Leadership Public Schools Richmond 

2018-2019  Student & Family Handbook 

Table of Contents Pages

School Overview Mission Results

3

Family Partnership Opportunities for involvement

Home Visits Back to School Night Family Conferences & Family Resource Fair Coffee with the Counselors Midway to College Senior Commitment Night

Who families should contact & how Updating Parent/Guardian Contact Information

3 - 5

Schedule and Expectations Calendar & Bell Schedule Arrival, Passing Period & Dismissal School Visitor Policy Enrollment Policy Attendance & Tardies

Attendance Planned Extended Absences Tardies Appeals Process

Health & Medication Policies

6 - 10

Student Culture Extra-curricular Activities

Dances After-School Clubs & Events Peer Leaders and Family Meeting Leaders Summer Programs

Traditions 9th Grade Leadership Retreat Family Meeting Fall Feast College, Career and Community Leadership Week

Athletic Program Sports Offered Athletic Eligibility

Career & Community Leadership 10th Grade Community Leadership Conference 11th Grade Interview Day 12th Grade Job Shadow

Advisory Program Mental Health Computer Technology

11 - 16

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Table of Contents Pages

Student Culture, continued Chromebook Use Policy Internet and Email Use Technology Norms

11 - 16

Academic Policies Graduation Requirements Scheduling and Schedule Change Requests Grading

Grading Systems Letter Grades and GPA Academic Integrity & Plagiarism

Remediation Academic Support Resources

Tutorial Homework Center Office Hours Student Support Team (SST)

Academic Recognition Dean's List Graduating with Honors

Standardized Testing

16 - 21

School Expectations Philosophy Honor Code Rules & Expectations Closed Campus Policy Electronics Policy Locker Use Policy Dress Code Policy Consequences

In Class Consequences Out of Class Consequences

Suspensions & Expulsions

22 - 26

Appendices A. 2018 - 2019 School Calendar B. LPS Richmond Staff Directory C. Leadership Public Schools Admissions & Enrollment Policy D. Suspensions and Expulsions E. Non-discrimination Statement F. Technology and Internet Use Agreement G. Attendance and Tardy Policies

27 - 33

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SCHOOL OVERVIEW

Mission

Mission goes here Mission goes here Mission goes here Mission goes here Mission goes here Results Results go here Results go here Results go here Results go here Results go here

FAMILY PARTNERSHIP Opportunities for involvement We believe that families play a critical role in the success of students at LPS Richmond. Parents and guardians have rich insight into their child’s unique needs, talents and interests. We encourage families to initiate communication with our school in order to share any information that they believe will help us increase student success. We seek to work collaboratively with families to support students in becoming future leaders who are college and career ready. There are many opportunities for family involvement that exist at LPS Richmond. If you find that you have a concern or question which is not addressed through one of the traditional events listed here, please reach out to the School Manager, who can put you in contact with the appropriate individual(s). We welcome your feedback! Home Visits The purpose of Home Visits is to welcome and orient our incoming 9th grade students to the LPS Richmond community, while getting to know the hopes and dreams of our incoming students and their families. Upon being granted a spot at LPS Richmond through the Lottery, incoming 9th grade students and their families sign up for a Home Visit time slot. Home Visits are conducted by current staff members and student ambassadors, who visit the homes of incoming students. Each Home Visit lasts approximately 30 minutes in length. It is expected that all incoming 9th grade students and families participate in Home Visits. Back to School Night Back to School Night is traditionally held within the first month of school, in mid-September. During this time, we invite all parents and guardians to visit our school campus and meet all of their student’s teachers. Families have an opportunity to receive each teacher’s contact information, as well as to learn about the syllabus and expectations for the course. Family Conferences Twice each year (once in the fall semester and once in the spring semester), all students participate in Family Conferences. The purpose of these student-led Conferences is to share progress about students’ goals to their

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family members, while also empowering students to advocate for their needs and practice public speaking skills. Students are given guidance and preparation within Advisories in the weeks leading up to Family Conferences. Advisors attend Family Conferences to answer any questions that parents might have; however, students are the leaders of their own Conferences. It is expected that all families participate in Family Conferences. Coffee with the Counselors Coffee with the Counselors events are held on the 1st Wednesday of every month. Hosted by the guidance and mental health counselors, these events allow parents a safe space to gather and discuss relevant topics. Previous topics include: school-wide expectations, campus safety procedures, promoting a growth mindset at home, the stages of adolescent development, etc. Midway to College Midway to College is an event for families with students in the 10th grade hosted by our College Counselors. During this event, families have the opportunity to learn more about the college application process and specific actions they can take in the next 1-2 years to ensure that their students are prepared for the college transition. Senior Commitment Night Senior Commitment Night occurs within the last month of senior year. During this event, which is hosted by our College Counselors, students have the opportunity to celebrate their post-secondary plans as a grade level. Students are able to declare their college choices with the support of their parents, guardians, teachers and advisors. Who families should contact & how

If you have a question, concern or feedback about:

You should contact: Method:

● General inquiries ● Student attendance ● Parent & family communication ● Meal program or meal balances ● Transcripts ● Parent volunteering

Main Office Ximena Montes, School Manager

(510) 235-4522 xmontes@leadps.org

● Student enrollment ● Transfer student enrollment and

paperwork

Yenzy Padilla & Angeles Ortega, Enrollment Coordinators

ypadilla@leadps.org (510) 235-4522 ext. 401

● Questions about course content or individual grades

● Performance in academic class

Your student’s classroom teacher See Appendix B (Staff Directory)

● Individualized Education Plan (IEP) Education Specialist Department rsp@leadps.org (510) 235-4522 ext. 475

● Student well-being ● Mental Health supports and services ● 504 Accommodation plan

Jessica Krivoy, 9th & 10th Grade Student Support Coordinator

jkrivoy@leadps.org (510) 235-4522 ext. 424

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● Referrals for intervention, special education or accommodations

● Questions about schedule or graduation eligibility

Emma Rutland, 11th & 12th Grade Student Support Coordinator

erutland@leadps.org (510) 235-4522 ext. 456

● Sports games and practices ● Athletic eligibility

Daniery Rosario, Athletic Director drosario@leadps.org (510) 235-4522 ext. 405

● Summer programs Jessica Lopez, Summer Programs Coordinator

jlopez@leadps.org (510) 235-4522 ext. 445

● College application process Angelina Sanchez and Gabriela Wyatt, College Counselors

gwyatt@leadps.org (510) 235-4522 ext. 464 asanchez@leadps.org (510) 235-4522 ext. 448

● School culture ● Disciplinary situations ● Overall student or parent experience

Lauren Peterson, 9th & 10th Grade Dean of Students Janelle Marker, 11th & 12th Grade Dean of Students

lpeterson@leadps.org 510-235-4522 ext 403 jmarker@leadps.org 510-235-4522 ext 457

● Academic model ● Grading practices

Katherine Hendrickson, Academic Dean

khendrickson@leadps.org (510) 235-4522 ext. 406

● Technology Use Policy ● Chromebook Repair

Vinod Sahani, Technology Coordinator

vsahani@leadps.org (510) 235-4522 ext. ???

● Leadership Public Schools organization-wide practices & policies

● Media inquiries and commentary

Shawn Benjamin, Principal sbenjamin@leadps.org

Updating Parent/Guardian Contact Information Every summer, students at LPS Richmond will receive a form by mail where their most updated parent & guardian contact information is listed. If the contact information is no longer accurate, families are asked to return an updated form to the school at the start of the next school year. If there is a change to address or change of emergency contact information throughout the school year, parents and guardians can update this information by coming to the main office in person. It is imperative that parents and guardians keep the school updated as soon as there is a change, in case of emergency.

