LCCS Student Family Handbook 10-11

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.

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.



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


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



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



place

Create documents

with Microsoft Word


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


provided google

academic calendars

9



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



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



place

Create documents

with Microsoft Word



and analyze data

Create and use

PowerPoint

presentations

Save files to home

folder on school

network


provided gmail

accounts


provided google

academic calendars

Submit work to

teachers and staff via

email

Author and send

professional emails to

secure Passage

interview

10



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



place

Create documents

with Microsoft Word



and analyze data

Create and use

PowerPoint

presentations

Save files to home

folder on school

network


provided gmail

accounts


provided google

academic calendars

Submit work to


email

Use google docs to

collaborate upon and

share documents with

fellow students and

staff

Author and send


secure internships

Register for SAT online

11



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



place

Create documents

with Microsoft Word



and analyze data

Create and use

PowerPoint

presentations

Save files to home

folder on school

network


provided gmail

accounts


provided google

academic calendars

Submit work to


email

Use google docs to

collaborate upon and

share documents with

fellow students and

staff

Author and send


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.

16

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.

17

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



Complete Internship Requirements

12th



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


does not meet with Mr. Sexton

4


Mr. Sexton meets with family

Student suspended

Family meets with Mr. Sexton after

suspension



5-7


Mr. Sexton and teacher meet with

family afterschool

Family meets with teacher and Mr.

Sexton after school


does not meet with teacher

8


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.

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


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"


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


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


Numbering


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 [email protected]

Arlene Aldrette

9-12 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 Websites

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






mailto:[email protected]

mailto:[email protected]

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:

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

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


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%)


Humanities

Math

Science

Art

Fitness

Crew



Language Arts

Math

January ILP Goal Strategies



28

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


Humanities

Math

Science

Art

Fitness

Crew



Language Arts

Math

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

LCCS Student Family Handbook 10-11

Documents

Transcript of LCCS Student Family Handbook 10-11