays

Where: Hotel McCoy, 720 W. Silverlake Road

Cost: Free to attend and open to the public. Swimming is for hotel guests only, but day passes for the pool are available for $20.

Visit the event page for more information.

Art Corner with BICAS

Get free access to recycled bike art parts, tools and other materials and get creative! Once you're finished, you can donate your creation to BICAS or give a suggested donation to the nonprofit, if you're able to. Check in at the front counter before heading to the art area.

When: 4-6 p.m. Fridays

Where: BICAS, 2001 N. Seventh Ave.

Cost: Free to attend, donation suggested

Visit the event page for more information.

Arizona Artfest

Hotel McCoy is transforming 15 of its rooms into tiny venues for comedy shows, fashion shows, live mural painting, concerts, a photography studio, karaoke and a silent disco. There will be food trucks, a drop-in paint experience, poolside music and a vendor market.

When: 4-10 p.m. Saturday, Aug. 5

Where: Hotel McCoy, 720 W. Silverlake Road

Cost: Free to attend, bring money for food and shopping. Onsite parking is for hotel guests only, but a free shuttle is available to and from the event.

Visit the event page for more information.

Summer Night Fest

Moe Moe Pop-up, which organizes anime-themed events in Tucson, is hosting Summer Night Fest featuring a scavenger hunt, vendors, a cosplay contest and a DJ.

When: 5-9 p.m. Sunday, Aug. 6

Where: Tea Hub, 4246 N. First Ave.

Cost: Free to attend, bring money for shopping and tea

Visit the event page for more information.

Southeast Arizona Birding Festival

This birding festival, organized by Tucson Audubon Society, is hosting a big roster of activities including field trips, workshops and presentations throughout Southeast Arizona.

When: Aug. 9-13

Where: Locations across Southeast Arizona

Cost: Many events are free with registration. Field trips range in price.

Visit the event site for more information.

Solutions Focused Community Book Club

Journalist Caitlin Schmidt is teaming up with Tucson Tome Gnome and the Community Foundation for Southern Arizona for a solutions-focused community book club centered around "The Reading List" by Sara Nisha Adams. "This book club aims to bring together interested community members from all walks of life to bond over a shared desire to make our community better for all," organizers say.

When: 5:30-7 p.m. Wednesday, Aug. 9

Where: Community Foundation Campus, 5049 E. Broadway

Cost: Free to attend. RSVP online.

Visit the event page for more information.

Discovery Nights at Children's Museum Tucson

Visit Children's Museum Tucson for a free night of science and art, including story times and pop-up science experiments.

When: 5-7 p.m. Thursdays

Where: Children's Museum Tucson, 200 S. Sixth Ave.

Cost: Free to attend

Visit the event page for more information.

Gardening Hour

Learn about gardening and bring home clippings all while connecting with The Garden Kitchen team.

When: 7-8:30 a.m. Thursdays

Where: The Garden Kitchen, 2205 S. Fourth Ave.

Cost: Free to attend

Visit the event page for more information.

Free Mead Tasting

Superstition Meadery will be at 1912 Brewing Company for a free mead tasting! Also on the agenda: live music from Flatlander Jim.

When: Friday, Aug. 11. 4-6 p.m. for the tasting; 6-8 p.m. for live music.

Where: 1912 Brewing Company, 2045 N. Forbes Blvd.

Cost: Free to attend, bring money for additional drinks

Visit the event page for more information.

Family Literacy Fiesta

Make Way for Books is turning 25 this year! To celebrate, the local nonprofit is hosting a Family Literacy Fiesta with literacy activities, giveaways and information about their free literacy programming.

When: 10 a.m. to 2 p.m. Saturday, Aug. 12

Where: Make Way for Books, 700 N. Stone Ave.

Cost: Free to attend

Visit the event page for more information.

"SWEAT" Party at The Royal Room

Head to The Royal Room where DJs will spin pop, alternative, techno, electronic and house music. There will be a full bar, board games and a water bottle donation drive.

