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Pupil Admission Requirements (A.R.S. § 15-184)


  • A charter school shall enroll all eligible pupils who submit a timely application, unless the number of applications exceeds the capacity of a program, class, grade level or building. A charter school shall give enrollment preference to pupils returning to the charter school in the second or any subsequent year of its operation and to siblings of pupils already enrolled in the charter school. A charter school that is sponsored by a school district governing board shall give enrollment preference to eligible pupils who reside within the boundaries of the school district where the charter school is physically located. If capacity is insufficient to enroll all pupils who submit a timely application, the charter school shall select pupils through an equitable selection process such as a lottery except that preference shall be given to siblings of a pupil selected through an equitable selection process such as a lottery.
  • Except as provided in subsection C, a charter school shall not limit admission based on ethnicity, national origin, gender, income level, disabling condition, proficiency in the English language or athletic ability.
  • A charter school may limit admission to pupils within a given age group or grade level.
  • A charter school shall admit pupils who reside in the attendance area of a school or who reside in a school district that is under a court order of desegregation or that is a party to an agreement with the United States department of education office for civil rights directed toward remediation alleged or proven racial discrimination unless notice is received from the resident school that the admission would violate the court order or agreement. If a charter school admits a pupil after notice is received that the admission would constitute such a violation, the charter school is not allowed to include in its student count the pupils wrongfully admitted.
  • A charter school may refuse to admit any pupil who has been expelled from another educational institution or who is in the process of being expelled from another educational institution.
In Loco Parentis


Typically, in loco parentis is a voluntarily assumed obligation. It is a Latin phrase which means "in lieu of a parent." Teachers, camp counselors, stepparents, and others who take responsibility for children have a duty to act in loco parentis. This means they have the same power and authority over the children, as do the parents, at least during the time that the children are under their control.


Por lo general, In Loco Parentis es una obligación voluntariamente asumida. Es una frase latina (de la antigua Roma) que significa "en lugar de un padre." Los maestros, consejeros de la escuela, padrastros y otros que asumen la responsabilidad de los niños tienen el deber de actuar “in loco parentis”. Esto significa que tienen el mismo poder y autoridad sobre los hijos, al igual que los padres, al menos durante el tiempo que los niños están bajo su control.
Link to the complete Non Discrimination policy from the Arizona Department of Education:

Standards Based Curriculum and Instruction

A student must have a total of 22 credits to graduate from High School in the following subjects:


4 Credits


Fine Arts

1 Credit


4 Credits



3 Credits

Social Studies

3 Credits



1 Credit


6 Credits

In addition, students must meet the Arizona Articulated Academic Standards set for High School students. The Arizona Instrument to Measure Standards (AIMS) assessment is given annually to assess each student’s ability to meet these standards. Students are assessed for the first time in the sophomore year of high school. If the student does not meet at this time he/she will have seven more opportunities to retake the assessment before the end of their senior school year. For this reason Victory High School has aligned it curriculum to the Arizona Articulate Academic Standards for High School.


Arizona’s students must be able to communicate effectively in their schools and communities. The communication skills of reading, writing, listening, speaking, viewing and presenting form the core of language and literacy The ultimate purpose of the following language arts standards is to ensure that all students be offered the opportunities, the encouragement and the vision to develop the language skills they need to pursue lifelong goals, including finding personal enrichment and participating as informed members of society. The language art standards presented in this document are organized into four areas:



Listening and Speaking

Viewing and Presenting

Reading is a complex skill that involves learning language and using it effectively in the active process of constructing meaning embedded in text. It requires students to fluently decode the words on a page, understand the vocabulary of the writer, and use strategies to build comprehension of the text. It is a vital form of communication in the 21st century and a critical skill for students of this “information age” as they learn to synthesize a vast array of texts.

The purpose of the Writing Standard Articulated by Grade Level is to equip students with the skills and knowledge needed to participate in society as literate citizens. The ability to communicate effectively in writing will be essential to their success in their communities and careers. Students may realize personal fulfillment and enjoyment as they learn to become proficient writers and continue as writers throughout their lives.

