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STUDENT HANDBOOK

2010-11 1


LIGHTHOUSE COMMUNITY CHARTER SCHOOL GUIDING YOU TO COLLEGE AND THE CAREER OF YOUR CHOICE

A Note From Mr. Sexton Lighthouse has one focus and that is Guiding You To College And The Career Of Your Choice. It is much easier to write the mission than it is to actually achieve it. What is currently happening in Oakland? Let’s say we have 100 Oakland students from the flatlands… No Degree 93

Getting a College Degree 7

There are so many reasons why this tragedy exists. And it is a tragedy. BUT, we can do something about it… and it takes two actions: 1. Lighthouse will provide you with the best possible staff and learning environment – that’s our responsibility . 2. You have to be a student. That means be responsible, respectful, and professional. We as an adult community are fully committed and you must be too. Nothing we do matters unless you fully commit to being a student. One final note – we are serious about you being ready for college and that means that you may need an extra year of school to be ready. High School may last 5 years instead of 4. When you graduate from Lighthouse, you graduate ready to be successful in college.

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Mission Results Lighthouse’s mission is firmly focused upon preparing you for college and every student who graduates from 12th grade will be admitted to a four-year college. How are we doing so far? • All graduates last year were admitted to 4-year colleges, and • Lighthouse graduates currently attend a variety of colleges… Small and Private Kalamazoo College - Kalamazoo, MI Hope College - Holland, MI Dominican University – Marin, CA University of San Francisco – San Francisco, CA Holy Names – Oakland, CA Bethany University - Scotts Valley, CA UCs Berkeley Davis Santa Cruz Cal-States Monterey Stanislaus East Bay San Francisco Local and Trade Specific Wyotech

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2010-11 School Policies Lighthouse is committed to providing each and every student with a quality education that will ensure that they are admitted to the college of their choice. To achieve this mission you will need to grow in three ways each year. You will need to: • grow academically, • develop your college ready skills, • and develop your character. Academics You will be asked to always push yourself academically. If you need extra help, help will be provided. If you are making great progress, we will ask you to stretch yourself and complete honors work and take college courses. Only the most rigorous curriculum will prepare you for the challenge that college will provide. Page 4 details the minimum requirements to graduate and receive a Lighthouse diploma.

College Ready Skills Lighthouse has identified very specific skills that you will develop each year. These skills will prepare you for college success: • • • • • •

Reflection Persistence Goal Setting Study Skills Organization Technology

Each year you will be expected to develop each of these skills in new and different ways. The tables on Pages 5-10 detail what skills you will need to develop each school year.

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Character Lighthouse has a set of Guiding Principles to focus your character development. The ten principles are: • • • • • • • • • •

Collaboration Communication Compassion Courage Curiosity Integrity Persistence Reflection Respect Responsibility

Your time in crew will often focus upon different guiding principles.


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ACADEMICS - LIGHTHOUSE GRADUATION REQUIREMENTS All requirements must be satisfied by June to participate in the graduation ceremony and to receive a diploma. A-G - meet at least 60% of Learning Targets in the following courses A – English  Humanities 9

B – History  Humanities 9

C – Mathematics  Algebra I

D – Lab Science  Biology

E – Language  Spanish I

F – Art  Art

G - Elective  Earth Science

 Humanities 10

 Humanities 10

 Geometry

 Physics

 Spanish II

 Robotics

 Humanities 11

 Humanities 11

 Algebra II

 Chemistry

 French I

 Math Analysis

 Humanities 12

 Humanities 12

 French II

 Statistics

 CC LOTE

 NFTE

CAHSEE  Pass both sections of the CAHSEE (English Language Arts and Mathematics)

Lighthouse Specific Requirements 11th Grade  Meet at least 60% of Learning Targets in Careen and College Prep by: o Completing personal statement o Meeting expectations of Internship Project o Meeting expectations of one scholarship application o Meeting expectations of one summer program application o Complete SAT preparation class

12th Grade  Meet expectations of Senior Project. This is defined as meeting 3 of the 4 learning targets: o Written project proposal o Project proposal presentation o Completing the project (service hours) o EXPO presentation  Meet expectations of Senior Seminar. This is defined as meeting 3 of the 5 learning targets: o Habits of Work o Identify 4-8 colleges to which you will apply and reasons why they are a good fit for you o Write compelling personal statements and requests for letters of recommendation o Actively seek out financial aid for college o Complete applications to at least two colleges  A minimum senior GPA of 2.0

Graduation is defined as the opportunity to walk in the graduation ceremony, receive a diploma from Lighthouse, and participate in senior celebratory events. If the above criteria are not met, a student will not participate in any senior activities, including the graduation ceremony, nor will s/he receive a diploma. The following exceptions may occur:  If a student is passing her/his courses and endures a severe medical hardship or family emergency, s/he will be given the opportunity to walk in graduation and compete missing work from the last few weeks of school during a July make-up work period. This opportunity is only available if s/he was passing classes at the time of the medical hardship.  If any student engages in behavior that is a suspendible offense, the privilege of participating in the graduation ceremony (walking in graduation) and engaging in senior celebratory activities will be revoked. A suspendible offense is any egregious violation of the guiding principles such as, but not limited to: destruction of property, alcohol or drug use at a school sponsored event, physical altercation, or plagiarism.