SCHEDULE AND EXPECTATIONS Calendar & Bell Schedule A school calendar is mailed home twice a year. Events can also be found on our website at

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http://www.leadps.org/richmond/. At LPS Richmond, every moment of the day is designed to help us meet our mission and build our school community. There are distinct bell schedules, based on the needs of our school at various points of the year or to accommodate holidays. In most cases, our bell schedule is as follows: Five-day week bell schedule:

Monday Tuesday Wednesday Thursday Friday

Advisory 8:30 - 9:00 Block 1 8:30 - 10:10 Block 2 8:30 - 10:10 Block 1 8:30 - 10:10 Block 2 8:30 - 10:10

Period 1 9:05 - 10:00 Passing 10:10 - 10:20 Passing 10:10 - 10:20 Passing 10:10 - 10:20 Passing 10:10 - 10:20

Period 2 10:05 - 11:00 Block 3 10:20 - 12:05 Block 4 10:20 - 12:05 Block 3 10:20 - 12:05 Block 4 10:20 - 12:05

Period 3 11:05 - 12:05 Lunch 12:05 - 12:40 Lunch 12:05 - 12:40 Lunch 12:05 - 12:40 Lunch 12:05 - 12:40

Lunch 12:05 - 12:40 Tutorial 12:45 - 1:25 Tutorial 12:45 - 1:25 Tutorial 12:45 - 1:25 Advisory & Family Meeting (FM)

12:45 - 1:15

Period 4 12:45 - 1:40 Block 5 1:30 - 3:15 Block 6 1:30 - 3:15 Block 5 1:30 - 3:15 1:20 - 1:50

Period 5 1:45 - 2:40 Passing 1:50 - 2:00

Period 6 2:45 - 3:45 Block 6 2:00 - 3:45

Four-day week bell schedule:

Day 1 Day 2 Day 3 Day 4

Advisory 8:30 - 9:00 Period 2 8:30 - 10:10 Period 1 8:30 - 10:10 Advisory 8:30 - 9:00

Period 1 9:05 - 10:45 Passing 10:10 - 10:20 Passing 10:10 - 10:20 Period 2 9:05 - 10:45

Passing 10:45 - 10:55 Period 4 10:20 - 12:05 Period 3 10:20 - 12:05 Passing 10:45 - 10:55

Period 3 10:55 - 12:40 Lunch 12:05 - 12:40 Lunch 12:05 - 12:40 Period 4 10:55 - 12:40

Lunch 12:40 - 1:15 Tutorial 12:45 - 1:25 Tutorial 12:45 - 1:25 Lunch 12:40 - 1:15

Tutorial 1:20 - 1:55 Period 6 1:30 - 3:15 Period 5 1:30 - 3:15 Tutorial 1:20 - 1:55

Period 5 2:00 - 3:45 Period 6 2:00 - 3:45

Changes to any release times will be communicated with families through an automated phone message in English and Spanish, at least one week in advance. This service is offered in both English and Spanish. Arrival, Passing Periods/Transitions and Dismissal At LPS Richmond, we expect students to manage themselves and each other throughout the day, including in unstructured times such as arrival and dismissal. We honor that relationships are often built during times when students are able to bond over similar interests & have fun. Our #1 priority is that students are safe at LPS Richmond. Arrival

● Our building opens for students at 7:30 a.m. ● If students arrive before 8:00 a.m., we expect them to greet the administrator on duty and stay in the

cafeteria until 8:00 a.m. Students are also expected to visually show their dress code clothing if it is not clearly visible.

● At 8:00 a.m., the building is open for general student use. It is expected that any student arriving at or

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after this time will greet the administrators at the front door with a handshake before entering the building, and will actively show their dress code clothing.

● ALL individuals must only use the front door to enter school. Entry through the 8th Street Gate is not allowed at any time.

Passing Periods & Transitions

● When students are moving in the halls of the school between classes or in other transitions, they are expected to walk and speak at a conversational volume level.

● No horseplay, roughhousing or sports are allowed inside the school building at any time. ● In order to be marked “on time”, students are expected to be in their assigned class before the bell

rings. In some cases, teachers may require students to be sitting in their assigned seats before the bell in order to be marked “on time”.

Dismissal

● Students are expected to stay on campus until they are dismissed from school, either by the bell at the end of the day OR with an Early Release Form completed by parent/guardian in the main office.

● Students who leave campus early or who do not complete an Early Release Form are considered skipping and will face the appropriate consequences for this action, such as an after-school detention.

● After school ends, students are allowed to stay on campus for 15 minutes to gather their belongings. After that time, all students must exit the building unless they are in a supervised school activity, such as a club meeting, a sports practice or working in a teacher’s classroom. If students are not in a supervised school activity, they will be asked to leave the building and wait on Bissell Street until they are able to get home.

We ask that parents and guardians refrain from picking their students up before the end of the school day, unless it is for an emergency. If possible, we ask that parents and guardians schedule medical appointments outside of school hours. School Visitor Policy The safety of our students and staff is of the utmost importance. The exterior doors are locked during school hours. Visitors must ring the doorbell and are then buzzed into the building after their image is captured on the security cameras. Under no circumstances should any entrance to the school (front door or side gate) be opened by students to allow individuals onto campus. It is important that we continue to keep LPS Richmond a safe school by knowing exactly who is on campus and why. Students who open an entrance to school and allow individuals onto campus will be subject to disciplinary action. All visitors are asked to check in with the Main Office in order to sign in and receive a visitor’s badge. We do not allow visitors to enter the classroom areas without prior arrangement. Outside visitors must set up appointments through the School Manager. Parents who wish to visit classrooms must notify teachers at least a day in advance. Office staff can assist with scheduling of parent class visits. Electronic listening or recording devices are not allowed without informing the Principal in advance. Alumni who need to meet with the College Counselors or the Alumni Coordinator must also sign in at the Main Office before visiting the College Center. Alumni are not allowed anywhere but the College Center during school hours. If they wish to visit a teacher they must do so after school hours. Enrollment Policy Applications are available online through the Enroll WCC website between November 1st and February 16th. Paper applications are not accepted but a chromebook designated exclusively for enrollment is kept in the office for parents who want a staff member to sit down and help them complete the application. Families must identify the priorities that they wish to be considered for. Please note that only 9th graders are selected based

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on priorities. Upperclassmen who want to be considered for enrollment must fill out an application each year (they do not roll over), and a separate lottery is run for them through Schoolmint. Between February 16th and the date of the lottery the application system is closed. Any application submitted after this point goes straight to the waitlist. Preferences in the lottery shall be given in the following order:

1. Siblings of returning LPS students (9th through 11th Grades) 2. Children of LPS staff 3. Foster/Homeless Youth 4. Students who reside within the (Kennedy High School) attendance area 5. Students not yet meeting grade level standards 6. Students who reside within the (West Contra Costa Unified) School District

Attendance & Tardies Attendance We believe that active participation in the classroom environment is critical to ensuring that students can benefit from the educational experience that we have to offer. We believe that discussions, presentations and other classroom activities are simply not replicable; they are necessary for students to develop the knowledge, skills and attitudes necessary for participation in a diverse, competitive and ever-changing world. School attendance is a critical part of school and student success. As a result, all students are expected to attend every possible class period of every possible school day. As a result, any student who has more than six (6) unexcused absences in any class for a semester will not receive credit for that class. In order to be counted as "present" for a class, a student must be in class for at least half of the scheduled time of the period. Any reason not listed below is classified as an Unexcused Absence and counts towards the Attendance Limit Policy. For Excused Absences (see below), students should provide either a doctor’s note, a written parent/guardian note with a signature, or other appropriate documentation (example: proof of appointment, court subpoena, etc). The following reasons count as Excused Absences and do not count towards the Attendance Policy:

● Required appearance in court ● College-sponsored visits or programs ● Religious reasons or observance of religious holidays ● Serious family illness or death of a family member ● Medical or dental appointments

● Medical reasons, specifically: ○ Fever ○ Vomiting ○ Diarrhea ○ Contagious disease ○ Diagnosed mental illness