Writing is a complex skill that involves learning language and using it effectively to convey meaning through text. This standard recognizes that students’ abilities in writing develop from their earliest stages with phonetic spelling; to limited understanding of a certain genre; to the ability to produce conventional, coherent, unified documents. Their ideas are expressed in various forms, such as notes, lists, letters, journal writing, stories, web postings, instant messaging, essays, and reports. Effective writing may be evaluated by examining the use of ideas, organization, voice, word choice, sentence fluency, and conventions.

Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences. Listening and speaking standards are:

Ability to deliver a polished speech that is organized and well suited to the audience and that uses resource materials to clarify and defend positions.

Deliver oral interpretation of literary or original works. Conduct an interview, taking appropriate notes and summarizing the information learned. Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics, comparisons and analogies. Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communication with others.

Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions.

Plan, organize, develop, produce and evaluate an effective, multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media. Analyze and evaluate the impact of visual media of the intended audience.



The Mathematics Standard Articulated By Grade Level are divided into five main strands:

Number Sense and Operations

Data Analysis, Probability, and Discrete Mathematics

Patterns, Algebra and Functions

Geometry and Measurement

Structure and Logic

Each strand is divided into concepts that broadly define the skills and knowledge that students are expected to know and be able to do. Under each concept are performance objectives (PO) that more specifically delineate the tasks to be taught and learned.


SCIENCE/Lab Science

The Arizona high school science standard was designed to support the instruction and assessment of students. Science instruction should involve students actively using scientific processes to understand course content and make connections to real life and related areas of study. The goal in the development of the standard was to assure that the six strands and five unifying concepts are interwoven into a fabric of science that represents the true nature of science. Students have the opportunity to develop both the skills and content knowledge necessary to be scientifically literate members of the community.

Strands 1, 2, and 3 (Inquiry Process, History and Nature of Science, and Science in Personal and Social Perspective) contain the processes and connections desired of Arizona students and must, therefore, be reflected in all science courses. These strands are designed to be explicitly taught and embedded within each of the content Strands 4, 5, and 6, and are not intended to be taught in isolation. The processes, skills, and content of the first three strands are designed to “umbrella” and complement the content of Life Science, Physical Science, and Earth and Space Science.

At the high school level, Strands 4, 5, and 6 (Life Science, Physical Science, and Earth and Space Science) contain content area knowledge and skills that are, by nature, course specific. These strands were written to provide frameworks for complete courses in Life, Physics, Chemistry, and Earth and Space sciences.


To maintain the Union that supports our freedoms, we must rely on the knowledge, skills, and character of its citizens and those they elect to public office. Critical to the preservation and improvement of America’s republican form of government is the study of our founding principles, namely those detailed in the United States Constitution, the Declaration of Independence, and The Federalist Papers. The standard includes the study of rich and diverse contributions that people of many backgrounds have made to American life and institutions while emphasizing our shared heritage. Well-informed citizens understand our political, cultural and economic interaction with the rest of the world. Geographic knowledge expands the understanding of our development and identity in the world. The standard requires that students attain knowledge of essential facts, concepts, people, and events as well as a firm grasp of reasoning, inquiry, and research skills. Students must learn how to frame and test hypotheses, distinguish logical from illogical reasoning, develop informed opinions based on different points of view, and employ reflective thinking and evaluation. In this way students will be prepared to fulfill their responsibilities as citizens of our democratic republic. The standard presents academic content and skills in the four interrelated disciplines of history, geography, civics/government, and economics that are essential to an understanding of our human experience, past and present.


Fine Arts

The arts are essential in education for they provide students with the means to think, feel, and understand the world around them in ways unique and distinct from other academic disciplines. These skills have been recognized as essential to lifelong success both in and out of school. The Arts Standards are divided into four discipline areas: dance, music, theatre and visual arts. The Arts Standards (Dance, Music, Theatre, Visual Arts) are articulated by skill level, reflecting the variety of ways in which the arts are taught in Arizona schools.


The ultimate goal of comprehensive health education is to help young people in Arizona achieve their fullest potential by attaining their highest level of health and wellness as students and adults. Basic to health education is the knowledge about the importance of the interrelationships of physical, behavioral, and social well-being and the prevention of diseases and other health problems. Students should learn to accept responsibility for personal health decisions and practices, work with others to maintain a healthy environment, as well as become informed consumers.