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7th Grade College Ready Skills Reflection 7R1. Students can identify and develop a plan to access one consistent adult as a resource 7R2. Students can reflect upon how well their behaviors, actions, and words are meeting our community expectations (resulting in both accountability and fewer interruptions) 7R3. Students recognize and reflect on how behavioral choices impact self and others (resulting in both accountability and fewer interruptions) 7R4. Students can identify which core classes they are experiencing success and which those in which they need further support

Persistence 7P1. Students use advocacy passes, when prompted by teachers or crew leaders 7P2. Students revise work that does not meet with revision checklist 7P3. Students will be coached to ask for help before deadlines 7P4. Students can identify instances in which a task was challenging, but they stayed positive 7P5. Students can identify personal and family issues that may be hindering their academic performance and verbalize this to a trusted adult 7P6. Students verbalize challenges in completing academic work, and communicate their needs

Goal Setting 7G1. With consistent crew leader coaching, students will access EASE to appropriate short term academic goals 7G2. With coaching, students can set SMART quarterly ILP goals that reflect their prioritized areas of growth 7G3. During their ILP, students can explain the passage process to their parents. 7G4. Students can set weekly goals and check in during crew. 7G5. Students reflect on strategies to meet goals (teachers provide strategies and model). 7G6. Students choose a peer to check in with and strategize with about their goals.

Study Skills 7S1. Use flashcards to prepare for vocabulary quizzes 7S2. Effectively take notes in teacher-generated graphic organizers 7S3. Study for an upcoming test (teacher facilitated) 7S4. Fulfill specific group roles and responsibilities (LDGs, study teams) 7S5. Use a reading schedule to complete a book 7S6. Prioritize studying/getting help with least known material during study hall 7S7. Compare work to a provided rubric prior to submission

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7O1.

7O2. 7O3.

7O4.

Organization Regularly write-down homework for all classes and cross it off when done Identify where to find major deadlines in the classroom Regularly write-down major deadlines (tests, essays) in their agendas Maintain an organized binder, backpack or notebook that helps them find work and notes quickly and easily.

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Technology Login to computer Login to EASE Logins recorded in a consistently accessible place Create documents with Microsoft Word Save documents to home folder on school network


8th Grade College Ready Skills Reflection 8R1. By Passage, students must be able to articulate which strategies work for them and why and cite an example of a time when that strategy helped them. Students must also be able to cite areas of improvement (in need of strategies and practice) This can and should be seen through a strong HighSchool Readiness Essay.

Persistence 8P1. Students use advocacy passes independently 8P2. Students revise work without coaching with the intent to acquire masterpieces for passage 8P3. Students understand that learning is a process that happens over time and at different paces for different people.

Goal Setting 8G1. During their ILP, students can explain the passage process to their parents. 8G2. With revision, students can set SMART quarterly ILP goals that reflect their prioritized areas of growth 8G3. Goal creation process includes reflection on formerly met/unmet goals.

Study Skills 8S1. Study independently and uninterrupted for at least 30 minutes 8S2. Prioritize studying/getting help with least known material 8S3. Create and implement study schedule (especially for Passage questions) 8S4. Choose from a teacher-provided list of study strategies to practice 8S5. Create a reading schedule to complete a book by a certain deadline

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Organization At the beginning of the year: 8O1. Students immediately recognize need to advocate and do so far in advance of deadline 8O2. Students complete the different parts of a longterm project by receiving a project schedule from teacher/time in class to work on the different elements By Passage, (the above and): 8O3. Students can independently separate out the different parts of a longterm project and designate daily tasks/assignments/goals 8O4. Complete and write down HW without teacher reminders

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Technology Login to computer Login to EASE Logins recorded in a consistently accessible place Create documents with Microsoft Word Create and use Excel spreadsheets to collect and analyze data Create and use PowerPoint presentations Save files to home folder on school network


9th Grade College Ready Skills Reflection 9R1. Students reflect on personal experiences that facilitate their understanding of their place within their different communities (reading articles, watching videos, discussions about language choice etc.)

Persistence 9P1. Students regularly use advocacy passes when and when not prompted (Coached at start of school year – specifically for students new to Lighthouse) 9P2. Students will be coached to ask for help before deadlines

9G1.

9G2.

9G3.

