LCCS Student Family Handbook 10-11

STUDENT HANDBOOK 2010-

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

A Note From Mr. SextonLighthouse 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 Degree7 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.

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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, MIDominican University – Marin, CA

University of San Francisco – San Francisco, CAHoly Names – Oakland, CA

Bethany University - Scotts Valley, CA

UCsBerkeley

DavisSanta Cruz

Cal-StatesMontereyStanislausEast 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 College Ready Skills CharacterYou 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.

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ACADEMICS - LIGHTHOUSE GRADUATION REQUIREMENTSAll 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 coursesA – English B – History C – Mathematics D – Lab Science E – Language F – Art G - Elective

Humanities 9 Humanities

10 Humanities

11 Humanities

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Humanities 9 Humanities

10 Humanities

11 Humanities

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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 Projecto Meeting expectations of one

scholarship application o Meeting expectations of one

summer program applicationo Complete SAT preparation class

Meet expectations of Senior Project. This is defined as meeting 3 of the 4 learning targets: o Written project proposalo Project proposal presentationo 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 Worko Identify 4-8 colleges to which you will apply and reasons why they are a good fit for youo Write compelling personal statements and requests for letters of recommendationo Actively seek out financial aid for collegeo 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

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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 Persistence Goal Setting Study Skills Organization Technology7R1. 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

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8th Grade College Ready SkillsReflection 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.


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




Create and use Excel spreadsheets to collect and analyze data

Create and use PowerPoint presentations

Save files to home folder on school network

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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







Access and use school provided gmail accounts

Access and use school provided google academic calendars

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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


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









Submit work to teachers and staff via email

Author and send professional emails to secure Passage interview

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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)










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

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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)










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

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The Promise to Achieve the MissionThe 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 ConsequencesAbsencesYou 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 ConsequenceTen (10) First Official Notice From the SchoolFifteen (15) Second Official Notice From the SchoolTwenty (20) Student may be retained at their current

grade level for the following year or will be dismissed from the school.

Unexcused Tardies ConsequenceTen (10) First Official Notice From the SchoolFifteen (15) Second Official Notice From the SchoolTwenty (20) Student may be retained at their current

grade level for the following year or will be dismissed from the school.

Copying, Cheating, or PlagarizingWhen 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 assessed2nd Offense – Suspension, parent meeting and work will never be assessed

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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

UniformsThis 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) UNIFORMBoys 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) UNIFORMBoys 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 patches, pajama pants, no

Black or Blue Jean Pants (no patches, pajama pants, no

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sagging, or other lettering) sagging, or other lettering)SHOES Rubber bottom, flat soled

shoesRubber 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 PhonesGrade When can it be out? Consequence if policy is violated

7th & 8th Never •Phone taken•Parent called.

•Phone returned to parent/guardian.9th-12th LunchAt 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 violated7th & 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 Expectations7th Meet at least 70% of Learning Targets

8th Meet at least 70% of Learning TargetsComplete Passage Requirements

9th Meet at least 60% of Learning Targets in HumanitiesMeet at least 60% of Learning Targets in Math

10th

Meet at least 60% of Learning Targets in HumanitiesMeet at least 60% of Learning Targets in Math or

ScienceComplete Passage Requirements

11th


ScienceComplete Internship Requirements

12th


ScienceCompeted 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

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


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


Students will be conditionally enrolled after receiving 8th referral. Conditional enrollment plan will detail future consequences.

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Future consequences include possible student expulsion.

Detailed Suspension and Expulsion PoliciesThe 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.

ExpulsionStudents 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,

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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.

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.

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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.

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 ProceduresStudents 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 HearingA 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.

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Presentation of EvidenceWhile 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 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 ExpelThe 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 RecordsThe 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 EducationPupils 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.

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Rehabilitation PlansStudents 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.

ReadmissionThe 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.

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SCHOOL CONTACT INFORMATION

Name / Role Phone Number Email

Stephen Sexton Director of Secondary Programs

510-562-8225510-681-8525 [email protected]

Arlene Aldrette9-12 Administrative Assistant

510-562-8225 [email protected]

Your Crew Leader

Your Humanities Teacher

Your Math Teacher

Your Science Teacher

Your Art Teacher

Your Fitness Teacher

Grade Level Informative Websites7th Grade https://sites.google.com/a/lighthousecharter.org/7th

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





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mailto:[email protected]

mailto:[email protected]

MANAGING YOUR LEARNING TARGET PERCENTAGELighthouse 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 TimeWeek of: Humanitie

sMath Science Art Fitness Crew

Your COMPUTER Username:

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http://lighthouse.ease-equity.org/

Your COMPUTER Password:

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ILP DATA TRACKER - OCTOBERLearning Target Percentages (7-8 Passing > 70% and 9-12 Passing >60%)

October January MarchHumanities Math Science Art FitnessCrew

Interim Assessment Results October January March

Language ArtsMath

October ILP Goal Strategies

October ILP GoalStrategies

October ILP Goal Strategies

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ILP DATA TRACKER - JANUARYLearning Target Percentages (7-8 Passing > 70% and 9-12 Passing >60%)



Language ArtsMath

January ILP Goal Strategies



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ILP DATA TRACKER - MARCHLearning Target Percentages (7-8 Passing > 70% and 9-12 Passing >60%)



Language ArtsMath

March ILP Goal Strategies



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IMPORTANT STUDENT CALENDAR DATES

Important DatesFirst Day of Classes for Students August 16, 2010First Day of After School Program August 23, 2010Back to School Night (Mandatory Parent Event) August 31, 2010Labor Day Holiday (No School) September 6, 2010Fall Intersession (School Closed/Paid Childcare Avail) October 11 - 14, 2010ILP Meetings (Mandatory Student / Parent Event) October 11 & 12, 2010School Holiday October 15, 2010Veterans' Day Holiday (No School) November 11, 2010Thanksgiving Holiday (No School) November 22 - 26, 2010Winter EXPO (Mandatory Parent Event) December 15, 2010Winter Recess (No School) Dec. 20, 2010 – Jan. 2,

2011Winter Intersession (School Closed/Paid Childcare Avail) January 3 - 7, 2011ILP Meetings (Mandatory Student / Parent Event) January 6 & 7, 2011School Resumes January 10, 2011Martin L. King, Jr. Day Holiday (No School) January 17, 2011President’s Day Holiday (No School) February 21, 2011Spring Intersession (School Closed/Paid Childcare Avail) March 21 – 24, 2011ILP Meetings (Mandatory Student / Parent Event) March 21 & 22, 2011Spring Recess (No School) March 25 - 31, 2011Cesar Chavez Day Holiday (No School/No Childcare) April 1, 2011Memorial Day Holiday (No School) May 30, 2011Spring EXPO (Mandatory Parent Event) June 8, 2011Last Day of After School Program June 10, 2011Passage Presentations (Minimum Days) June 13 – 17, 2011Last Day of Classes for Students June 17, 2011

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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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LCCS Student Family Handbook 10-11

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