Foreign and Native Language* Standards Rationale (Adopted 4.28.97)

Today’s students prepare for the tomorrow in which they will need to function in varied contexts. To succeed, students will need new tools, many of which are available primarily, if not solely, through the study of other languages. The ability to communicate well for varied purposes. In other languages, as well as in English, effective communication requires an understanding of both the target language and culture under study and one’s own, which implies the ability to interact confidently within many arenas, including the workplace and communities where the language is spoken.


Technology Education Standards Rationale

Technology encompasses the tools and strategies for solving problems, using information, increasing productivity and enhancing personal growth. The word technology summons an image of a variety of tools ranging from shovels to gene splitter. Significant advances in technology have occurred. These changes have caused many national organizations to review what students need to know and be able to do in relation to technology. Education’s role is to help students meet the challenge of the future. Arizona must encourage, assist and provide all students with the required tools and instruction to enable them to acquire knowledge develop skills and apply these tools successfully in our world.


Workplace Skills Standards Rationale

Most students will spend more than a third of their lives in a diverse and constantly changing workplace. Regardless of personal, career, or educational plans, students must demonstrate proficiency both in academics and the following workplace standards. The Workplace Skills Standards are designed to be integrated into the traditional curriculum taught in schools at all levels and are most effectively learned in the context of an integrated effort involving parents, educators, business partners and members of the community. Student acquisition of critical workplace skills, with an emphasis on application, is a developmental process, which encompasses an individual’s entire lifetime.

Character Education

Character education teaches universally accepted values, such as trustworthiness, respect, responsibility, fairness, caring and citizenship, and motivates youth to incorporate these values into their lives. Character education should be non-partisan and non-religious.


The accountability provisions included in the No Child Left Behind Act of 2001 (NCLB) significantly increased the urgency for States, local educational agencies (LEAs), and local schools to produce accurate, reliable, high-quality educational data. With determinations of whether or not schools and LEAs make adequate yearly progress (AYP) dependent upon their student achievement data, it has never been more important for State and local data systems and reporting processes to produce accurate, reliable information. To assist in this effort, the U.S. Department of Education Office of Elementary and Secondary Education has developed this set of education data quality guidelines. 


Assessment Overview

Under No Child Left Behind, each state must measure every public school student's progress in reading and math in each of grades 3 through 8 and at least once during grades 10 through 12. By school year 2007-2008, assessments (or testing) in science will be underway. These assessments must be aligned with state academic content and achievement standards. They will provide parents with objective data on where their child stands academically.

All students, attending an Arizona public school, are assessed in grades 9-12 as follows:

Students in Grades 9 take the TerraNova. The TerraNova is a national norm-referenced assessment created by CTB/McGraw-Hill covering language arts and mathematics.

Students in Grade 10 take the AIMS HS (High School) and continue to test twice annually in Grades 11-12 until they have met or exceeded the standard in each area tested. The AIMS HS is a criterion-referenced test with questions developed by Arizona educators and based on the Arizona Academic Standards. It is an assessment of three content areas: Writing, Reading, and Mathematics.



Local Wellness Policy

To help combat childhood obesity and improve children’s health, schools play a critical role in creating a healthy environment for the prevention of childhood obesity and for combating problems associated with poor nutrition and physical inactivity. Victory High School’s wellness policy include the following:

Policy Intent/Rationale:

Victory High School promotes wellness by supporting good nutrition and regular physical activity as part of the total learning environment. Wellness is defined as the dynamic state of achieving optimal well-being in all the dimensions of health: physical, mental/emotional, and social.

Victory High School supports a healthy environment where children learn and participate in positive dietary and lifestyle practices. Schools contribute to the basic health status of children by facilitating learning through the support and promotion of good nutrition and physical activity. Improved health optimizes student performance potential.

Victory High School supports a work environment where employees are encouraged to embrace healthy lifestyle choices, educational resources are provided, and information about wellness activities is available so that employees can serve as good role models for students.

Provide a comprehensive learning environment for developing and practicing lifelong wellness behaviors.

The entire school environment, not just the classroom, shall be aligned with goals to positively influence a student’s understanding, beliefs and habits as they relate to good nutrition and regular physical activity. A healthy school environment should not be sacrificed because of a dependence on revenue from high fat, high-added sugar, low nutrient foods, and food and beverage sales in addition to meals to support school programs.