Goal Setting With crew leader coaching, students will access EASE to appropriate short term academic goals With revision, students can set SMART quarterly ILP goals that reflect their prioritized areas of growth Students will differentiate between short and long term goals (weeklong HW v. nightly HW) via crew coaching

Study Skills 9S1. Set up and use study groups in content classes 9S2. Take notes in a specific and consistent manner (Cornell Notes) 9S3. Outline and paraphrase key information

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Organization 9O1. Teachers and students will have a monthly calendar to write down short-long term dates of assignments and assessments and trips 9O2. Students will be coached to take personal responsibility for mismanaging their time (e.g. tardiness, printer didn’t work, the bus was late etc.) through some consequences 9O3. Students will set and adhere to a consistent homework routine 9O4. Choose and use their flex time and the After School Program for greatest academic benefit

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Technology Login to computer Login to EASE Logins recorded in a consistently accessible place Create documents with Microsoft Word Create and use Excel spreadsheets to collect and analyze data Create and use PowerPoint presentations Save files to home folder on school network Access and use school provided gmail accounts Access and use school provided google academic calendars


10th Grade College Ready Skills Reflection 10R1. Identify their learning style and how they learn best in different settings (e.g. when the lesson is notes on an OH, I need to move to the front of the room and sit in an individual desk) and choose strategies when learning new content and studying for assessments 10R2. Articulate an accurate conception of their skill level, knowledge and understanding in each class with a high level of coaching 10R3. Demonstrate awareness of identity and diversity and show tolerance and compassion toward differences.

Persistence 10P1. Work with teachers and peers to revise work that does not meet, and submit revisions in a timely manner (before monthly grade-wide drop dead deadlines).

Goal Setting 10G1. With crew leader verification, students will access EASE to appropriate short term academic goals 10G2. During their ILP, students can explain the passage process to their parents.

Study Skills 10S1. Set up and use study groups in content classes 10S2. Study sufficiently and effectively before a test (i.e. not cramming)

Organization 10.O1. Prioritize assignments and estimate how long it will take to complete assignments to structure their home academic work time 10.O2. Balance work in all academic classes for consistent achievement

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Technology Login to computer Login to EASE Logins recorded in a consistently accessible place Create documents with Microsoft Word Create and use Excel spreadsheets to collect and analyze data Create and use PowerPoint presentations Save files to home folder on school network Access and use school provided gmail accounts Access and use school provided google academic calendars Submit work to teachers and staff via email Author and send professional emails to secure Passage interview


11th Grade College Ready Skills Reflection 11R1. Acknowledges when they don’t understand, advocates for help and is receptive to coaching 11R2. Advocate for specific environment when needed and appropriate (when to take a water break, when to step outside) 11R3. Adjust pace to match allotted time during class or advocate at or before the deadline for more time if needed 11R4. Monitor engagement and participation level in various forms of class activities in a way that is conducive to everyone’s learning with coaching

Persistence 11S1. Consistently makes multiple attempts to complete a task, using various resources, before asking for help from other students or teachers (this is an independent activity) 11S2. Approach task with renewed energy when they receive negative feedback 11S3. Resolves technological issues (e.g. printer challenges, internet issues) efficiently and independently

Goal Setting 11G1. Constantly set daily class goals in response to academic tasks, using awareness of time and difficulty level of the task with support 11G2. Make day-to-day decisions with an awareness of your long-term goals with coaching 11G3. Set weekly goals and assess progress towards meeting those goals 11G4. Students will be able to independently and consistently check EASE and maintain an updated paper learning target tracker for each class 11G5. Use these two resources to set goals related to your grades in CREW

Study Skills 11S1. Complete all given study guides/cheat sheets before a test 11S2. Actively participate in assigned study groups 11S3. Research effectively in-class with coaching 11S4. Consult suggested resources (peers, notes, walls, etc…) 11S5. Develop and use appropriate study strategies for each assessment

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Organization 11O1. Assignments are ready and submitted before the time that class officially starts or e-mail the night before (even if you e-mail the assignment, you still need to submit with a print-out and drafts) 11O2. Use allotted time to complete class-work assignments before deadlines and transition quickly from one assignment to the next 11O3. Use the timer and the clock to manage time during class-work 11O4. Homework is due at the beginning of class only; no late homework will be collected (if you are absent, you can submit the next day) 11O5. Independently acquire needed documents either from internet or from a peer 11O6. Promptly find all needed materials without reminder (paper, text, resources you already have)

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Technology Login to computer Login to EASE Logins recorded in a consistently accessible place Create documents with Microsoft Word Create and use Excel spreadsheets to collect and analyze data Create and use PowerPoint presentations Save files to home folder on school network Access and use school provided gmail accounts Access and use school provided google academic calendars Submit work to teachers and staff via email Use google docs to collaborate upon and share documents with fellow students and staff Author and send professional emails to secure internships Register for SAT online


