LCCS Student Family Handbook 10-11
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1
STUDENT HANDBOOK
2010-11
2
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…
Getting a College Degree No Degree
7 93
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.
3
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
4
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 College Ready Skills Character
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.
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.
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.
5
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 B – History C – Mathematics D – Lab Science E – Language F – Art G - Elective
Humanities 9
Humanities 10
Humanities 11
Humanities 12
Humanities 9
Humanities 10
Humanities 11
Humanities 12
Algebra I
Geometry
Algebra II
Biology
Physics
Chemistry
Spanish I
Spanish II
French I
French II
CC LOTE
Art Earth Science
Robotics
Math Analysis
Statistics
NFTE
CAHSEE Pass both sections of the CAHSEE (English Language Arts and Mathematics)
Lighthouse Specific Requirements 11th Grade 12th 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
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.
6
7th Grade College Ready Skills Reflection Persistence Goal Setting Study Skills Organization Technology
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
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
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.
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
7O1. Regularly write-down
homework for all
classes and cross it
off when done
7O2. Identify where to find
major deadlines in
the classroom
7O3. Regularly write-down
major deadlines
(tests, essays) in their
agendas
7O4. Maintain an
organized binder,
backpack or
notebook that helps
them find work and
notes quickly and
easily.
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
7
8th Grade College Ready Skills
Reflection Persistence Goal Setting Study Skills Organization Technology
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 High-
School Readiness
Essay.
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.
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.
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
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 long-
term 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 long-
term project and
designate daily
tasks/assignments/goals
8O4. Complete and write
down HW without
teacher reminders
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
8
9th Grade College Ready Skills
Reflection Persistence Goal Setting Study Skills Organization Technology
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.)
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. With crew leader
coaching, students
will access EASE to
appropriate short
term academic
goals
9G2. With revision,
students can set
SMART quarterly ILP
goals that reflect
their prioritized areas
of growth
9G3. Students will
differentiate
between short and
long term goals
(weeklong HW v.
nightly HW) via crew
coaching
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
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
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
9
10th Grade College Ready Skills
Reflection Persistence Goal Setting Study Skills Organization Technology
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.
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).
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.
10S1. Set up and use study
groups in content
classes
10S2. Study sufficiently and
effectively before a
test (i.e. not
cramming)
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
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
Author and send
professional emails to
secure Passage
interview
10
11th Grade College Ready Skills
Reflection Persistence Goal Setting Study Skills Organization Technology
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
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
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
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
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)
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
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
11
12th Grade College Ready Skills
Reflection Persistence Goal Setting Study Skills Organization Technology
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
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
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
12S1. Research effectively in-
class
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)
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
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
12
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.
13
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 Consequence
Ten (10) First Official Notice From the School
Fifteen (15) Second Official Notice From the School
Twenty (20) Student may be retained at their current
grade level for the following year or will be
dismissed from the school.
Unexcused Tardies Consequence
Ten (10) First Official Notice From the School
Fifteen (15) Second Official Notice From the School
Twenty (20) 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:
Forest Green Polo-style shirt or T-
shirt with LCCS logo. LCCS
Soccer or Fitness shirts.
LCCS Shirt:
Forest Green Polo-style shirt or T-
shirt with LCCS logo. LCCS Soccer
or Fitness shirts.
BOTTOM Khaki (cotton twill)
Pants or Shorts to the knee
Khaki Pants, Skirt (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:
White T-shirt with LCCHS logo.
Black, gray, or white sweatshirts
with the LCCS logo. LCCS
Soccer or Fitness shirts. NO
patches.
LCCS Shirt:
White T-shirt with LCCHS logo.
Black, gray, or white sweatshirts
with the LCCS logo. LCCS Soccer
or Fitness shirts. NO patches.
BOTTOM Black or Blue Jean Pants (no Black or Blue Jean Pants (no
15
patches, pajama pants, no
sagging, or other lettering)
patches, pajama pants, no
sagging, or other lettering)
SHOES Rubber bottom, flat soled shoes 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 When can it be out? Consequence if policy is violated
7th & 8th Never •Phone taken
•Parent called.
•Phone returned to parent/guardian. 9th-12th Lunch
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 When can it be out? Consequence if policy is violated
7th–12th Never
•Device taken
•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 When can it be out? Consequence if policy is violated
7th & 8th Never • Device taken
•Parent called.
• Device returned to parent/guardian. 9th-12th Lunch
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
10th
Meet at least 60% of Learning Targets in Humanities
Meet at least 60% of Learning Targets in Math or Science
Complete Passage Requirements
11th
Meet at least 60% of Learning Targets in Humanities
Meet at least 60% of Learning Targets in Math or Science
Complete Internship Requirements
12th
Meet at least 60% of Learning Targets in Humanities
Meet at least 60% of Learning Targets in Math or Science
Competed ALL A-G Requirements
Complete Senior Project Requirements
18
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 School Action Family Action
1-2 Referring teacher calls family
Teacher meets with family afterschool
Family meets with teacher after school
Student will not return to class if family
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
5-7
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
8
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
Students will be conditionally enrolled after receiving 8th referral.
Conditional enrollment plan will detail future consequences.
Future consequences include possible student expulsion.
19
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 self-defense.
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 of, any
controlled substance as defined in Health and Safety Code 11053-11058, alcoholic
beverage, or intoxicant of any kind.
Formatted: Bullets and
Numbering
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Numbering
20
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 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.
Formatted: Indent: Left: 0.5"
Formatted: Bullets and
Numbering
21
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
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
Formatted: Bullets and
Numbering
22
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
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
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Numbering
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Numbering
23
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 Email
Stephen Sexton
Director of Secondary
Programs
510-562-8225
510-681-8525 steve@lighthousecharter.org
Arlene Aldrette
9-12 Administrative Assistant 510-562-8225 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 Art Fitness Crew
Your COMPUTER Username:
Your COMPUTER Password:
26
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 March
Language Arts
Math
October ILP Goal Strategies
October ILP Goal
Strategies
October ILP Goal Strategies
27
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 March
Language Arts
Math
January ILP Goal Strategies
January ILP Goal Strategies
January ILP Goal Strategies
28
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 March
Language Arts
Math
March ILP Goal Strategies
March ILP Goal Strategies
March ILP Goal Strategies
29
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) October 11 - 14, 2010
ILP Meetings (Mandatory Student / Parent Event) October 11 & 12, 2010
School Holiday 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) January 3 - 7, 2011
ILP Meetings (Mandatory Student / Parent Event) 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) April 1, 2011
Memorial Day Holiday (No School) 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
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