Support and promote proper dietary habits contributing to students’ health status and academic performance.

All foods and beverages available to students on school grounds before, during, and after the instructional day, except public events, should meet the District Nutrition Standards. Emphasis should be placed on foods that are nutrient dense per calorie. To ensure safe, nutritious foods, consideration of available foods and beverages should be based on national health initiatives, nutrient contribution, variety, appeal, safety, and packaging.

Victory High School has partnered with local community entity’s to provide physical education and physical activity opportunities for students.

Physical education and physical activity must be scheduled within the school plan. Physical activity can also include recess that encourages activity, recreational activities, intramurals, integrated curricular activities, physical activity clubs and interscholastic athletics which will allow students to accumulate at least 60 minutes of activity on all days of the school week. Specific individual student adaptations will be addressed through 504 Plans or Individual Education Plans.

Student Dress Code Policy

At victory High school our mission is to prepare students to succeed in a changing world Dress is an important part of this preparation.

There is governing Dress Code that requires uniforms Monday through Thursday (white short sleeve golf shirt with logo, black bottoms, with black close in shoes). On Friday, students are allowed to wear casual clothing: however at all times the following standards will be enforced

Students are expected to dress appropriately for school everyday. The type and style of clothing and hairstyle depend on the individual. Some attire may be disruptive and distracting, therefore rendering the attire inappropriate and unacceptable.


The following are standards by which ALL STUDENTS MUST ADHERE:

Hats may be worn outdoors only. Other hair coverings such as bandanas, hairnets, swim caps, etc. Are not permitted at any time. Garments must cover torso. Students’ stomach shoulders, sides, and back must be covered at all times. There will be no, low cut necklines that show cleavage, nor shirts that have narrow shoulder straps (tank tops or spaghetti straps). Clothing must be made of solid fabric no see through or mesh materials. Clothing and /or accessories must not depict obscene words or pictures, sexually suggestive statements or pictures, nor represent alcohol/drugs/tobacco. Skirts, shorts, and dresses may be no shorter than four inches above the knee. Clothing or accessories that encourage or promote gang affiliation or the intimidation of others shall not be permitted.

Safe and appropriate footwear (closed-in black shoes that are securely tied)

Pants MUST be worn with a belt if there are belt loops. Belt must be black.

Pants may not be worn any lower than the waist. Only one pair of earrings can be worn and they can be no larger than a quarter.



Dear Parents:

Please review these guidelines for student behavior with your child. We feel that the school

Should be a safe and orderly place for students to go for a quality education. Students, parents, and the school must share equal responsibility for creating the best possible school setting. Open, honest communication with you is the best way we know to achieve this goal.

Students must respect their teachers, classmates and themselves. We need your help in developing this respect, as well as, in helping children learn to take responsibility for their actions.

The school staff will be responsible for positive reinforcement, consistency and modeling appropriate behaviors. Students will be responsible to learn to be effective decision-makers and problem solvers who demonstrate elements for self-direction and self-discipline. The entire system is built upon mutual respect where each adult and child is viewed as a unique individual with dignity.



Students will:

Attend school each scheduled school day, and arrive at school on time.

Obey rules and avoid disrupting the educational process at school.

Be prepared for all classes and have all supplies requested according to the school and


Have all assignments turned in to the instructor on time as requested.

Use time wisely to complete all assignments, and to learn subject material in the classroom.

Participate in class activities, verbal presentations, and in-group projects.

Maintain passing grades, in all classes, at all times. Any grade of "F" is a failing grade.

Will provide a current transcript of earned credit hours to determine proper placement according to the following table:


Freshman 0.0-3.5 credit hours

Sophomore 4.0-8.5 credit hours

Junior 9.0-13.5 credit hours

Senior 14.0 or more credit hours


Not engage in any conduct that disrupts any school functions, process or activity.

The students should show a willingness to learn and follow the rules.

Be advised that security and surveillance cameras are in use at all times to ensure classroom and campus safety.

Not possess, sell, use or be under the influence of alcohol, drugs, tobacco or tobacco products. If there is probably cause to believe that the student is engaged in the sale, use, or transport of contraband items, the student will be subject to search his/her person and/or personal belongings.