Planned Extended Absences Any absence which causes a student to miss 4 or more school days is considered an planned extended absence. Planned extended absences for family vacations or trips are not considered excused absences. We strongly discourage families from taking family trips which overlap with school days. We have found that, historically, students who have planned extended absences also struggle to complete the learning that they have missed and have lower grades, on average. If a student will be out of school for an extended period of time, the student and/or family must reach out to the Main Office (510-235-4522) at least 5 school days (1 full week) before the absence. During this time, students and families will be given an Extended Absence Planning Form. It is expected that students will complete this form and will return the form to the appropriate Dean of Students (depending on the student’s grade level)

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before leaving for their extended absence. Tardies LPS Richmond students are expected to be on time to class for every period of every school day. We firmly believe that timeliness is crucial for the long-term success of our college-bound students. As a result, any student who has more than eight (8) unexcused tardies over the course of the semester in any class will not receive credit for that class. Students who are late to school in the morning may be excused if their tardy is due to a medical appointment. In this case, students or their parents may call the main office but must also bring a doctor’s note to excuse the absence. Morning tardies are not excused for any other reason. Students who are late to class are not allowed to enter the classroom without an official pass from the office or a school administrator. If the bell rings and a student is not yet in the classroom, teachers will send the student for a Late Pass. All passes will be written in pen and will indicate the date, time, student’s name and the relevant teachers. When a student has an unexcused tardy to school or to a class, s/he will receive a 20-minute lunchtime detention. If the student is late to a class after lunch, s/he will serve the lunchtime detention the next day. Any student who is showing a consistent pattern of lateness at the end of the first quarter may be assigned after-school detention rather than lunch detention. After-school detention is 40 minutes long. Appeals Process

If a student loses credit for a class due to absences or tardies, there is a process to appeal and restore credit. Students may only appeal for classes in which they have earned a grade of a “C” or better. Appeals will only be heard if a student’s circumstance includes at least one of the following:

1) A serious illness, family crisis, or other major life event which made coming to school impossible. Bringing official documentation of the illness or crisis to the appeals hearing is highly recommended.

2) A dramatic turnaround in attendance patterns after a student reached his/her 7th absence in a class or classes.

Students will be contacted by an administrator about the Appeals process. Students can also reach out to the relevant Dean of Students or Student Support Coordinator if they would like more information about the Appeals process. If a student chooses not to appeal or the appeal is not granted, students can complete community service hours in order to regain lost credit. Health & Medication Policies If a student is sent to the office because they are ill, we first determine if the situation is serious enough to call a parent and have the student picked up. If not, the student is offered a mild pain reliever (Advil or Tylenol) or an antacid and water. The student can sit for ten minutes and then must return to class. If the student has a known medical condition which warrants sitting in the office they are allowed to remain for the rest of the period. If a student receives an injury during the school, a determination is made whether the student can remain in school, whether a parent should pick up the student, or whether an ambulance is necessary. Determination of whether an ambulance is called is the responsibility of school officials. If it is determined that an ambulance is

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necessary, parents are always called and asked to meet the ambulance at the hospital. First aid supplies are available for minor injuries. If students are required to take prescription medication, parents must complete a Medication Distribution Form, which outlines the medication and dosage requirements. Prescription medication must be turned in to the main office; students must come to the main office in order to take their medication. Students who must take prescription medication are not allowed to carry it with them throughout the school day.

STUDENT CULTURE Extracurricular Activities LPS Richmond encourages students to get involved in activities outside of the regular academic school day. Students can engage in a variety of extracurricular activities offered throughout the year including sports dances and after-school clubs and events. Students can also join classes which help to plan and host the events that take place on campus. Dances LPS Richmond hosts dances on campus multiple times throughout the year as well as an end-of-year Prom at an off-campus site. School-based dances are planned and coordinated by student Peer Leaders, who are enrolled in the school’s Leadership class, and the Prom is planned and coordinated by staff members who lead a student prom committee. For all dances, students must purchase their own tickets and show their school ID to be admitted. Each student can bring one guest from another school. All guests must be under 21 years of age and must have filled out and turned in a guest form before the evening of the dance. After-School Clubs and Events Students can choose to participate in a variety of clubs on campus, many of which meet after school hours. School clubs are organized around a range of shared interests: music/art, culture, advocacy, academics, and service. All school clubs are supervised by an adult staff member or an adult who works for an outside partner organization. All outside partner organizations meet with the Dean of Students and/or the Student Life Coordinator to norm on school policies and procedures before supervising students after school. Students can also participate in a variety of after-school events. These are typically planned and coordinated by student Peer Leaders and include events such as the annual Community Haunted House. Peer Leaders and Family Meeting Leaders LPS Richmond encourages students to build their leadership skills by getting involved in planning and running the many school events and traditions. The two main student groups that coordinate school events are the Peer Leaders and Family Meeting Leaders. Both groups are students enrolled in electives courses which support their leadership development and planning efforts. Summer Programs We believe that students at LPS Richmond deserve access to a variety of experiences which may only exist outside of the academic year. To that end, it is crucial that students take advantage of the summer months as an opportunity to extend their learning and step outside of their comfort zone. We have a full-time Summer Programs Coordinator who works closely with students to find their best-match summer program and support them as they take on new experiences from June through August.

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Traditions We believe that a positive, inclusive and celebratory school community is vital to students’ sense of belonging and the overall well-being of our school. Although each year brings new activities, there are some traditions which are hallmarks of the LPS Richmond experience for students. Many of these school culture traditions are captured below. 9th Grade Leadership Retreat The hallmark experience of the 9th grade year at LPS is the 9th Grade Leadership Retreat. The Retreat is a tradition shared across all campuses in the Leadership Public Schools Network. At LPS Richmond, the Retreat is a 2-day/1-night overnight experience on a college campus. It is expected that all incoming students participate in the 9th Grade Retreat. During the Retreat, incoming students are welcomed into the LPS Richmond community by Link Leaders (upperclassmen students who are selected and trained to support freshmen throughout their first year of high school). In addition, incoming students meet their Advisors and their Advisory group, and they complete various activities as a group in order to build a stronger sense of community. Family Meeting Family Meeting is a tradition in which the student body and staff gather as a group every Friday (with the exception of weeks with adjusted schedules) to build community and recognize community members for their accomplishments. Family Meetings are planned and led by Family Meeting Leaders, who are students enrolled in the Public Speaking class. These meetings typically take place in the school gym and range in content from community-building activities such as games, celebration of sports teams and extracurricular groups, and school announcements, to awareness week topics and cultural celebrations. Family Meeting is also the forum where LPS Richmond celebrates Puma of the Week. This recognition is given to one student per grade who has demonstrated either consistent or notably improved commitment to their education. Staff nominate students for Puma of the Week; winners are announced and recognized by Advisors, staff, and peers during Family Meeting. Fall Feast Every year at the end of November, our entire school gathers for our Annual Fall Feast. The purpose of the Fall Feast is to show gratitude and appreciation for one another and to strengthen our community. Prior to the Fall Feast, Advisories organize their own potluck and participate in gratitude-related activities. On the day of the Feast, the entire school gathers in a central location outside, sits by Advisory, and shares a meal family-style with each other. Students also express gratitude to their peers and staff members during this time. College, Career and Community Leadership Week One of our longest-lasting traditions at LPS Richmond is College, Career and Community Leadership (CCCL) Week. The purpose of CCCL Week is to provide students with opportunities to explore colleges and careers that they may want to pursue after school. In the Lower School, CCCL Week also helps students gain exposure to college knowledge. It is expected that all LPS Richmond students participate in CCCL Week each year. Prior experiences and opportunities provided through CCCL Week include:

● 9th and 10th Grade college knowledge workshops, such as study abroad, summer opportunities, career

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readiness, extra-curricular activities, etc. ● 9th and 10th Grade visits to Bay Area colleges, such as Stanford, UC Berkeley, Sacramento State, San

Jose State, Sonoma State, etc. ● 11th Grade trip to Southern California colleges, such as UCLA, USC, CSU Long Beach, Loyola