12th Grade College Ready Skills Reflection 12R1. Ask direct + specific questions about what they don’t understand about the skill or content being taught and advocate for more knowledge + resources at appropriate times (e.g. setting up a flex appointment, sending an e-mail that night, ask questions at appropriate times during class—does not interrupt guided lesson with inconsequential or personal questions, waits until appropriate time) 12R2. Advocate for specific environment when needed and appropriate (when to take a water break, when to step outside) 12R3. Gives themselves think time and tolerates ambiguity/confusion 12R4. Monitor engagement and participation level in various forms of class activities in a way that is conducive to everyone’s learning

Persistence 12P1. Consistently makes multiple attempts to complete a task, using various resources, before asking for help from other students or teachers (this is an independent activity) 12P2. Approach task with renewed energy when they receive negative feedback 12P3. Resolves technological issues (e.g. printer challenges, internet issues) efficiently and independently

Goal Setting 12G1. Constantly set daily class goals in response to academic tasks, using awareness of time and difficulty level of the task with support 12G2. Make day-to-day decisions with an awareness of your long-term goals with coaching 12G3. Set weekly goals and assess progress towards meeting those goals 12G4. Students will be able to independently and consistently check EASE and maintain an updated paper learning target tracker for each class 12G5. Use these two resources to set goals related to your grades in CREW

Study Skills 12S1. Research effectively inclass

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Organization 12O1. Assignments are ready and submitted before the time that class officially starts or e-mail the night before (even if you e-mail the assignment, you still need to submit with a print-out and drafts) 12O2. Use allotted time to complete class-work assignments before deadlines and transition quickly from one assignment to the next 12O3. Use the timer and the clock to manage time during class-work 12O4. Homework is due at the beginning of class only; no late homework will be collected (if you are absent, you can submit the next day) 12O5. Independently acquire needed documents either from internet or from a peer 12O6. Promptly find all needed materials without reminder (paper, text, resources you already have)

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Technology Login to computer Login to EASE Logins recorded in a consistently accessible place Create documents with Microsoft Word Create and use Excel spreadsheets to collect and analyze data Create and use PowerPoint presentations Save files to home folder on school network Access and use school provided gmail accounts Access and use school provided google academic calendars Submit work to teachers and staff via email Use google docs to collaborate upon and share documents with fellow students and staff Author and send professional emails to secure senior project mentors Use online tools for submitting college applications and scholarships


The Promise to Achieve the Mission The achievement of Lighthouse’s mission is achieved when families, students, and Lighthouse collaborate. Lighthouse PROMISES that you will achieve the mission when FAMILIES… • • • • • • • • •

Create and keep a consistent homework space and routine for you Read, sign, and return all academic updates that come home Use agreed upon strategies at home that are developed specifically to help you Get you to school on time, in uniform and ready to learn Follow Lighthouse policies Attend each Individual Learning Plan meeting Attend each EXPO of student work Attend back to school night Independently check in with your teachers and crew leader every month to get an update on your academic progress

Lighthouse PROMISES that you will achieve the mission when YOU… • • • • • • • • •

Develop your College Ready Skills and arrive at school ready to learn Attend school consistently, on time, and in uniform Create and use a consistent homework routine Are receptive to and implement Lighthouse feedback Demonstrate strong character through the different Guiding Principles Follow school policies Prepare for and attend each Individual Learning Plan meeting Prepare for and attend each EXPO Monitor your academic progress using the provided tools and advocate for your academic needs

Lighthouse PROMISES that you will achieve the mission when WE… • • • • • • • • • •

Maintain high academic and character expectations for you Provide clear and consistent communication about your academic progress Inform your family of relevant policies and tools for tracking your success Provide additional academic support to you when needed or requested Enforce school policies to ensure a safe, nurturing learning environment Collaborate with your family to create a homework routine and academic support plan if needed Attend each Individual Learning Plan meeting Plan, attend, and facilitate each EXPO of student work Model the Guiding Principles when interacting with you, students, staff, and families Are open to student and family feedback

After nine years of experience, it is abundantly clear that you WILL achieve the mission when these promises are fulfilled. It is just as clear that you will NOT achieve the mission without fulfilling your promises. Lighthouse and your family cannot achieve the mission for you. We vigorously coach and support you. But, in the end, you and your attitude are the most important factors in your success.

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Policies and Consequences Absences You must be here to learn. Your most basic responsibility is to make sure you are here, on-time, everyday. • Parents must call Lighthouse if you are going to be late, tardy, or leave early • Arriving more than thirty minutes late will be considered an absence • Cutting classes will result in an office referral and obligation to make-up the class time missed; repeated skipping will result in a parent conference and further consequences • Absences will be analyzed every quarter. If you have more than four absences (including more than 30 minutes late) in any quarter without an official notice from a doctor, you and your parent/guardian will be required to attend a truancy prevention workshop at Lighthouse on an assigned Saturday. If you do not attend the truancy prevention workshop at Lighthouse, you and your parent/guardian will be reported to Truancy Court. Truancy court can then assign you fines and community service. • For the entire year, the consequences for unexcused absences and tardies are as follows: Unexcused Absences Ten (10) Fifteen (15) Twenty (20)

Consequence First Official Notice From the School Second Official Notice From the School Student may be retained at their current grade level for the following year or will be dismissed from the school.