Will not be allowed to bring electronic devices to school or school activities which include: beepers/pagers, cellular phones, Walkman, CD players, Game boys, radios or any other electronic device.

Not participate in any gang related activities, such as "throwing signs", or displaying graffiti, group intimidation or gang-affiliated markings.

Obey the reasonable rules and regulations of school faculty and staff. The students will not verbally or physically threaten, abuse, assault, or engage in a physical fight with any student, school faculty/staff, or any other person while on Victory High School's premises.

Not be permitted to leave campus during scheduled school hours, unless by permission of the parent(s) or guardian(s). Any student leaving without permission will be subject to suspension and/or expulsion.

Attendance is very important to your child’s education. If your child is not in school he/she will not be able to keep up with the other students or pass the required exit assessment (AIMS). The Arizona Department of Education mandates that a student who misses 10 consecutive days of scheduled class time MUST be withdrawn for school due to lack of attendance.


Conduct which causes or which creates a reasonable likelihood that it will cause a substantial disruption in or material interference with any school function, activity, or purpose, or that interferes with or creates a likelihood that it will interfere with the health, safety, well being, or rights of themselves or others is prohibited.

The proceeding is a general standard that should be used a s a guide by all students. Not all acts of misconduct are to be itemized in this regulation. The following is an enumeration of some of the main areas of conduct which may lead to disciplinary action such as: detention, confiscation of material, revoking privileges, arrangement of schedules, probation, exclusion, mandatory program reassignment, suspension or expulsion.


Sleeping, resting, sitting with head in arms or on desk during class.

Rude behavior, including but not limited to, speaking out of turn, speaking or acting in a disrespectful manner towards any faculty member, staff member, fellow student, or guest of Victory High School.

Drinking any beverage or eating any food during class.

Chewing gum during class.

Participating in any activity that is disruptive to class.

Leaving classroom or campus without permission.

Pushing, shoving, throwing rocks or other objects, or any other horseplay that may result in injury or property damage.

Grabbing or hanging onto another person for any reason including public display of affection. Keep your hands to yourself and off of other people.

Grabbing and/or using another student's property without his/her permission. Do not touch anyone else's belongings.

Use of abuse, violence, force, noise, coercion, intimidation, fear, insubordination or other similar conduct in a manner that constitutes an interference with the school's purpose or violates another person's human rights.

False communication, verbal or written, of the presence of a bomb or other explosive on or around school grounds.

The willful causing or attempting to cause damage to private or school property.

Stealing or attempting to steal private of school property.

Causing or attempting to cause physical injury to oneself or others including the throwing of objects or material which could cause physical injury, except where such injury results from accident, self-defense, or other action undertaking on the reasonable belief that it was necessary to protect some other person.

Threatening or intimidating any person for the purpose of, or with the intent of, obtaining money or anything of value from any person.

Knowingly possessing, handling, or transmitting any object or material that is ordinarily considered a weapon.

Engaging in the use of and/or possession of tobacco or the unlawful selling, using, possessing, being under the influence or dispensing of alcoholic beverages, narcotics, drugs or other controlled substances.

Truancy or failure to attend assigned classes or activities.

Tardiness to school, assigned class or scheduled activity.

Using language, which by school standards is considered vulgar, obscene, sarcastic, demeaning, threatening or intimidating?

McKinney-Vento Homeless Assistance Act

In 2002, the Stewart B. McKinney-Vento Homeless Assistance Act was reauthorized to ensure educational rights and protections for children and youth experiencing homelessness. It is the aim of the GUHSD - Homeless Outreach Program to not only raise awareness about these laws, but to make sure that they are carried out in an effective manner. Through close collaboration with school personnel, the Homeless Outreach Program will assist students in accessing the same free, appropriate education provided to all other students and remove any barriers that could delay or deny this process.

Who is Homeless under the McKinney-Vento Act?

As stated in Section 725: Individuals that lack a regular and adequate nighttime residence…including:

• Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; • Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings...

• Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings...

• Migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described above.

Note: A runaway youth that is staying with a friend or living in a runaway shelter is considered homeless.


Family Educational Rights and Privacy Act (FERPA)The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.


Parents or eligible students have the right to request that school correct records, which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.


Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):




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