mod3-und-fin
A R
ev ie
w o
f G ui
de lin
es
fo r S
tu de
nt F
ee s
w ith
in
th e
S an
D ie
go U
ni fie
d S
ch oo
l D is
tri ct
A re
vi ew
o f g
ui de
lin es
, p ol
ic ie
s, a
nd p
ro ce
du re
s fo
r st
ud en
t f ee
s, d
on at
io ns
a nd
fu nd
ra is
in g
W e
lc o
m e
a n
d P
u rp
o se
Th e
su bj
ec t o
f s tu
de nt
fe es
, c ha
rg es
, de
po si
ts , d
on at
io ns
, a nd
fu nd
ra is
in g
re la
te d
to c
ou rs
es a
nd a
ct iv
iti es
h as
be
en a
t t he
fo re
fro nt
o f p
ub lic
a tte
nt io
n lo
ca lly
a nd
n at
io na
lly .
Th e
pu rp
os e
of th
is p
re se
nt at
io n
is to
re vi ew
o ur d is tri ct ’s g ui de
lin es
, po
lic ie
s, a
nd p
ro ce
du re
s fo
r s tu
de nt
fe
es , d
on at
io ns
a nd
fu nd
ra is
in g.
F re
e P
u b
li c
E d u
c a
ti o
n
• C
al ifo
rn ia
C on
st itu
tio n
re qu
ire s
th at
w
e pr
ov id
e a
fre e
pu bl
ic e
du ca
tio n,
un
le ss
a c
ha rg
e is
s pe
ci fic
al ly
au
th or
iz ed
b y
la w
.
• Si
nc e
18 74
, t he
C al
ifo rn
ia S
up re
m e
C ou
rt ha
s in te rp re te d “fr ee
s ch
oo l
sy st em
” t o m ea
n th at s tu de
nt s ar e
en tit le d to b e ed
uc at ed
a t t he
p ub
lic ’s
ex pe
ns e.
N o
n -P
e rm
is si
b le
F e
e s:
P ar
t I
• C
al ifo
rn ia
p ub
lic s
ch oo
ls —
in cl
ud in
g ch
ar te
r sc
ho ol
s— ca
nn ot
c ha
rg e
fe es
in o
rd er
fo r
st ud
en ts
to p
ar tic
ip at
e in
a ny
re qu
ire d
or
el ec
tiv e
cl as
s.
• Th
is in
cl ud
es : s
ec ur
ity d
ep os
its (e
.g .,
lo ck
s,
lo ck
er s,
u ni
fo rm
s, in
st ru
m en
ts ),
pa rt
ic ip
at io
n fe
es (e
.g .,
cu rr
ic ul
ar , c
o- cu
rr ic
ul ar
, e xt
ra -
cu rr
ic ul
ar ),
su pp
lie s
(b ot
h ne
ce ss
ar y
an d
su pp
le m
en ta
l.
N o
n -P
e rm
is si
b le
F e
e s:
P ar
t I I
• C
al ifo
rn ia
p ub
lic s
ch oo
ls —
in cl
ud in
g ch
ar te
r s ch
oo ls —
ca nn
ot c
ha rg
e fe
es
fo r g
ym o
r p hy
si ca
l e du
ca tio
n cl
ot he
s.
Ed uc
at io
n C
od e
49 06
6: “N
o gr ad
e of a p up
il pa
rti ci
pa tin
g in
a p
hy si
ca l e
du ca
tio n
cl as
s m
ay b
e ad
ve rs
el y
af fe
ct ed
d ue
to th
e fa
ct th
at th
e pu
pi l d
oe s
no t w
ea r s
ta nd
ar di
ze d
ph ys
ic al
e du
ca tio
n ap
pa re
l w
he re
th e
fa ilu
re to
w ea
r s uc
h ap
pa re
l a ris
es fr
om
ci rc um
st an
ce s be
yo nd
th e co
nt ro l o
f t he
p up
il, ” s
uc h
as la
ck o
f s uf
fic ie
nt fu
nd s.
P e rm
is si
b le
F e
e s:
P ar
t I
C al
ifo rn
ia p
ub lic
s ch
oo ls —
in cl
ud in
g ch
ar te
r sc
ho ol
s— m
ay c
ha rg
e fe
es fo
r a s
ou tli
ne d
in
th e
Ed uc
at io
n C
od e.