Unexcused Tardies Ten (10) Fifteen (15) Twenty (20)

Consequence First Official Notice From the School Second Official Notice From the School Student may be retained at their current grade level for the following year or will be dismissed from the school.

Copying, Cheating, or Plagarizing When you copy or cheat, you not only deceive your teachers, but you hurt yourself. You will be treated just as harshly if you help others cheat by giving them your work. There is no room for cheating at Lighthouse because it prepares you for failure as opposed to success. 1st Offense – Suspension and work will never be assessed 14


2nd Offense – Suspension, parent meeting and work will never be assessed 3rd Offense - Possible retention Nutrition The learning that you will be engaging is going to demand that you are well rested and fed. Hot Cheetos and Coke will not help you achieve the mission. You need to: • Eat a healthy breakfast before school • Eat snacks throughout the day • Drink water throughout the day • Take advantage of Revolution Foods and eat a healthy lunch every day • Get permission to eat or drink during class – drinking water is always allowed and you must have your own water bottle Uniforms This is Oakland and your safety comes before anything else. That is why we have a uniform and that is why we will continue to have a uniform. You have a priority problem if you are more worried about what hat to wear than about what college you are going to attend. Uniform expectations are: LIGHTHOUSE COMMUNITY CHARTER SCHOOL (K-8) UNIFORM Boys Girls TOP LCCS Shirt: LCCS Shirt: Forest Green Polo-style shirt or T- Forest Green Polo-style shirt or Tshirt with LCCS logo. LCCS shirt with LCCS logo. LCCS Soccer Soccer or Fitness shirts. or Fitness shirts. BOTTOM Khaki (cotton twill) Khaki Pants, Skirt (to the knee), Pants or Shorts to the knee Jumper, Shorts to the knee SHOES Rubber bottom, flat soled shoes Rubber bottom, flat soled shoes LIGHTHOUSE COMMUNITY CHARTER HIGH SCHOOL (9 –12) UNIFORM Boys Girls TOP LCCS Shirt: LCCS Shirt: White T-shirt with LCCHS logo. White T-shirt with LCCHS logo. Black, gray, or white sweatshirts Black, gray, or white sweatshirts with the LCCS logo. LCCS with the LCCS logo. LCCS Soccer Soccer or Fitness shirts. NO or Fitness shirts. NO patches. patches. BOTTOM Black or Blue Jean Pants (no Black or Blue Jean Pants (no 15


SHOES

patches, pajama pants, no sagging, or other lettering) Rubber bottom, flat soled shoes

patches, pajama pants, no sagging, or other lettering) Rubber bottom, flat soled shoes

Uniforms (continued) • You will not be allowed into class without being in uniform • Parents will be contacted to bring the uniform to school so that you may enter class • The uniform must be worn throughout the school day and whenever in the building (whether before or after school) • You are to enter and leave the school in uniform • Changing clothes at school, unless for a school sponsored activity, is not allowed • No sweat pants. No head wear of any kind, including hats (unless outside for sun protection or Lighthouse hats), headbands, and handkerchiefs for both genders. • No red or blue shoes or accessories that an adult would consider “gang related” • Undershirts must match the color of the top shirt or be white • Specially designed or Lighthouse affiliated shirts must be approved by administrative staff before being worn to school (e.g. a Youth Roots t-shirt) Uniforms must be kept neat and clean at all times and must fit appropriately. Specific requirements are listed below: • Pants must be appropriate size • Skirts and shorts must not be shorter than four inches above the knee. • Pants must be worn at the waist – No Sagging. • Shirts must fit appropriately--neither too small or too big. Consequences for Being Out of Uniform Students will not get into class until in uniform. If parents/guardians are able to bring the uniform to school then the student will be able to go to class. Or, if the student is only missing a Lighthouse shirt they can choose to buy one and then go to class. Cash is required, no IOUs. Please let us know if there are extenuating circumstances that are preventing students from being in uniform, please let Arlene know as soon as possible.

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Cell Phones Grade 7th & 8th 9th-12th

When can it be out? Never

Consequence if policy is violated •Phone taken •Parent called. Lunch •Phone returned to parent/guardian. At no time should your phone be visible within the school building. Not before school or after school. If out – it’s taken!

PSPs or Other Personal Game Systems Level 7th–12th

When can it be out?

Consequence if policy is violated •Device taken Never •Parent called. • Device returned to parent/guardian. At no time should your device be visible within the school building. Not before school or after school. If out – it’s taken!

iPods or other MP3 Players Level 7th & 8th 9th-12th

When can it be out? Never

Consequence if policy is violated • Device taken •Parent called. Lunch • Device returned to parent/guardian. Teachers may give discretion for MP3 use at different times.