Marymount University, Pomona College, etc. ● 12th Grade job shadows with local industries, such as banking institutions, non-profits, schools, medical

offices, etc. Athletic Program LPS Richmond Athletics takes pride in our ability to provide students the opportunity to push themselves both physically and mentally. We believe athletics are an integral part of the school culture. Therefore, it is expected that student-athletes have a positive influence among their peers and proudly represent our school at all times. It is our objective that student-athletes will serve as role models on campus, at games, and in the community. This program is committed to excellence in both athletics and academics. It is our goal to promote a positive high school experience with every student participating in our athletic program. Students who are participating in the Athletic program will receive an Athletic Handbook for the current school year with more information, such as a code of conduct, practice expectations, transportation, etc. Sports Offered at LPS Richmond

FALL (Aug - Nov) WINTER (Nov - Feb) SPRING (Feb - May)

Women’s Volleyball Co-ed Cross Country

Men’s Basketball Women’s Basketball Co-ed Wrestling Co-ed Cheerleading Men’s Soccer

Men’s Baseball Women’s Softball Women’s Soccer Men’s Volleyball

Athletic Eligibility ● Basic State Standards of Eligibility

○ 1. Must not be older than 19 prior to June 15. ○ 2. Has not exceeded 8 semesters from the start of their freshman year whether or not they have

participated in sports or withdrew from the school. ○ 3. Students must be enrolled full time at the school for which they are competing.

● LPS Academic Policy

○ Students are expected to have a minimum 2.0 GPA the quarter prior to their sporting season (excluding incoming freshmen). However, to be able to participate in competition on a weekly basis, student-athletes will be required to have grades in good standing, meaning all classes are “C’s” or better and no “D/F’s”. Students may be reinstated or removed from the team following the official release of quarter grades.

○ Please note some coaches may require higher GPA from students in order to play.

● Medical Examination ○ All student-athletes must have a physical examination form on file in the athletic director’s office

in order to try-out or participate in a sport. Physicals are required every school year from 9th-12th.

● School Attendance

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○ Students must be in attendance at all of their classes on any given day in order to participate in any extracurricular activity on that day, including athletic practices and games. If a student-athlete receives permission from the appropriate division head to excuse an absence (i.e. for a doctor’s appointment), then they still may participate.

Career & Community Leadership LPS Richmond is committed to strengthening students’ self-awareness, their interests, and their sense of purpose, in addition to providing a rigorous academic experience for all students. LPS believes that this self-understanding will help students make positive choices for their future and to support others in their personal growth. The Career and Community Leadership program exposes students to different experiences outside of the classroom, so they can develop their multiple strengths in new learning environments, develop relationships with community leaders and professionals in the workforce, and imagine themselves making positive choices after high school. The programs described below also expand how LPS staff see students beyond the classroom, deepening their understanding of students’ strengths and potential. Summer internship opportunities & Community Based Activities are communicated to students on a regular basis through Daily Announcements, email communications, and directly through their Advisor and/or teachers. The Career and Community Leadership signature programs include:

● Community Leadership Conference for 10th Grade ○ 10th graders from all three LPS campuses convene for a day-long conference at Saint Mary’s

College to develop connection, belonging, and community leadership skills ○ Workshops are led by current 11th and 12th grade LPS students.

■ These students are members of the Student Leadership Team and complete an intensive facilitator training.

○ Workshops are also led by Community Partners and Alumni representing a range of topics.

● 11th Grade Interview Day ○ All LPS Richmond 11th graders participate in a one day industry site visit.

■ Students learn about the particular industry, participate in a site tour, and practice interview skills.

○ Students participate in interview readiness lessons in Advisory and Tutorial.

● 12th Grade Job Shadow ○ All LPS Richmond 12th graders participate in a two day career exposure experience.

■ Students: ● Select from and apply to a range of sites or they can pursue their own site, ● Learn about a career through observation and hands-on activities, and ● Conduct an informational interview and are also interviewed by their site host.

○ Students participate in career readiness lessons and workshops led by school staff and industry professionals in Advisory and College Seminar.

Career exposure events and community service activities (a sample list):

● EarthTeam Environmental Education Internship ● Genesys Works Internship ● SFO International Airport Internship ● Transbay Transit Authority Internship ● UC Berkeley STEM Career Day ● SunPower Industry Site Visit ● Richmond Youth Council ● YES Nature to Neighborhoods outdoor experiences

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● UC Davis Vet School Event for High School students ● UC Berkeley Hastings School of Law Conference for High School Students ● Catholic Charities Emotional Well-Being Workshop

Advisory Program LPS Richmond enrolls each student in an Advisory class that meets two times per week for thirty minutes. The Advisory Program has three main purposes:

1. Community Building and creating a safe place to talk about important issues for students 2. Supporting academic habits (such as goal setting, advocacy, etc.) 3. Developing college and career readiness

Students are grouped into Advisory classes with students of the same grade level and gender. Advisories are led by one to two staff members who continue serving as advisor(s) to the same group of students through their time at LPS Richmond. In addition to Advisory classes, once a semester advisors have Advisory Conferences with students to check in one-on-one. Advisors also participate in student-led Family Conferences with their advisees once a semester. Students periodically receive printed grade reports with lists of missing assignments in their advisories. Mental Health We believe strongly that mental health is a crucial component of student’s long-term success, wellbeing and happiness. In addition to building deep relationships with students, our staff members work hard to provide students with the tools they need to manage their mental health. This might mean reaching out to mental health clinicians and counselors when needed. If students demonstrate a need or desire for mental health support, we strongly encourage students or families to reach out to the appropriate Student Support Coordinator, based on their grade level. We will work with students and families to ensure that students can receive mental health support if needed. Computer Technology LPS Richmond provides students with tools to meet the current standards of modern communication and collaboration, including a laptop and email account. The acceptable use of technology, internet, and online communication by LPS Richmond students is covered under this policy. The Internet and Device Acceptable Use Policy governs all electronic devices that have the ability to connect to the internet including personal or school assigned laptops and cell phones. Electronic communication in any form is also covered under the LPS Richmond policy including social media platforms like Instagram and Facebook, personal communication like text messages, personal and LPS Richmond assigned email. This policy also extends to electronic devices and communication off LPS Richmond network and away from the physical school building. LPS Richmond strongly encourages parents/guardians to talk with their students about the potential danger of the social media and the Internet. Parents/guardians should ask their student if they have an account with Facebook, Instagram, Snapchat, Kik, Vine, WhatsApp and similar websites. The use of these websites is not appropriate for school and LPS Richmond reserves the right to block these or similar websites at any time. Chromebook Use Policy Students are issued a Chromebook that they use for their duration at LPS Richmond. Chromebooks are used in class and educationally at home. We expect students to follow the expectations included in the technology policy at all times. These include the ways in which the Chromebook is carried, used, and maintained. Students are expected to bring their Chromebooks in working condition, fully charged to school each day.

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Students who need a loaner Chromebook should check in with their teacher. The Internet and Device Acceptable Use Policy continues to be applied to all students and all devices, regardless of the location where the device is being used. Internet and Email Use Internet access (including email use) is a privilege and all students should be aware that LPS Richmond may revoke Internet access for breaking the Internet and Device Acceptable Use Policy. If a student’s access is revoked, LPS Richmond will provide an explanation for the revocation and will ensure that the student continues to have equal access to participate in the educational program. LPS Richmond requires that students promptly disclose to their mentor or other school employee any electronic message they receive that is inappropriate or makes them feel uncomfortable. LPS Richmond has installed Internet filtering software in an attempt to block user access to inappropriate and/or harmful content on the Internet. No filtering technology is perfect, and this filtering may occasionally miss some proxy sites. In the event that the filtering software is unsuccessful and children gain access to inappropriate and/or harmful material, LPS Richmond will not be liable but will take immediate action to manually block the known sites. Technology Norms

Norms ● Students use technology and internet only to support learning during class. ● Students are responsible for their technology.