When: 9 p.m. to 1:30 a.m. Saturday, Aug. 12

Where: The Royal Room, 450 N. Sixth Ave.

Cost: Free to attend, bring money for drinks. This event is for ages 21 and up.

Visit the event page for more information.

Art After Dark at Children's Museum Tucson

Each month, Children's Museum Tucson hosts Art After Dark with local arts groups and free admission!

When: 5:30-7:30 p.m. Saturday, Aug. 12

Where: Children's Museum Tucson, 200 S. Sixth Ave.

Cost: Free to attend

Visit the event page for more information.

Tucson Repair Cafe

Need something fixed? Bring it to the Tucson Repair Cafe to be fixed for free! All items are welcome.

When: 4-8 p.m. Saturday, Aug. 12

Where: Xerocraft Makerspace, 101 W. Sixth St.

Cost: Free to attend

Visit the event page for more information.

"Beyond the Lens" photography exhibition

The upcoming exhibit at Decode Gallery showcases photography from nature and portraits to still life and portraiture by local and international photographers. An opening reception takes place Aug. 12.

When: 5-8 p.m. Saturday, Aug. 12

Where: Decode Gallery, 320 S. Convent Ave.

Cost: Free to attend

Visit the event page for more information.

Ice Cream Social with Literacy Connects

Learn all about Literacy Connects' after-school program Youth Theatre and Film Collective during this ice cream social. While you're there, enjoy surprise activities and mingle with community members.

When: 1 p.m. Saturday, Aug. 12

Where: Literacy Connects, 200 E. Yavapai Road

Cost: Free to attend

Visit the event page for more information.

Second SundAZe at TMA

Visit the Tucson Museum of Art every second Sunday for pay-what-you-wish admission. Enjoy art-making, gallery activities and family yoga.

When: 10 a.m. to 5 p.m. Sunday, Aug. 13

Where: Tucson Museum of Art, 140 N. Main Ave.

Cost: Pay what you wish

Visit the event page for more information.

Ride with FUGA

Take a bike ride with organization FUGA, which advocates for mobility, accessibility and representation for Tucson's south-side and west-side communities.

When: 8-10 a.m. Sunday, Aug. 13; 6-8 p.m. Friday, Aug. 25

Where: Ward 1, 940 W. Alameda St., on Aug. 13; El Pueblo Center, 101 W. Irvington Road, on Aug. 25

Cost: Free to attend

Visit the event page for more information.

Summer Cinema Club at The Downtown Clifton

Enjoy an indoor movie at The Downtown Clifton every other Wednesday! Watch "Nick and Norah's Infinite Playlist" on Aug. 16 and "My Cousin Vinney" on Aug. 30.

When: 7:30 p.m. Wednesdays, Aug. 16, Aug. 30

Where: The Downtown Clifton, 485 S. Stone Ave.

Cost: Free to attend, bring money for food and drinks

Visit the event page for more information.

Critter Night

Learn all about desert animals from wildlife agencies and local nonprofits at Mission Garden's Critter Night. Stay tuned for more event details from Mission Garden.

When: 5:30-8:30 p.m. Friday, Aug. 18

Where: Mission Garden, 946 W. Mission Lane

Cost: Free to attend, donations welcome

Visit the event page for more information.

Celebration of All Things S-cuk sọn/Tucson

Tucson was founded 248 years ago on Aug. 20, 1775. Every year, the Presidio Museum hosts a party to celebrate. This year, the event includes mariachi, Waila music, a Chinese lion dance and community organizations.

When: 6:15-10 p.m. Saturday, Aug. 19

Where: Presidio San Agustín del Tucson Museum, 196 N. Court Ave.

Cost: Free to attend

Visit the event page for more information.

Movies in Marana

Outdoor movie screenings in Marana stretch all the way into the fall season. On Aug. 19, catch a screening of "Big Miracle" at the splash pad.

When: 6-9 p.m. Saturday, Aug. 19. The movie begins at sundown.

Where: Heritage River Park Splash Pad, 12280 N. Heritage Park Dr.