One important note – while we have a strong community – that does not mean that students do not make bad choices. If you bring a $300 phone to school – it is at risk of being taken. Be smart – keep the phone in a safe space, never leave it unattended, and don’t tell everyone about your expensive gear. We cannot devote time to tracking down electronics you bring to school and that go missing – so be smart.

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If You Don’t Have Evidence of Readiness – You Will Not Pass RETENTION Lighthouse’s mission is to get you to and through college. You will not advance grade levels if you are not academically ready. You are academically ready when you Meet Learning Targets. Retention at Lighthouse is not necessarily punitive. If you came to us with low skills from your previous school – it is probably best to take another year to develop yourself. In order to advance – you must meet the following criteria: Grade Level

Expectations

7th

Meet at least 70% of Learning Targets

8th

Meet at least 70% of Learning Targets Complete Passage Requirements

9th

Meet at least 60% of Learning Targets in Humanities Meet at least 60% of Learning Targets in Math Meet at least 60% of Learning Targets in Humanities

10th

Meet at least 60% of Learning Targets in Math or Science Complete Passage Requirements Meet at least 60% of Learning Targets in Humanities

11th

Meet at least 60% of Learning Targets in Math or Science Complete Internship Requirements Meet at least 60% of Learning Targets in Humanities

12th

Meet at least 60% of Learning Targets in Math or Science Competed ALL A-G Requirements Complete Senior Project Requirements

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LIGHTHOUSE’S GENERAL CONSEQUENCE LADDER If for some reason you are not able to meet the behavioral expectations of Lighthouse, you will be given the opportunity to reflect upon and adjust your behavior. Redirection and Choice • Teachers clearly identifies a student behavior that needs to change • Teachers provide the student a space to reflect on his/her actions while not disturbing the flow of learning • Students choose to change behavior If you are unable to choose to alter your behavior to meet the expectations that will help both you and your class, then you will be referred to Mr. Sexton for behavior intervention and modification. The following sequence will be followed for all referrals.

Referral 1-2

School Action

Family Action

• Family meets with teacher after school • Referring teacher calls family • Student will not return to class if family • Teacher meets with family afterschool does not meet with teacher

3

• Referring Teacher Calls Home • Mr. Sexton meets with family to develop behavior modification plan

• Family meets with Mr. Sexton to develop behavior modification plan • Student will not return to class if family does not meet with Mr. Sexton

4

• Referring Teacher Calls Home • Mr. Sexton meets with family • Student suspended

• Family meets with Mr. Sexton after suspension • Student will not return to class if family does not meet with Mr. Sexton

• Referring Teacher Calls Home • Mr. Sexton and teacher meet with family afterschool

• Family meets with teacher and Mr. Sexton after school • Student will not return to class if family does not meet with teacher

• Referring Teacher Calls Home • Mr. Sexton meets with family and grade level team • Student suspended

• Family meets with Mr. Sexton and grade level team after suspension • Student will not return to class if family does not meet with Mr. Sexton

5-7

8

• Students will be conditionally enrolled after receiving 8 th referral. • Conditional enrollment plan will detail future consequences. • Future consequences include possible student expulsion.

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Detailed Suspension and Expulsion Policies The following behaviors may result in immediate suspension: • Causing, attempting to cause, or threatening to cause physical harm to another person. • Fighting • Biting • Forgery • Disrupting school activities • Defying the valid authority of a teacher, administrator, or other adult at the school • Stealing or attempting to steal school or private property. • Committing an obscene act or engaging in habitual profanity or vulgarity • Sexual harassment, advances, request for sexual favors, or other verbal, visual, or physical conduct of a sexual nature. • Using hate language • Violating the Walking Policy or any Field Trip policy • Receiving a fourth office referral Depending on the violation and situation, suspensions may be done in school or at home. If a child is suspended, the parent/guardian will be called and a letter will be sent home with the child stating the violation and where the suspension is to take place. Regardless of where the suspension is to take place, a student who receives a suspension notice, will be required to return home for the remainder of the day on which the violation is made. For an in-school suspension, the student will report to school the next day, but the student will remain in the office for the day. For an at-home, the student is to not report to school the next day. Upon a student’s third suspension in one year, the student will be referred to the Student Study Team. The Student Study Team, made up of one director, the student’s teacher, the referring teacher (if applicable), and any outside consultants necessary (school psychologist, etc.) will meet to devise an intervention plan for the student. The Student Study Team reserves the right to refer the student to the LCCS Board of Directors for an expulsion hearing. Upon a student’s fourth suspension in one year, the student will be referred to the LCCS Board of Directors for an expulsion hearing. Expulsion Students may be suspended or expelled for any of the following acts when it is determined the pupil: • Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force or violence upon the person of another, except in selfdefense. • Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Director/Administrator or designee’s concurrence. • Unlawfully possessed, used, sold or otherwise furnished, or was under the influence 20