T he
se in
cl ud
e:
• Tr
an sp
or ta
tio n
to a
nd fr
om s
ch oo
l •
Tr an
sp or
ta tio
n to
p la
ce s
of s
um m
er e
m pl
oy m
en t
• C
ha rg
es fo
r f oo
d (li
m ite
d by
th e
fre e
an d
re du
ce d
pr ic
e m
ea l
pr og
ra m
) •
In su
ra nc
e fo
r f ie
ld tr
ip s
• Lo
st o
r d am
ag ed
b oo
ks o
r d is
tri ct
s up
pl ie
s •
D ire
ct c
os t o
f m at
er ia
ls fo
r p ro
pe rty
th e
st ud
en t h
as m
ad e
in
cl as
s fo
r t he
ir ow
n us
e
P e rm
is si
b le
F e
e s:
P ar
t I I
C al
ifo rn
ia p
ub lic
s ch
oo ls —
in cl
ud in
g ch
ar te
r sc
ho ol
s— m
ay c
ha rg
e fe
es fo
r a s
ou tli
ne d
in
th e
Ed uc
at io
n C
od e.
T he
se in
cl ud
e:
• Fe
es fo
r s ch
oo l c
am p
pr og
ra m
s (e
.g .,
ou td
oo r s
ci en
ce c
am p)
• Fe
es fo
r f ie
ld tr
ip s
an d
ex cu
rs io
ns in
c on
ne ct
io n
w ith
c ou
rs es
of
in st
ru ct
io n
or s
ch oo
l-r el
at ed
s oc
ia l,
ed uc
at io
na l,
cu ltu
ra l,
at hl
et ic
, o r s
ch oo
l b an
d ac
tiv iti
es •
O pt
io na
l f in
ge rp
rin tin
g pr
og ra
m fo
r k in
de rg
ar te
n or
n ew
ly
en ro
lle d
st ud
en ts
• Ac
tu al
c os
t o f d
up lic
at io
n of
p ub
lic re
co rd
s or
s tu
de nt
re co
rd s
• C
ha rg
es fo
r m ed
ic al
a nd
a cc
id en
t i ns
ur an
ce fo
r a th
le tic
te am
m
em be
rs .
F A
Q s
(F re
qu en
tly A
sk ed
Q ue
st io
ns )
Q U
ES TI
O N
1 : M
ay a
s ch
oo l s
til l r
ec ei
ve d
on at
io ns
fr om
pa
re nt
s an
d gu
ar di
an s?
R ES
PO N
SE : Y
es .S
ch oo
l d is
tri ct
s, s
ch oo
ls , p
ro gr
am s,
a nd
cl
as se
s ca
n an
d do
s ee
k an
d ac
ce pt
d on
at io
ns o
f f un
ds a
nd
pr op
er ty
, a nd
th is
p ra
ct ic
e is
p er
m is
si bl
e as
lo ng
a s
th e
do na
tio n
is tr
ul y
vo lu
nt ar
y an
d in
n o
w ay
a p
re re
qu is
ite to
pa
rti ci pa
tio n in th
e pr og
ra m o r a
ct iv ity … D
on at io ns
c an
no t b
e m
ad e
fo r a
s pe
ci fic
s tu
de nt
; i ns
te ad
, t he
y ar
e m
ad e
to a
sc
ho ol
o r p
ro gr
am .
Fo r e
xa m
pl e,
if a
p er
so n
w is
he s
to
do na
te to
th ei r s
ch oo
l’s c he
er le ad
in g pr og
ra m , t he
y ca
n do
na te
to th
e ch
ee r p
ro gr
am o
r t o
th e
co st
o f c
he er
c am
p bu
t no
t f or
c he
er le
ad er
, L ili
C ar
te r.
Se e
w eb
si te
fo r m
or e
in fo
rm at
io n
(w w
w .s
an di
.n et
/s ta
ff/ st
ud en
tfe es
).
F A
Q s
(F re
qu en
tly A
sk ed
Q ue
st io
ns )
Q UE
ST IO
N 2:
M ay
a s
ch oo
l s til
l f un
dr ai
se ?
R ES
PO N
SE : Y
es .S
ch oo
l d is
tri ct
s, s
ch oo
ls , p
ro gr
am s
an d
cl as
se s
ca n
an d
do e
ng ag
e in
fu nd
ra is
in g
ac tiv
iti es
an
d pr
og ra
m s,
a nd
th is
p ra
ct ic
e is
a ls
o pe
rm is
si bl
e as
lo
ng a
s th
e ra
is in
g of
fu nd
s is
v ol
un ta
ry . Y
ou m
ay
re qu
ire s
tu de
nt s
to a
tte nd
a fu
nd ra
is in
g ev
en t;
ho w
ev er
, if
th ey
a re
u na
bl e
to ra
is e
fu nd
s fo
r t he
e ve
nt , y
ou
ca nn
ot p
re ve
nt th
em fr
om p
ar tic
ip at
in g
in a
n ed
uc at
io na
l a ct
iv ity
. Al
so , a
tte nd
an ce
a t a
fu nd
ra is
er c
an
be re
qu ire
d if
it is
a te
am o
r c lu
b ev
en t.
P en
al tie
s fo
r n on
- at
te nd
an ce
w ou
ld b
e si
m ila
r t o
th os
e im
po se
d fo
r f ai
lu re
to
at te
nd a
ny o
th er
te am
o r c
lu b
ev en
t ( e.
g. , s
itt in
g ou
t a
ga m
e, e
tc .).
