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Executive Summary School Accountability Report Card, 2005-06 |
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For Lighthouse Community Charter High School |
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Address: |
345 12th St., Oakland CA 94607- |
Phone Number: |
(510) 271-8801 |
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Principal: |
Stephen Sexton |
Grade Span: |
9-9 |
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This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. |
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About This School |
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Narrative to be provided by LEA |
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School
Facilities
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Summary of Most Recent Site Inspection |
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Narrative to be provided by LEA |
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Repairs Needed |
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Narrative to be provided by LEA |
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Corrective Actions Taken or Planned |
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Narrative to be provided by LEA |
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School Accountability Report Card
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The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state. |
I. About This
School
Contact Information
This section provides the school's contact
information.
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School |
District |
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School Name |
Lighthouse Community Charter High |
District Name |
Oakland Unified |
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Street |
345 12th St. |
Phone Number |
- |
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City, State, Zip |
Oakland, CA 94607 |
Web Site |
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Phone Number |
510.271.8403 |
Superintendent |
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Principal |
Stephen Sexton |
E-mail Address |
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E-mail Address |
steve@lighthousecharter.org |
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School Description and
Mission Statement
This section provides information about the
school's goals and programs.
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 460 students and 60
staff members in 2006-07. The K – 8 school is in its 5th year of
operation and was renewed for five more years of operation in June of
2006. The 9 – 12th
grade school is in its 2nd 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: · Rigorous Curriculum & High Expectations for all
students · Serving the Whole Child · The Professional Learning Community · Family Involvement · Fundraising and Finance Long-term Facility |
Opportunities for Parental
Involvement
This section provides information about
opportunities for parents to become involved with school activities.
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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. In the fall of 2006, the first-ever
LPAC retreat was held. LPAC
representatives analyzed its efficacy and set goals for the future, which are
represented below. 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.
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Student Enrollment by Grade
Level
This table displays the number of students
enrolled in each grade level at the school.
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Grade Level |
Number of
Students |
Grade Level |
Number of
Students |
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Kindergarten |
0 |
Grade 8 |
0 |
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Grade 1 |
0 |
Ungraded Elementary |
0 |
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Grade 2 |
0 |
Grade 9 |
51 |
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Grade 3 |
0 |
Grade 10 |
0 |
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Grade 4 |
0 |
Grade 11 |
0 |
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Grade 5 |
0 |
Grade 12 |
0 |
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Grade 6 |
0 |
Ungraded Secondary |
0 |
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Grade 7 |
0 |
Total Enrollment |
51 |
Student Enrollment by Group
This table displays the percent of students
enrolled at the school who are identified as being in a particular group.
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Group |
Percent of |
Group |
Percent of |
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African American |
7.8 |
White (not Hispanic) |
0.0 |
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American Indian or Alaska Native |
0.0 |
Multiple or No Response |
7.8 |
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Asian |
2.0 |
Socioeconomically Disadvantaged |
75.0 |
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Filipino |
0.0 |
English Learners |
65.0 |
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Hispanic or Latino |
82.4 |
Students with Disabilities |
6.0 |
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Pacific Islander |
0.0 |
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Average Class Size and
Class Size Distribution (Elementary)
This table displays by grade level the average
class size and the number of classrooms that fall into each size category (a
range of total students per classroom).
No data
are available for this section
Average Class Size and
Class Size Distribution (Secondary)
This table displays by subject area the average
class size and the number of classrooms that fall into each size category (a
range of total students per classroom).
No data
are available for this section
Participation in the Class
Size Reduction Program
This table displays the percent of students in
kindergarten trough grade 3 who were assigned to a classroom that participated
in the Class Size Reduction Program.
No data
are available for this section
II. School
Climate
School Safety Plan
This section provides information about the
school's comprehensive safety plan.
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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 Discipline Practices
This section provides information about the
school's efforts to create and maintain a positive learning environment,
including the school's use of disciplinary strategies.
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The following behaviors
may result in immediate suspension: · Causing, attempting to cause, or threatening to
cause physical harm to another person. · Fighting · Biting · Forgery · Disrupting school activities · Defying the valid authority of a teacher,
administrator, or other adult at the school · Stealing or attempting to steal school or private
property. · Committing an obscene act or engaging in habitual
profanity or vulgarity · Sexual harassment, advances, request for sexual
favors, or other verbal, visual, or physical conduct of a sexual nature. · Using hate language · Violating the Walking Policy or any Field Trip
policy · Receiving a fourth office referral Depending
on the violation and situation, suspensions may be done in school or at
home. If a child is suspended, the parent/guardian will
be called and a letter will be sent home with the child stating the violation
and where the suspension is to take place. Regardless of where the suspension is to take
place, a student who receives a suspension notice, will be required to return
home for the remainder of the day on which the violation is made. For an in-school suspension, the
student will report to school the next day, but the student will remain in
the office for the day. For an
at-home, the student is to not report to school the next day. Upon
a student’s third suspension in one year, the student will be referred to the
Student Study Team. The Student
Study Team, made up of one director, the student’s teacher, the referring
teacher (if applicable), and any outside consultants necessary (school
psychologist, etc.) will meet to devise an intervention plan for the
student. The Student Study Team
reserves the right to refer the student to the LCCS Board of Directors for an
expulsion hearing. Upon
a student’s fourth suspension in one year, the student will be referred to
the LCCS Board of Directors for an expulsion hearing. Expulsion Students may be suspended
or expelled for any of the following acts when it is determined the pupil: |