• • • • • • • • • • •

• • • •

of, any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. Committed or attempted to commit robbery or extortion. Caused or attempted to cause damage to school property or private property. Stole or attempted to steal school property or private property. Possessed or used tobacco or any products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets. Committed an obscene act or engaged in habitual profanity or vulgarity. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code 11014.5 Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties. Knowingly received stolen school property or private property. Possessed an imitation firearm, i.e., a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. Committed or attempted to commit a sexual assault as defined in Penal Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4. Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. Made terrorist threats against school officials and/or school property. Committed sexual harassment. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence. Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder, and invading student rights by creating an intimidating or hostile educational environment.

Students must be expelled for any of the following acts when it is determined the pupil: • Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Director/Administrator or designee’s concurrence. • Brandished a knife at another person. • Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage or intoxicant 21


• •

of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. Committed or attempted to commit a sexual assault as defined in Penal Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4. Possessed an explosive.

The above list is not exhaustive and depending upon the offense, a pupil may be suspended or expelled for misconduct not specified above. Alternatives to suspension or expulsion will first be attempted with students who are truant, tardy, or otherwise absent from assigned school activities. Expulsion Procedures Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30) school days after the Director or designee determines that the Pupil has committed an expellable offense. The expulsion hearing will be presided over by the Board President or the cchair of an Administrative Panel. In the event a Panel hears the case, it will make a recommendation to the Board for aThe Administrative Panel will make the final decision whether to expel. The hearing shall be held in closed session unless the pupil makes a written request for a public hearing three (3) days prior to the hearing. Written notice of the hearing shall be forwarded to the student and the student’s parent/guardian at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be deemed served upon the pupil. The notice shall include: • The date and place of the expulsion hearing • A statement of the specific facts, charges and offenses upon which the proposed expulsion is based • A copy of the School’s disciplinary rules which relate to the alleged violation; • Notification of the student’s or parent/guardian’s obligation to provide information about the student’s status at the school to any other school district or school to which the student seeks enrollment • The opportunity for the student or the student’s parent/guardian to appear in person or to employ and be represented by counsel or an advocate • The right to inspect and obtain copies of all documents to be used at the hearing • The opportunity to confront and question all witnesses who testify at the hearing • The opportunity to question all evidence presented and to present oral and documentary evidence on the student’s behalf including witnesses. Record of Hearing A record of the hearing shall be made and may be maintained by any means, including electronic recording, as long as a reasonably accurate and complete written transcription of the proceedings can be made. Presentation of Evidence While technical rules of evidence do not apply to expulsion hearings, evidence may 22


be admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of serious affairs. A recommendation by the Administrative Panel to expel must be supported by substantial evidence that the student committed an expellable offense. Findings of fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible, no decision to expel shall be based solely on hearsay, and sworn declarations may be admitted as testimony from witnesses of whom the Board, Panel or designee determines that disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm. If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the charge is committing or attempting to commit a sexual assault or committing a sexual battery as defined in Education Code Section 48900, a complaining witness shall have the right to have his or her testimony heard in a session closed to the public. The decision of the Board of DirectorsAdministrative Panel shall be in the form of a written recommendation to the Board who will make a final determination regarding the expulsionstatement setting forth the Administrative Panel’s findings of fact. The final decision by the Board Administrative Panel shall be made within ten (10) school days following the conclusion of the hearing. Written Notice to Expel The Director or designee following a decision of the Board Administrative Panel to expel shall send written notice of the decision to expel, including the Board’s Administrative Panel’s findings of fact, to the student or parent/guardian. This notice shall include the following: • Notice of the specific offense committed by the student.. • Notice of the student’s or parent/guardian’s obligation to inform any new district or public or private school in which the student seeks to enroll of the student’s status with the School. The Director or designee shall send written notice of the decision to expel to the Student’s District of residence and the County Office of Education. This notice shall include the following: • The student’s name • The specific expellable offense committed by the student. Disciplinary Records The School shall maintain records of all student suspensions and expulsions at the School. Such records shall be made available for the school district’s review upon request. Expelled Pupils/Alternative Education Pupils who are expelled shall be responsible for seeking alternative education programs including but not limited to programs within the County or their school district of residence. Rehabilitation Plans Students who are expelled from the School shall be given a rehabilitation plan upon expulsion as developed by the Board Directors at the time of the expulsion order, which 23


may include, but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to the School for readmission. Readmission The decision to readmit a pupil or to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the Board Administrative Panel following a meeting with the Director and the pupil and guardian or representative, to determine whether the pupil has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Director shall make a recommendation to the Board Administrative Panel following the meeting regarding his or her determination. The pupil’s readmission is also contingent upon the School’s capacity at the time the student seeks readmission or admission.