○ Broken technology will result in logical consequences, which may include paying replacement costs.

● Students help each other with technology. ● Students exhibit respect while using technology.

General Procedures & Rules

● Every student must have a working pair of headphones/earbuds for use at school

o One pair of headphones/earbuds will be provided at the start of the school year for 9th grade students.

● Chromebooks are to be charged overnight and brought to school FULLY charged.

● Keep food and drink separate from chromebooks at all times. ● Chromebooks are not to be placed on chairs or the floor. ● Students will keep their chromebook available for use throughout school day.

Chromebooks off campus

● If Chromebook is taken home, students will: o Charge the computer overnight. o Follow all tech norms while at home.

● If a Chromebook is forgotten at home: o A loaner will be issued and the incident recorded.

▪ If multiple offenses, parents will be called in and students face possible additional consequences.

Personal Electronics Policy

● Cell Phones may NOT be used on campus before school, during passing periods, breaks or lunch.

● Personal electronics (handheld game devices, personal laptops) may be not used before school, during passing periods, breaks or lunch.

● LPS Richmond will not be liable for any damage, loss, or theft of personal electronics.

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ACADEMIC POLICIES Graduation Requirements Students at LPS Richmond graduate having met the A-G requirements which would allow them to apply to a CSU/UC or other four year universities. The A-G approved courses that we offer at LPS Richmond include:

Courses A-G Recommended A-G Required

A. History ❏ World History ❏ US History or AP USH ❏ Government or AP Gov

3 years 3 years

B. English ❏ English 1 ❏ English 2 ❏ English 3 or AP Language ❏ ERWC or AP Literature

4 years 4 years

C. Mathematics ❏ Algebra 1 ❏ Algebra 2 ❏ Geometry ❏ Pre-Calculus ❏ AP Calculus AB

4 years 3 years

D. Science ❏ Biology ❏ Chemistry ❏ Physics ❏ Engineering ❏ AP Chemistry

3 years (must include Biology)

2 years (must include Biology)

E. Foreign Language ❏ Spanish 1 ❏ Spanish 2 ❏ Spanish 5 ❏ AP Spanish Language ❏ AP Spanish Literature

3 years 2 years

F. Art ❏ Visual Arts ❏ Performing Arts ❏ Other:_____________

1 year 1 year

G. Academic Elective ❏ Economics ❏ Other:_____________

1 year 1 year

***GPA requirement*** UC schools: 3.0 or CSU schools: 2.0 or

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above above

Some courses, which are not listed here, provide additional supports to students to help them be successful in passing their A-G classes. (See Academic Support Resources Section). Though these courses do not count towards for their UC/CSU GPA, the grades that students earn in these classes are reflected in students’ overall GPA. In addition, students must satisfy the LPS Richmond Attendance Policy, which impacts the credits that they receive for each course. Students must receive credits in all courses in order to graduate from LPS Richmond. Scheduling and Schedule Change Requests Scheduling LPS Richmond staff strive to create student schedules in a way that aligns with our values. This includes placing students in the most challenging courses available to them, in order to increase students’ college eligibility. We also strive to place students in necessary academic support classes, to help them be successful in meeting the required A-G courses.

Incoming 9th Grade Students: Incoming 9th graders take several placement tests in the spring of their 8th grade year to determine which courses they will take their freshman year at LPS Richmond. Once the school year has started, there is an opportunity for students and/or teachers to make scheduling requests.

Rising 10th - 12th Grade Students: Each spring, students have the opportunity to learn about courses offered for the upcoming school year and indicate their course preferences on a course request form. Course placement is based on a combination of student preference, teacher recommendation, and class size.

Schedule Change Requests Schedules are given to students on the first day of school. If a student notices an error in their schedule, they should fill out the Schedule Change Request Form available from their advisor, or the Student Support Center. Once completed, students should give their Schedule Change Request Form to the Student Support Coordinator/Counselor for their grade level. Grading Grading Systems Grades at LPS Richmond are a reflection of student skill and content mastery. Teachers at LPS Richmond use Mastery Based Grading principles when assessing student learning and assigning grades. LPS Richmond grades are tracked using JumpRope, a web-based gradebook. Teachers develop learning targets that align to the highest-leverage skills and content in their course. These learning targets are the indicators on which students demonstrate mastery and growth, and students receive feedback on individual assignments aligned to learning targets. Student grades are comprised of 95% Academic assignments, and 5% Habits. Assignments that can count for “Academic” include any student work that is scored for mastery and/or growth (e.g., a quiz, test, classwork scored on a rubric, presentation). Assignments that can count for “Habits” include any student work scored for completion (e.g., homework completion, participation). During the school year, an assignment for a student may be marked “I” in place of a grade when the assignment is incomplete, or an “X” in place of a grade when it is missing. Only an “X” has an effect on a student’s grade calculation. Any assignments marked “X” are calculated as 21%.

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Depending on teacher policy, students are permitted to revise some assignments to improve a mastery score. Teachers communicate their individual revisions policies at the start of the school year, and students are encouraged to take advantage of every opportunity to revise an assignment. Students and parents have access to their grades through the JumpRope platform throughout the school year. Students periodically receive printed grade reports with lists of missing assignments in their advisories. Formal progress reports are sent home at the end of Quarter 1, Semester 1, and Quarter 3. Letter Grades and GPA Student grades at the end of each semester are translated into letter grades for transcripts and Grade Point Averages (GPAs). For advanced courses, student grades are weighted an additional point.

Final percentage grade Letter grade Letter Grade on Transcript

Unweighted GPA Weighted GPA (for AP courses)

89.5 - 100 A A 4.0 5.0

79.5 - 89.4 B B 3.0 4.0

69.5 - 79.4 C C 2.0 3.0

64.5 - 69.4 D D 1.0 1.0

0 - 64.4 F F 0.0 0.0

Academic Integrity Students are expected to complete all academic work to the best of their ability. If a student is found to have copied work from another student, used assistive materials without permission, or plagiarized (taking ideas or words from others and presenting them as if they were original), they will have violated the academic Honor Code. Students will be referred to the Honor Council and receive a 0 in the gradebook for assignments for which they have broken the academic honor code, and it is the prerogative of the teacher whether students may re-take or revise the assignment. Remediation At LPS Richmond we strive to support students in passing their courses. However, if a student does not pass, we provide a variety of options for how they can remediate the course. Because we practice mastery-based grading, we have a differentiated remediation policy based on semester grades. Course Remediation

● If a student fails Semester 1, and passes Semester 2, they will receive a “C” for Semester 1 ● If a student passes Semester 1, but fails Semester 2, they will need to do one of the following:

1) Take the course in summer school at LPS (if the course is offered during Summer School) 2) Take the course at a community college 3) Repeat the course at LPS

● If a student fails both Semester 1 and Semester 2, they will repeat the course at LPS, or take an equivalent community college course

