PARENT GUIDE 2015 – 2016

www.ousd.org Visit our website for phone numbers, calendars, meal menus, and more. Parent Guide 2015-2016 Oakland Unified School District

Dear OUSD Parents, Caregivers and Community, FINANCIAL MANAGEMENT It is with great pleasure that I welcome you to the Oakland Unified School 1. Cut central administrative costs by 20% or $2.3 million, freeing up funds for District for the 2015-16 school year. For those who are entering OUSD for reorganization and investment in textbooks for our classrooms. the first time, I thank you for entrusting your children to our care. This is an awesome responsibility and one we do not take lightly. To those 2. Improved condition of financial records and received the first financial who are already part of OUSD, I am grateful for your continued support opinion in over a decade. and collaboration as we strive to build a world-class school district that 3. Secured approval to use an external auditor for outstanding audits, saving educates the whole child and prepares every student for college, career, and nearly half a million annually starting this year. community success. This school year will be my second as OUSD Superintendent, but the first one FACILITIES in which I have been able to participate fully in the planning and preparation. As a result, I look forward to this year with great eagerness and optimism 1. Completed new solar systems at 16 schools that will significantly reduce and with every expectation for the success of our children. We are working annual electricity costs over the next 25 years and avoid production of diligently to transform OUSD from a school district with pockets of excellence almost 2,500 tons of carbon dioxide emissions per year (the equivalent of into one characterized by consistent excellence and high quality schools in removing close to 12,000 cars from California’s roads) also bringing the every neighborhood. math and science behind the solar technology into the classroom in the form of curriculum that helps prepare students for careers in the clean I’m encouraged by the progress we made my first year as your energy economy. Superintendent. I believe now, more than ever, that our course is not only the correct one, but essential if we hope to restore the promise of Oakland 2. Received California’s highest honor for sustainable school construction public schools so that all students reach their full potential. The road forward, from the Collaborative for High Performance Schools, which certified La shared in our strategic plan, The Pathway to Excellence, is one marked by Escuelita Education Center as meeting its stringent standards that only a uniformly high-quality instruction, safe, healthy and supportive schools, and tiny percentage of school buildings have met. environments that cultivate mental, physical, social, and emotional health. 3. Implemented a community engagement process resulting in In the coming school year, we will continue the transformation from a school recommendations for temporary housing plans for Glenview in line with district with some incredible highlights, but also with uneven results, to one the community’s interests. that produces consistently positive outcomes for students regardless of background or zip code. STRATEGY Creating a school district that not only sets high expectations for 1. Conducted a listening tour with more than 100 community meetings achievement, but provides the conditions needed to experience success, across the city, built a strategic plan based on input from these meetings, demands a dramatic revision of the way we operate and the way we interact and secured unanimous approval of the plan by the Board: www. with each other. If we continue as we always have, we will get the results everystudentthrives.org. we’ve always known—and those are simply unacceptable. The hard work 2. Developed a committee process to roll-out and implement the plan; of changing practice is still necessary to realize our goals for students. Yet, received over 350 applications from a broad and diverse pool of district this knowledge is balanced by our initial victories that point toward a bright stakeholders for approximately 75 strategic plan committee spots and future where OUSD is a model school district providing students with a convened regular meetings toward a June report out. world-class education. I want to share with you just a few accomplishments from the 2014-15 school year that are bringing us closer to the day when Every Student Thrives! EXTERNAL FUNDING 1. Helped with the passage of Measure N, providing $12 million/year for EFFECTIVE TALENT 10 years to more than double linked learning in our schools to reach thousands more students starting next year. 1. Reached agreements on new contracts with SEIU and AFSCME, incorporated Oakland’s new minimum wage, and reached a new contract 2. Secured over $25 million in new grants including $11 million from The with the Oakland Education Association (OEA) that provides the largest Atlantic Philanthropies over three years for expanded career health raise in 10 years and largest of any district in Alameda County. pathways, a commitment of approximately $500,000 per year for 10 years from the David & Lucille Packard Foundation for early learning, and a $5 2. Recruited and retained top talent from Oakland and around the country million commitment from Intel to fund engineering and computer science for key leadership positions in school design and transformation, early education and job pathways. learning, change management and communications. We will build on these successes as we strive to work to meet the academic, 3. Designed and launched Teacher and Leader Growth & Development social and emotional needs of all of our students and prepare each and Systems. every one for college, career, and community success. We’ve made great strides toward the day when Every Student Thrives! is no longer a vision, but QUALITY COMMUNITY SCHOOLS a reality, and the 2015-16 school year will be yet another giant leap in that 1. Simultaneously implemented Common Core aligned math and literacy direction. Thank you for taking this journey with us. curriculum in all of our schools to drive better academic outcomes and Respectfully, college preparation. Antwan Wilson 2. Developed plan that will expand TK access to the entire district starting Superintendent next year. Oakland Unified School District 3. Launched Quality School Development process based on solid pillars of success, encapsulated in a Board approved policy, and moved forward with five Intensive Support Schools identified by the Board in 2014 for extra focus and support. 4. Improved upon the data infrastructure within the district.