24


SCHOOL CONTACT INFORMATION Name / Role

Phone Number

Stephen Sexton Director of Secondary Programs Arlene Aldrette 9-12 Administrative Assistant

510-562-8225 510-681-8525 510-562-8225

Email steve@lighthousecharter.org

arlene@lighthousecharter.org

Your Crew Leader Your Humanities Teacher Your Math Teacher Your Science Teacher Your Art Teacher Your Fitness Teacher Grade Level Informative Websites 7th Grade

https://sites.google.com/a/lighthousecharter.org/7th

8th Grade

https://sites.google.com/a/lighthousecharter.org/8th

9th Grade

https://sites.google.com/a/lighthousecharter.org/9th

10th Grade

https://sites.google.com/a/lighthousecharter.org/10th

11th Grade

https://sites.google.com/a/lighthousecharter.org/11th

12th Grade

https://sites.google.com/a/lighthousecharter.org/12th

25


MANAGING YOUR LEARNING TARGET PERCENTAGE Lighthouse provides you with access to your Learning Target percentages at ALL times. In addition – Lighthouse provides you with detailed evidence of work that is meeting or not meeting expectations. You must use all of this information to advocate for yourself to pass and attain the highest percentage possible. Your Crew Leader will help you access your gradebook the first time. You should record your user name and password below. Additionally – you will periodically update your percentages in crew using the table below to record the results.

Gradebook URL: http://lighthouse.ease-equity.org/ Your EASE Username: Your EASE Password: Learning Target Percentages Over Time Week of: Humanities Math Science

Your COMPUTER Username: Your COMPUTER Password:

26

Art

Fitness

Crew


ILP DATA TRACKER - OCTOBER Learning Target Percentages (7-8 Passing > 70% and 9-12 Passing >60%) October January

March

Humanities Math Science Art Fitness Crew

Interim Assessment Results October

January

Language Arts Math

October ILP Goal

Strategies

Strategies October ILP Goal

October ILP Goal

Strategies

27

March


ILP DATA TRACKER - JANUARY Learning Target Percentages (7-8 Passing > 70% and 9-12 Passing >60%) October January

March

Humanities Math Science Art Fitness Crew

Interim Assessment Results October

January

Language Arts Math

January ILP Goal

Strategies

January ILP Goal

Strategies

January ILP Goal

Strategies

28

March


ILP DATA TRACKER - MARCH Learning Target Percentages (7-8 Passing > 70% and 9-12 Passing >60%) October January

March

Humanities Math Science Art Fitness Crew

Interim Assessment Results October

January

Language Arts Math

March ILP Goal

Strategies

March ILP Goal

Strategies

March ILP Goal

Strategies

29

March


IMPORTANT STUDENT CALENDAR DATES Important Dates First Day of Classes for Students

August 16, 2010

First Day of After School Program

August 23, 2010

Back to School Night (Mandatory Parent Event)

August 31, 2010

Labor Day Holiday (No School)

September 6, 2010

Fall Intersession (School Closed/Paid Childcare Avail) ILP Meetings (Mandatory Student / Parent Event) School Holiday

October 11 - 14, 2010 October 11 & 12, 2010 October 15, 2010

Veterans' Day Holiday (No School)

November 11, 2010

Thanksgiving Holiday (No School)

November 22 - 26, 2010

Winter EXPO (Mandatory Parent Event)

December 15, 2010

Winter Recess (No School)

Dec. 20, 2010 – Jan. 2, 2011

Winter Intersession (School Closed/Paid Childcare Avail) ILP Meetings (Mandatory Student / Parent Event)

January 3 - 7, 2011 January 6 & 7, 2011

School Resumes

January 10, 2011

Martin L. King, Jr. Day Holiday (No School)

January 17, 2011

President’s Day Holiday (No School)

February 21, 2011

Spring Intersession (School Closed/Paid Childcare Avail)

March 21 – 24, 2011

ILP Meetings (Mandatory Student / Parent Event)

March 21 & 22, 2011

Spring Recess (No School)

March 25 - 31, 2011

Cesar Chavez Day Holiday (No School/No Childcare) Memorial Day Holiday (No School)

April 1, 2011 May 30, 2011

Spring EXPO (Mandatory Parent Event)

June 8, 2011

Last Day of After School Program

June 10, 2011

Passage Presentations (Minimum Days)

June 13 – 17, 2011

Last Day of Classes for Students

June 17, 2011

30


ACKNOWLEDGMENT OF STUDENT HANDBOOK I understand and agree that I have read and will comply with the LCCS Student Handbook.

_______________________________ Parent/Guardian’s Printed Name

____________________________ Student’s Printed Name

_______________________________ Parent/Guardian’s Signature

____________________________ Student’s Signature

_______________________________ Date

31

LCCS Student Family Handbook 10-11  

dLCCS StudeLCCS Student Family Handbook 10-11