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Summer School Summer school is an opportunity that LPS Richmond offers for students to remediate a course they failed spring semester--though not all courses are offered each year. Summer school is generally held for 3 weeks starting at the end of June. In order to earn credit for their course(s), students are expected to attend every day and complete the required work. Academic Support Resources We offer a number of support classes to help students strengthen their academic skills in order to be successful. Reading and Literacy support classes include: Reading, English Language Development, Advanced Literacy, Scholarly Academic Foundations. Math support classes include: Navigate Math, Math Game Lab, Algebra 2 Math Lab, Geometry Math Lab. Academic habit support classes include: Academic Strategies, Scholarly Academic Foundations. In addition, there are a number of structures and opportunities outside of class in which students can receive additional support: Tutorial Tutorial is a 40-minute period, built into our weekly schedule designed to give students time to study, do homework, receive extra help and review material with their teachers. Tutorial placement is based on a variety of factors, including academic needs, as well as teacher and student requests. Tutorial rosters change at least once per quarter throughout the school year. Homework Center In order to help 9th and 10th grade students develop stronger academic habits, students are required to attend Homework Center after school if they do not complete a homework assignment on the day that it was due. Homework Center lasts for 45 minutes after school and provides a silent space to complete work. Students have a one day grace period should they not be able to attend Homework Center on the day it was assigned. Failure to show-up for Homework Center two days in a row will result in a parent meeting with the School Support Counselor. Office Hours Students are encouraged to work with their teachers one on one to receive extra help and support. Students can refer to the Office Hours Document on the Student Weebly page to find when teachers are available. SST The Student Support Team (SST) is committed to LPS Richmond students’ success. If a student needs additional support, they will likely enter the SST process. This includes meeting with all stakeholders to learn more about a student’s specific needs and connecting them to various academic and socioemotional supports. Academic Recognition At LPS Richmond, we believe that recognizing student mastery and growth of academic content and skills are essential to cultivating a growth mindset. We do not rank students based on their GPA. Dean’s List Every semester, students from all four grade levels are recognized for their academic achievement and growth. There are two ways for students to qualify for the Dean’s List: They earn a weighted GPA of a 3.5 or above or they show GPA growth of 1 or more from Quarter 1 or Semester 1 (Fall Dean’s List) or Quarter 3 to Semester 2 (Spring Dean’s List). To celebrate their accomplishments, the Academic Dean hosts a Dean’s List Banquet for students and families in February.

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Graduating with Honors Seniors graduate with honors if they earn a cumulative 3.8 weighted GPA or above. Students who earn Honors upon graduation wear a yellow cord at the LPS Richmond graduation ceremony to symbolize this accomplishment. Standardized Testing Standardized tests at LPS Richmond are used to gauge student growth, measure college readiness, gather feedback on our academic program, and prepare students for college admission. Some standardized tests are administered to all students, while others are administered to particular subgroups, grade levels, or courses. SBAC The Smarter Balanced Assessment Consortium (SBAC) is a standardized assessment aligned to the Common Core State Standards (CCSS) in English and Math. All 11th graders take the SBAC within a week-long window in the Spring. ELPAC The English Language Proficiency Assessments for California (ELPAC) is utilized to determine the English proficiency of students with the designation English Learner (EL) in speaking, reading, writing, and listening. Student performance on this assessment is one indicator used to determine student reclassification in the EL program. The ELPAC is administered each Spring to students classified as EL at that time. PSAT/NMSQT The PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test) is a test that assesses college readiness for underclassmen. All 10th graders take the PSAT/NMSQT in the Fall. A high score on the PSAT/NMSQT gives students a chance to enter scholarship programs. MAP The Measure of Academic Progress (MAP) is used as a placement exam for English and Math courses as part of the enrollment process for 9th grade students, and subsequently used in intervention courses in grades 10-12 to gauge growth in Math and Reading in the Winter and Spring each year. Some teachers in core subject courses may also administer MAP regularly as an instructional tool. AP The Advanced Placement (AP) program is comprised of college-level courses and end-of-course exams students take for a challenging curriculum and the opportunity to earn college credit. While a 3 on an AP Exam is a passing score, college credit is determined by individual university policies. LPS Richmond offers the following AP courses (as of school year 2018-19):

● AP Chemistry ● AP English Language ● AP English Literature ● AP Spanish Language & Culture ● AP Spanish Literature ● AP US Government & Politics ● AP US History

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SAT The Scholastic Aptitude Test (SAT) is a college-entry exam. All LPS Richmond students take the SAT in their 11th grade year, and some choose to re-take the exam in their 12th grade year. SAT scores are one measure used by many colleges and universities as they consider admission. The SAT also offers subject tests, and students have the opportunity to register for and take these exams on their own. This decision is largely based on the application requirements for colleges to which students choose to apply. ACT American College Testing (ACT) is a college-entry exam. All LPS Richmond students take the ACT in their 11th grade year on campus, and some choose to re-take the exam in their 12th grade year. ACT scores are one measure used by many colleges and universities as they consider admission.

SCHOOL EXPECTATIONS Philosophy One of our primary goals as a school community is to provide a space where all students are able to learn and grow in a safe, supportive and inclusive environment. We believe that students are most successful when they are in an environment that emphasizes and reinforces high expectations. To accomplish this, we know that there must be shared responsibility amongst all members of the LPS community in creating and upholding an environment which is respectful, rigorous and which promotes physical and emotional safety. We take many steps to proactively build the environment that we want for our school. We value consistency and routine because this allows our students to bring their best selves on a daily basis. Whether through a daily morning greeting at the front door or through a consistent Advisory structure, we seek to build meaningful relationships with all of our students so that we can better serve them and provide them with the professional environment that will lead to future college success. Sometimes an action occurs which harms our school culture or which violates our school expectations. We seek to hold students accountable to the impact of their decisions, while also helping them learn and grow. When students take actions which harm our community or which break our expectations, we respond with a graduated discipline plan and with consequences which are grounded in our Honor Code. Our goal is to repair harm and restore a trusting environment for everyone. Honor Code We believe in using restorative practices to address behavior which has harmed our community. Our Honor Code is intended to clarify the expectations we have for all students in order to maintain an ethical climate that values honesty, effort, and respect for others. The Honor Code lists the general behavior expected of students in both academic and non-academic settings. Upholding the Honor Code is a responsibility shared by all members of our community. We ask all members of the LPS Richmond community to abide by the letter and spirit of the following Community Commitments:

Act Responsibly: I will act responsibly in order to uphold a safe and supportive learning community for all members of the LPS Family

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Be Truthful: I will be truthful with myself and the LPS Family, including when I make mistakes or witness others making mistakes Treat others with respect: I will treat the people and the property of the LPS Family with care and respect at all times Uphold academic integrity: I will earn my grades fairly and will submit authentic, original work

Any member of the LPS Richmond community can submit an Honor Code Violation through the ___. Anyone who may have violated the Honor Code is then referred to the Honor Council, which reviews the possible Violation and determines an appropriate Restorative Action Plan. In addition, the Honor Council is tasked with generating and implementing preventive measures in order to uphold the Honor Code. All LPS Richmond students are expected to follow the outcomes of the Restorative Action Plan generated by the Honor Council. Disagreement with these action items can be voiced through an Appeals Process. Rules & Expectations Expectations to maintain a safe community Achieving our mission requires hard work, teamwork, and thoughtful decision-making. We believe that it is important for every school community member (students, parents, teachers, administrators) to clearly articulate what is expected and why. Building our culture starts with laying out our expectations, why they matter, and how they tie together. We want a community that is safe and peaceful. To that end, we expect:

● We know where every member of the community is at all times. ○ Students arrive to school early. They are seated in their assigned seats for their first class

before the bell rings. ○ Students follow their assigned schedule at all times. We strive to create student schedules in a

way that aligns with our values. ■ If students have questions about their schedules, they ask for help from Ms. Krivoy (9th /

10th) or Ms. Rutland (11th / 12th) proactively in a way that avoids missing class time. ■ If students must leave their assigned location, they ask for and wait for permission from

the staff member in charge. ○ While on campus, students stay in supervised, allowed locations. If it is expected that students

are in class, they must remain in class unless given permission to leave by a staff member. ○ Students stay on campus until they are dismissed at the end of the school day.

● We respect the physical boundaries of others.

○ Students engage in respectful, school-appropriate physical contact (handshakes, high-fives, etc) ○ Students ask for and wait for permission before touching the personal property of others.

● We respect the differences of others.

○ Students use respectful and school-appropriate language. Students do not use racial slurs, homophobic slurs, or language that is demeaning to others based on their gender or sexual orientation.

○ Students do not use put-downs or negative language when talking to or about their peers or staff members.

● We support each other and leave no Puma behind. ○ Students go out of their way to be kind to others.

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○ Students look to see if a peer is struggling and if so, they help them however they can. ○ Students alert a staff member if someone is struggling and needs more intensive help.

● We create a focused and community-centered learning environment.