Cost: Free to attend, bring money for food trucks. Bring a towel!

Visit the event page for more information.

Movies on the Lawn in Oro Valley

Oro Valley only has two more outdoor movie screenings this summer, including "The Mitchells vs. the Machines" on Aug. 19.

When: 7:30 p.m. Saturday, Aug. 19

Where: Oro Valley Community & Recreation Center, 10555 N. La Cañada Dr.

Cost: Free to attend

Visit the event page for more information.

A Night Under the Stars

Local nonprofit Reach For The Stars is hosting a night of stargazing. Learn about the stars and planets, all while gazing through telescopes and binoculars.

When: 8-10 p.m. Saturday, Aug. 19

Where: Gabe Zimmerman Trailhead, 16248 E. Marsh Station Road

Cost: Free to attend, donations accepted

Visit the event page for more information.

Family Saturdays with Watershed Management Group

Head to Watershed Management Group for Family Saturdays to learn all about composting! Every family will receive a copy of "Poo to Peaches" to take home.

When: 8-11 a.m. Saturday, Aug. 19

Where: Watershed Management Group, 1137 N. Dodge Blvd.

Cost: Free to attend

Visit the event page for more information.

Traditional O'odham Agriculture at Mission Garden

Attend this event to learn about Tohono O'odham agricultural practices, including demonstrations and talks about traditional crops like corn, beans and squash.

When: 9 a.m. to noon Saturday, Aug. 19

Where: Mission Garden, 946 W. Mission Lane

Cost: Free to attend, donations accepted

Visit the event page for more information.

Spirit Swap

Local shop Monsoon Mystics is hosting a spirit swap - a chance to gather, mingle and swap metaphysical tools like crystals, tarot decks and candles.

When: 5-9 p.m. Saturday, Aug. 26

Where: Monsoon Mystics, 657 W. St Marys Road

Cost: Free to attend

Visit the event page for more information.

Sanrio K-pop Bash

Local shop Kira Kira Collectibles is organizing a Sanrio K-pop Bash which is slated to feature K-pop and anime vendors, a scavenger hunt, karaoke, a cosplay contest, a maid cafe and a photo booth.

When: 5-10 p.m. Saturday, Aug. 26

Where: Ding Tea, 910 W. Irvington Road

Cost: Free to attend, bring money for drinks and shopping

Visit the event page for more information.

Archaeology Day at Mission Garden

Kids can learn hands-on archaeology skills at Mission Garden's monthly Archaeology Day.

When: 8-9 a.m. Saturday, Aug. 26

Where: Mission Garden, 946 W. Mission Lane

Cost: Free to attend, donations accepted

Visit the event page for more information.

Pop Swap

Pop Cycle and the Historic Fourth Avenue Coalition are hosting a community art supply swap. Bring supplies you no longer want or need and swap them for something you'd rather have in your art collection!

When: 10 a.m. to 1 p.m. Sunday, Aug. 27

Where: Coalition Space, 311 E. Seventh St.

Cost: Free to attend

Visit the event page for more information.

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30 FREE events happening in Tucson this August 2023 💸

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Looking for something free to do in Tucson, Arizona this August 2023? Check out FREE museum days, outdoor movies, Tucson's birthday bash .. and more in the Tucson, Marana and

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Event Calendar and Live Events for Tucson and Southern Arizona - AZPM

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From special events and screenings, livestreams, local festivals, concerts, lectures, outdoor activities, and much more, AZPM helps you discover what’s happening in our community.

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Mission Gardens:https://www.missiongarden.org/ongoing-events

Home Depot: https://www.homedepot.com/c/kids-workshop

Art After Dark: https://childrensmuseumtucson.org/events/art-after-dark/

Watershed https://watershedmg.org/

TMA https://www.tucsonmuseumofart.org/secondsundaze/

Lowes: https://www.lowes.com/diy-projects-and-ideas/workshops

Valley of the moon

Bicas Crafternoons: https://bicas.org/art/crafternoons/