School Accountability Report Card

Reported for School Year 2004-05

Published During 2005-06

 

 

Notes regarding the source and currency of data:

Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp

Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available.

More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.

 

 

I. General Information

 

Contact Information

Information about school and district contacts.

School Information

District Information

School Name

Lighthouse Community Charter School

District Name

Lighthouse Community Charter School

Principal

Stephen Sexton

Superintendent

Stephen Sexton

Street

345 12th Street

Street

345 12th Street

City, State, Zip

Oakland, CA 94607

City, State, Zip

Oakland, CA 94607

Phone Number

510-271-8801

Phone Number

510-271-8801

Fax Number

510-271-8803

Fax Number

510-271-8803

Web Site

www.lighthousecharter.org

Web Site

www.lighthousecharter.org

E-mail Address

steve@lighthousecharter.org

E-mail Address

steve@lighthousecharter.org

CDS Code

01-61259-0130633

SARC Contact

Stephen Sexton

 

School Description and Mission Statement

Information about the school, its programs, and its goals.

        

Lighthouse Community Charter Public Schools, Inc. operates two public charter schools in Oakland, CA, one a K – 8 school and the other a 9 – 12th grade school.  Founded in 2002, serving grades K  and 6, the school has grown from 92 students and 7 full-time staff members to 350 students and 45 staff members in 2005-06. The K – 8 school is in its 4th year of operation.  The 9 – 12th grade school is in its 1st year of operation.  By fall of 2008, the school will operate at full capacity of about 600 students in grades K  - 12. 

        

The mission of Lighthouse is to prepare a diverse, K – 12 student population for college or a career of their choice. In order to achieve our mission, Lighthouse Community Charter School has committed to five priorities in its school design that we believe we will best help us achieve our mission:

 

  • Ensure High Expectations for All Students

 

  • Implement a Rigorous Curriculum

 

  • Serve The Whole Child

 

  • Involve Families

 

  • Foster a Professional Learning Community

 

As we look ahead into the next five years of operation, the school must accomplish several overarching goals in order to remain a viable and successful school of choice in Oakland.  The school must:

 

  • Attain our mission to prepare our students for college or a career of their choice

 

  • Be renewed in 2010 for the High school charter and 2011 for the K – 8 charter

 

  • Meet state and federal student achievement targets

 

  • Exit the K – 8 school out of Program Improvement Status

 

  • Attract families and maintain robust waiting lists

 

  • Attract and retain highly qualified and committed faculty and staff

 

  • Maintain a positive fund balance

 

  • Finance and move into a permanent facility

 

During the charter renewal process for the K – 8 school, the Lighthouse Community Charter Public Schools Board of Directors with the three School Directors, devised several strategic goals to ensure we meet the marks above. The following document is an articulation of those goals along with the strategy for how to attain them. Each individual goal that we have set for the school has its own action steps, budget and staffing implications, and assessment tools.  The action steps listed are framed in “the ideal.”  As the school creates its annual budget, fiscal realities will dictate if all action steps can be taken.

 

The strategic plan is divided into distinct sections that align with our mission.  The first four sections directly link to the priorities in our school design. And, because the school is also a business that must stay financially and operational viable, the last two sections of the strategic plan are focused on finances and long-term facility strategies.  The six sections of the strategic plan are:

 

á       Rigorous Curriculum & High Expectations for all students

 

á       Serving the Whole Child

 

á       The Professional Learning Community

 

á       Family Involvement

 

á       Fundraising and Finance

 

á       Long-term Facility

 

 

Opportunities for Parental Involvement

Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school. 

Contact Person Name

Stephen Sexton

Contact Person Phone Number

510.271.8801

 

Family involvement is a vital aspect of achieving the Lighthouse mission.  We know from research and experience that when parents are involved in their child’s education, the student has a stronger chance of achieving academic outcomes.  In addition, a strong sense of communication, partnership, and community can be achieved through involving families. 

 

Since opening in 2002, LCCS has involved families in several ways.  Parents are required to attend three meetings each year to set goals with their child and teacher and monitor progress.  Parents are also required to attend two Expos of Student Work annually.  Optional events for parents include annual celebrations and involvement or volunteering at events or in the classroom.  Teachers have also established creative ways to involve families.  From monthly potlucks to open classrooms to home visits, trust and accountability are built into these activities.  At Lighthouse, there is a sense amongst faculty and staff that lines of communication must be kept open with family members at all times. 