S ee
w eb
si te
fo r m
or e
in fo
rm at
io n
(w w
w .s
an di
.n et
/s ta
ff/ st
ud en
tfe es
).
F A
Q s
(F re
qu en
tly A
sk ed
Q ue
st io
ns )
Q UE
ST IO
N 3:
M ay
a s
ch oo
l c ha
rg e
fe es
fo r
un ifo
rm s
fo r t
ea m
s sp
or ts
?
R ES
PO N
SE :
No .A
s ch
oo l m
us t p
ro vi
de a
fr ee
u ni
fo rm
to
a ny
s tu
de nt
w ho
is a
m em
be r o
f t he
s ch
oo l t
ea m
in
qu es
tio n.
Yo u
ca n
al lo
w s
tu de
nt s
to p
ur ch
as e
th ei
r o w
n un
ifo rm
s if
th ey
w an
t t o
pu rc
ha se
u ni
fo rm
s;
ho w
ev er
,b uy
in g
a un
ifo rm
c an
no t b
e a
re qu
ire m
en t t
o pa
rti ci
pa te
in a
s po
rt. S
ee w
eb si
te fo
r m or
e in
fo rm
at io
n (w
w w
.s an
di .n
et /s
ta ff/
st ud
en tfe
es ).
F A
Q s
(F re
qu en
tly A
sk ed
Q ue
st io
ns )
Q UE
ST IO
N 4:
M ay
a s
ch oo
l r eq
ui re
te am
m em
be rs
to
p ur
ch as
e Sp
iri t P
ac ks
?
R ES
PO N
SE :
No .S
pi rit
p ac
ks m
ay b
e so
ld ; h
ow ev
er , a
sc
ho ol
c an
no t r
eq ui
re a
s tu
de nt
to p
ur ch
as e
a sp
iri t
pa ck
a s
a pr
er eq
ui si
te to
p ar
tic ip
at e
in a
s po
rt. If
th er
e ar
e pr
ac tic
e un
ifo rm
s, e
tc .,
w hi
ch a
re re
qu ire
d, th
ey
m us
t b e
pr ov
id ed
fr ee
o f c
ha rg
e to
a ny
s tu
de nt
w ho
is a
m
em be
r o f t
he s
ch oo
l t ea
m in
q ue
st io
n. S
ee w
eb si
te
fo r m
or e
in fo
rm at
io n
(w w
w .s
an di
.n et
/s ta
ff/ st
ud en
tfe es
).
F A
Q s
(F re
qu en
tly A
sk ed
Q ue
st io
ns )
Q UE
ST IO
N 5:
W ha
t i f a
s ch
oo l o
nl y
ch ar
ge s
fe es
to
th os
e st
ud en
ts w
ho c
an a
ffo rd
th em
; a nd
h as
a
w ai ve
r pr oc
es s fo r th os
e w ho
c an
’t?
R ES
PO N
SE :
No .A
w ai
ve r p
ro ce
ss b
as ed
o n
fin an
ci al
ne
ed o
r i na
bi lit
y to
p ay
d oe
s no
t m ak
e an
o th
er w
is e
no n-
pe rm
is si
bl e
fe e
pe rm
is si
bl e.
S ee
w eb
si te
fo r
m or
e in
fo rm
at io
n (w
w w
.s an
di .n
et /s
ta ff/
st ud
en tfe
es ).
S te
p s
W e
A re
T a k
in g
SD US
D is
p ro
vi di
ng fa
cu lty
, s ta
ff, p
ar en
ts ,
gu ar
di an
s, s
tu de
nt s,
a nd
a dm
in is
tr at
or s
w ith
gu
id an
ce a
nd e
ss en
tia l r
es ou
rc es
w ith
th e
tw in
go
al s
of s
ch oo
l-c om
m un
ity c
oo pe
ra tio
n to
su
pp or
t p ro
gr am
s an
d le
ga l c
om pl
ia nc
e w
hi le
pr
ov id
in g
th at
s up
po rt
.
• H
os tin
g m
ee tin
gs /p
re se
nt at
io ns
w ith
fa cu
lty , s
ta ff,
p ar
en ts
, gu
ar di
an s,
s po
rts te
am s,
s ch
oo l f
ou nd
at io
n re
pr es
en ta
tiv es
• P
ro vi
di ng
fa cu
lty a
nd s
ta ff
w ith
c ou
rs e
sy lla
bu s
an d
sc ho
ol s
up pl
ie s
la ng
ua ge
• La
un ch
in g
a w
eb si
te fo
r d is
tri ct
s ta
ff w
ith k
ey re
so ur
ce s
an d
Fr eq
ue nt
ly A
sk ed
Q ue
st io
ns (w
w w
.s an
di .n
et /s
ta ff/
st ud
en tfe
es )