○ Students arrive prepared with the appropriate materials and ready to learn. ○ Students follow the directions of the adult in charge promptly and respectfully. ○ Students maintain a productive working environment by following classroom routines and norms

for volume & collaboration. ○ Students use technology appropriately and responsibly for academic purposes. ○ Students stay on task by working their best towards their goals and encouraging their peers to

do so as well. ○ Students submit work that is completed with academic honesty & integrity.

We expect students at LPS Richmond to meet our high expectations by acting in ways that contribute to a safe & peaceful community. Any action which harms the physical or emotional safety of our community, or which does not meet our expectations, is a violation of our school culture. We expect our students to:

● Be respectful, responsible, and safe ○ Students follow the directions of the adult in charge promptly and respectfully. ○ Students engage in respectful, school-appropriate physical contact (handshakes, high-fives,

etc). There is no rough-housing or play-fighting allowed anywhere on our school campus. ○ Students treat the property of LPS Richmond with respect. This includes students’ lockers (see

Locker Use Policy), as well as any other public spaces in the building. ○ Students use respectful and school-appropriate language. This means that students do not use

racial slurs, homophobic language, or any comment that is demeaning to others based on their gender or sexual orientation. This applies to electronic communication between students or in social media posts.

● Stay focused on learning

○ Students come to school prepared with the appropriate materials and ready to learn. This means that students arrive to school with a backpack or other school bag.

○ Students maintain a productive working environment by following our school and classroom routines and norms. They stay on task by working towards their goals and encouraging their peers to do so as well. They use unstructured time in productive and meaningful ways.

○ Students are focused on learning while they are at school. This means that students are not distracted by electronics, including cell phones or the misuse of technology. See Electronics Policy and Chromebook Use Policy for more information.

○ Students stay on campus until they are dismissed at the end of the school day. They go to every assigned class quickly and on time.

● Treat our school and our community with care

○ During lunch, students are allowed to eat food outside, in the cafeteria, in a breakout room with the door open or in a classroom with a teacher present. There is no eating allowed in the hallways or in the atrium during lunch.

○ Students are not allowed to order lunch to be delivered nor can they leave campus during lunch (see Closed Campus Policy below). Any food which is ordered by students will be held in the main office until the end of the day.

○ Students are not allowed to use the elevator unless they have presented a medically-necessary reason and have been added to the Elevator Permissions List.

○ When students see others struggling, they offer support and help them however they can.

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Students alert a staff member immediately if someone is struggling and needs intensive help. Closed Campus Policy: At LPS Richmond, the safety and security of students and staff is a primary concern. Our closed campus policy helps us ensure a safe environment for all members of the LPS Richmond community. Once students arrive at school, they are expected to stay on school grounds until the end of the regularly scheduled school day. Students are not allowed to leave campus during the school day, including lunch. If lunch is being dropped off before or during the lunch break, individuals must bring items into the main office. Students will be contacted by main office staff when their lunch is ready for pick up. Students are not allowed to order food for delivery; food which is ordered by students will be held in the main office. The only allowable exception to leaving school early is if a parent or guardian has provided permission for the student to leave school for a specific need. In this case, an Early Release form must be completed through the main office and signed by a parent or guardian. A copy of the Early Release form is given to the student when they leave. Students who violate our Closed Campus policy are subject to appropriate school discipline. Specific consequences may vary, based on the nature of the specific incident, but can include after school detention, parent conference, behavior contracts, etc. Electronics Policy: The use of cell phones, radios, iPods or gaming devices are not allowed before or during the school day. This includes students using headphones when they are connected to a cell phone. If a student has electronic equipment, it must be put away in a backpack. Cell phones must be turned off or put into “Do Not Disturb” mode during the school day. Electronics that are not put away or are in view during school hours will be confiscated.

1st Violation: The electronic device is confiscated. The student earns a mandatory lunchtime detention and the violation is documented. The student may retrieve their device at the end of the day. 2nd Violation: The electronic device is confiscated. The student earns a mandatory lunchtime detention and the violation is documented. The device must be picked up in person by a parent/guardian from the main office. 3rd Violation: The electronic device is confiscated. The student earns a mandatory lunchtime detention and the violation is documented. The device must be picked up in person by a parent/guardian from the main office AND must be signed in and signed out each day by the student for the remainder of the semester.

Locker Use Policy: Students at LPS Richmond have an opportunity to use a locker throughout the school year, in order to store school supplies and personal items necessary for use at school. Any student who wants a locker for the school year can sign up to receive a Locker Number, in coordination with the Dean of Students. Students must have a combination lock at the time of Locker Sign-Ups and will give their combination to the Dean of Students. Combinations will be kept on file for one school year; if a student received a new lock, it is the responsibility of the student to update the record by communicating with the Dean of Students. The use of a locker that has not been assigned by the Dean of Students will result in removal of the lock and belongings. Students are expected to keep lockers clean and free from damage. Combination locks, stickers and other items must be removed from lockers at the end of the year; any item left in a locker will be thrown away at the end of the school year.

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Lockers are not to be used to store items which cause, or can reasonably be foreseen to cause, an interference with school purposes or which are forbidden by state law or school rules. LPS Richmond retains the right to open and inspect the locker and its contents to ensure it is being used in accordance with its intended purposes. The inspection of a particular locker will not be conducted unless a school administrator has a reasonable suspicion that the locker contains items which may cause an interference with school purposes. School authorities may conduct inspections without notice, without student consent, and without a search warrant. Dress Code Policy The LPS Richmond Dress Code is an integral part of our community and serves multiple purposes. It helps us be fair and inclusive of all students, regardless of background or family income status. The dress code helps students practice and prepare for professional careers. It helps students focus on the hard work of learning, reduces self-consciousness, and ensure student safety going to and from school. Students are responsible for understanding the Dress Code and reaching out for clarification if necessary. We strive to uphold the dress code with as much consistency as possible on a daily basis. In order to accomplish this, all students must actively show the school administrator that they are in dress code every day as they enter school. Students must remove any hats, hoods or head coverings when entering the building. Dress code applies for the entire school day. Students who come to school out of dress code must first attempt to resolve the issue individually (whether through a parent phone call, asking a friend for help, or using a Free Dress pass). If this cannot occur before school begins, a school administrator will call home in order to work with families and resolve the issue. Dress code violations during the school day must be resolved. If the dress code issue cannot be immediately resolved at school, school administrators will call home in order to resolve the issue.

  OK  Not OK 

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● A collared shirt which is not predominantly red or royal blue

● A t-shirt with: ○ an LPS Richmond logo ○ an official College logo ○ a Summer Programs logo

● Any shirt lacking a collar, an LPS Richmond logo or a college logo

● Shirts that are too short to cover the midriff

● Shirts that are not buttoned at least halfway

● Plaid or patterned shirts that are predominantly bright red or royal blue

Bottoms 

● Solid black or khaki pants (or shorts), with pockets and no designs.