 

Parents are involved in the governance of our school through the Lighthouse Parent Advisory Committee(LPAC).  Parent representatives bring concerns, ideas, and energy to a school-wide body.  With the support of a School Director, LPAC problem-solves, plans events, and sets goals for itself. 

 

Authentically involving families poses many challenges.  Time is a challenge for both parents and school staff.   Scheduling mandatory events well in advance and establishing clear lines of communication about expectations is vital.  In addition, communication – written and oral – is a challenge with the high numbers of families speaking languages other than English.  LCCS has been effective in getting all materials and meetings translated into Spanish, but Cantonese translation needs pose more of a challenge.  We must outsource Cantonese translation which can be costly. 

 

 

 

II. Demographic Information

 

Student Enrollment – Grade Level

Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

Grade Level

Enrollment

Grade Level

Enrollment

Kindergarten

40

Grade 9

0

Grade 1

40

Grade 10

0

Grade 2

40

Grade 11

0

Grade 3

0

Grade 12

0

Grade 4

0

Ungraded Secondary

0

Grade 5

0

 

 

Grade 6

52

Grade 7

52

Grade 8

52

Ungraded Elementary

0

Total Enrollment

276

 

Student Enrollment – Racial and Ethnic Subgroups

Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic

Subgroup

Number

of

Students

Percent

of

Students

Racial and Ethnic Subgroup

Number

of

Students

Percent

of

Students

African American

27

41.2%

Hispanic or Latino

201

34.3%

American Indian or Alaska Native

0

0.4%

Pacific Islander

0

1.1%

Asian

20

14.9%

White (Not Hispanic)

8

6.0%

Filipino

2

0.7%

Multiple or No Response

18

1.3%

 

 

III. School Safety and Climate for Learning

 

School Safety Plan

Information about the currency and contents of the school's comprehensive safety plan.

Date of Last Review/Update

8.15.2004

Date Last Discussed with Staff

9.1.2004

 

Safety of Self and Others Policy

 

In order to ensure that LCCS is a place where learning is a priority, the school must be safe at all times.  Any student action or intention that can be deemed as violating the safety of one’s self or others can result in serious consequences.  Examples of safety violations include:

 

·       Verbal abuse of others (using profanity, etc.)

 

·       Intentionally hurting another person

 

·       Not following directions when walking off school property

 

·       Rough-housing during school activities

 

·       Threatening others physical or emotional safety

 

Additional details of all safety practices are available in the school policies. 

 

 

School Programs and Practices That Promote a Positive Learning Environment

Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.

 

Suspension

 

The following behaviors may result in immediate suspension:

 

  • Causing, attempting to cause, or threatening to cause physical harm to another person.

 

  • Fighting

 

  • Biting

 

  • Forgery

 

  • Disrupting school activities

 

  • Defying the valid authority of a teacher, administrator, or other adult at the school

 

  • Stealing or attempting to steal school or private property.

 

  • Committing an obscene act or engaging in habitual profanity or vulgarity

 

  • Sexual harassment, advances, request for sexual favors, or other verbal, visual, or physical conduct of a sexual nature.

 

  • Using hate language

 

  • Violating the Walking Policy or any Field Trip policy

 

  • Receiving a fourth office referral

 

Depending on the violation and situation, suspensions may be done in school or at home.  If a child is suspended, the parent/guardian will be called and a letter will be sent home with the child stating the violation and where the suspension is to take place.   Regardless of where the suspension is to take place, a student who receives a suspension notice, will be required to return home for the remainder of the day on which the violation is made.  For an in-school suspension, the student will report to school the next day, but the student will remain in the office for the day.  For an at-home, the student is to not report to school the next day. 

 

Upon a student’s third suspension in one year, the student will be referred to the Student Study Team.  The Student Study Team, made up of one director, the student’s teacher, the referring teacher (if applicable), and any outside consultants necessary (school psychologist, etc.) will meet to devise an intervention plan for the student.  The Student Study Team reserves the right to refer the student to the LCCS Board of Directors for an expulsion hearing. 

 

Upon a student’s fourth suspension in one year, the studen