● Bottoms must sit at waist (wear a belt if necessary)

● Shorts must be no shorter than mid-thigh

● Pants or shorts with rips, holes, tears, logos, stripes, embroidery, large name brand markers or any other designs

● Leggings, nylon, jeggings, spandex, sweatpants, pajama bottoms

● Skirts or dresses

Outerwear 

* must have a dress code

● Sweatshirts of any color with: ○ an LPS Richmond logo ○ a College logo ○ a Summer Programs logo

● Any other type of sweatshirt, including zip-up hoodies or track jackets

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shirt on underneath

● Knit or woven sweaters and cardigans which are not predominantly bright red or royal blue

● Rain jackets, jean jackets, or coats

NEVER  (even on free dress days) 

● No bright red or royal blue ● No hats or hoods indoors ● No head coverings (unless worn for cultural or religious reasons) ● Pants with rips above the knee ● Sleeveless shirts ● Shirts that are too short to cover the midriff ● No slippers, flip-flops, or sports sandals. If wearing sandals, must be strapped to

foot/ankle in some way ● No decorative teeth covering or grills

LPS is committed to ensuring that all enrolled students arrive to school with school based uniforms. LPS participates in the McKinney-Vento Homeless Assistance Act and the Family Assistance Program which can provide uniforms. For additional information regarding these programs or any assistance needed, please contact your school manager at 510-235-4522 ext 400. LPS se compromete a garantizar que todos los estudiantes inscritos lleguen a la escuela con uniformes escolares. LPS participa en la ley de Asistencia a Personas Sin Hogar McKinney- Vento y el Programa de Asistencia Familiar que puede proporcionar uniformes. Para obtener información adicional sobre estos programas o cualquier ayuda necesaria, comuníquese con su gerente de la escuela 510-235-4522 ext 400. Consequences In-Class Consequences Most consequences come from the classroom teacher. The common consequences used by teachers when a student breaks rules include, but are not limited to:

● Move a student’s seat ● One-on-one conversation ● Give the student space to cool down and consider his/her actions ● Staying after class for a longer conversation ● Phone call home ● Parent conference ● Confiscation of electronic device

Out of Class Consequences Students are referred to the Dean of Students when they do not abide by established rules and consequences in the classroom, when their behavior persists over a continued period of time, or when their behavior breaks a school rule. When a student is referred to the Dean, s/he must leave the classroom and go straight to the main office. Upon arrival, the student’s referral is logged and tracked as a serious discipline matter which becomes a part of the student’s record. Common consequences used by the Dean include, but are not limited to:

● After school detention

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● Parent conference ● Behavior contract ● In School Suspension ● Out of School Suspension ● Referral to Honor Council

Suspensions & Expulsions We strive to prevent serious behavioral offenses and to provide interventions as much as possible. However, in rare cases, a student’s behavior has either not changed after repeated interventions OR the student’s actions have risen to a level in which a suspension or expulsion is appropriate. For an overview of which behaviors may warrant a suspension or expulsion, see the chart below. For a more exhaustive list, see Appendix D.

Level I  Level II  Level III Detention Likely Suspension Likely Expulsion Hearing

● Violation of the Electronics Policy ● Out of Dress Code ● Eating in the halls during lunch ● Littering ● Profanity outside of classroom ● Violation of the Elevator Use

Policy

● Vandalism / Graffiti ● Racial / Homophobic Slurs ● Defiance ● Disrespect Shown Towards an

Adult ● Bullying, including

Cyber-Bullying (expulsion possible)

● Fighting ● Gang Activity ● Use, possession, or distribution of

drugs, alcohol, tobacco products or drug paraphernalia

● Use or possession of any weapon ● Theft ● Assault or battery

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Appendix A: 2018-2019 School Calendar Family-facing school calendar

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Appendix B: Staff Directory Table with 2018-19 staff

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Appendix C: Admissions & Enrollment Policy Our standard admissions & enrollment policy

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Appendix D: Suspensions and Expulsions A student may be suspended or expelled for prohibited misconduct if the act is related to school activity or school attendance occurring at any time including but not limited to: a) while on school grounds; b) while going to or coming from school; c) during the lunch period, whether on or off the school campus; d) during, going to, or coming from a school-sponsored activity. Disciplinary action may also be taken if the act causes a significant, adverse effect on the learning environment. Students may be suspended for any of the following acts when it is determined that the pupil:

● Caused, attempted to cause, or threatened to cause physical injury to another person. ● Willfully used force of violence upon the person of another, except self-defense. ● Possessed, sold, or otherwise furnished any knife 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 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 Sections 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 Sections 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 products containing tobacco or nicotine products, including but not limited to cigars, cigarettes,

miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of his or her own prescription products by a pupil.

● 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 Section 11014.5. ● 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 Sections 261, 266c, 286, 288, 288a or 289, or

committed a sexual battery as defined in Penal Code Section 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. ● Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. ● Engaged in, or attempted to engage in hazing. For the purposes of this subdivision, “hazing” means a method of initiation or

preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this section, “hazing” does not include athletic events or school-sanctioned events.

● Made terrorist threats against school officials and/or school property. For purposes of this section, "terroristic threat" shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate family's safety, or for the protection of school property, or the personal property of the person threatened or his or her immediate family.

● Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this section, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual's academic performance or to create an intimidating, hostile, or offensive educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive.

● Caused, attempted to cause, threaten to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.

● 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. This section shall apply to pupils in any of grades 4 to 12, inclusive.

● Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act. ○ “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing

or by means of an electronic act, and including one or more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following:

■ Placing a reasonable student (defined as a student, including, but is not limited to, a student with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of his or her age, or for a

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person of his or her age with exceptional needs) or students in fear of harm to that student’s or those students’ person or property.

■ Causing a reasonable student to experience a substantially detrimental effect on his or her physical or mental health.

■ Causing a reasonable student to experience substantial interference with his or her academic performance. ■ Causing a reasonable student to experience substantial interference with his or her ability to participate in or

benefit from the services, activities, or privileges provided by the Charter School. ○ “Electronic Act” means the creation and transmission originated on or off the school site, by means of an electronic

device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following:

■ A message, text, sound, or image. ■ A post on a social network Internet Web site including, but not limited to:

● Posting to or creating a burn page. A “burn page” means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above.

● Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in subparagraph (1) above. “Credible impersonation” means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated.

● Creating a false profile for the purpose of having one or more of the effects listed in subparagraph (1) above. “False profile” means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile.

■ Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet.

● A student who aids or abets the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline.

Students may be recommended for expulsion 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. ● Willfully used force or violence upon the person of another, except self-defense. ● Possessed, sold, or otherwise furnished any knife 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 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 Sections 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 Sections 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 products containing tobacco or nicotine products, including but not limited to cigars, cigarettes,

miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of his or her own prescription products by a pupil.

● 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 Section 11014.5. ● 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 Sections 261, 266c, 286, 288, 288a or 289, or

committed a sexual battery as defined in Penal Code Section 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. ● Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. ● Engaged in, or attempted to engage in hazing. For the purposes of this subdivision, “hazing” means a method of initiation or

preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this section, “hazing” does not include athletic events or school-sanctioned events.

● Made terroristic threats against school officials and/or school property. For purposes of this section, “terroristic threat” shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under

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the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate family’s safety, or for the protection of school property, or the personal property of the person threatened or his or her immediate family.

● Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this section, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individual’s academic performance or to create an intimidating, hostile, or offensive educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive.

● Caused, attempted to cause, threatened to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.

● 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. This section shall apply to pupils in any of grades 4 to 12, inclusive.

● Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act. ○ “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing

or by means of an electronic act, and including one or more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following:

■ Placing a reasonable student (defined as a student, including, but is not limited to, a student with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of his or her age, or for a person of his or her age with exceptional needs) or students in fear of harm to that student’s or those students’ person or property.

■ Causing a reasonable student to experience a substantially detrimental effect on his or her physical or mental health.

■ Causing a reasonable student to experience substantial interference with his or her academic performance. ■ Causing a reasonable student to experience substantial interference with his or her ability to participate in or

benefit from the services, activities, or privileges provided by the Charter School. ○ “Electronic Act” means the creation or transmission originated on or off the schoolsite, by means of an electronic

device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following:

■ A message, text, sound, or image. ■ A post on a social network Internet Web site including, but not limited to:

● Posting to or creating a burn page. A “burn page” means an Internet Web site created for the purpose of having one or more of the effects as listed in subparagraph (1) above.

● Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in subparagraph (1) above. “Credible impersonation” means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated.

● Creating a false profile for the purpose of having one or more of the effects listed in subparagraph (1) above. “False profile” means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile.

○ Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the Internet or is currently posted on the Internet.

● A student who aids or abets the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury may be subject to expulsion.

Students must be recommended for expulsion for any of the following acts when it is determined pursuant to the procedures below that the pupil:

● Possessed, sold, or otherwise furnished any firearm, 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 Executive Director or designee’s concurrence.

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Appendix E: Non-Discrimination Statement Standard non-discrimination statement

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