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TABLE OF CONTENTS

OVERVIEW: PATHWAY TO EXCELLENCE ...... 4

OVERVIEW OF OAKLAND UNIFIED SCHOOL DISTRICT . . .7 An outline of OUSD’s vision, student demographics, academic performance, financial outlook, and OUSD Fast Facts.

PARENT RESOURCES ...... 13 What you need to know about enrollment and registration, how to support your child’s learning from kindergarten through high school, and promotion and graduation requirements. RIGHTS AND RESPONSIBILITIES ...... 25 A guide to laws and policies about attendance and truancy, equity and nondiscrimination, health and safety, information and privacy, personal appearance and property, and school climate and discipline.

APPENDIX ...... 41

DIRECTORY ...... 50 Contact information for District offices and school board members, plus a map and phone numbers for all Oakland public schools.

EQUITY AND NONDISCRIMINATION Our goal is to create a supportive and nurturing learning environment in every school, where all students, parents, teachers, principals, and other staff are treated with respect and dignity. Nondiscrimination Policy OUSD prohibits unlawful discrimination against any protected group as identified under Education Code 200 and 220 and Government Code 11135, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and Title IX. The Governing Board desires to provide a safe school environment that allows students equal access and opportunities in the district’s academic and other educational support programs, services and activities. The Board prohibits, at any district school or school activity, unlawful discrimination, harassment, intimidation and bullying of any student based on the student’s actual race, color, ancestry, national origin, ethnic group identification, citizenship, age, religion, marital or parental status, physical or mental disability, medical condition, status as a veteran or disabled veteran, sex, sexual orientation, gender, gender Identity, or gender expression; the perception of one or more of such characteristics; or association with a persons or group with one or more of these actual or perceived characteristics. Complaint forms are available at school sites and at the Office of the Ombudsperson. Gabriel Valenzuela is the District’s Ombudsperson and Title IX Coordinator and his office is located at 1000 Broadway, Suite 680, Oakland, CA 94607, phone 510- 879-4281, fax 510-879-3678. The District’s 504 Coordinator is Barbara Parker, located at 746 Grand Avenue, Room 15 until November, and then located at 1000 Broadway, 510-273-1510. See page 27 for further information on Equity and Nondiscrimination. BOARD POLICY 0410, 4030, 5145.3

The Oakland Unified School District Parent Guide is available in English, Spanish, Chinese, Vietnamese, Arabic, and Khmer (Cambodian) languages. Information in this Parent Guide does not replace or substitute for the policies and administrative regulations of the District. You can review the policies and regulations on our website, www.ousd.org. © 2015 Oakland Unified School District. Select photos © Hasain Rasheed. 3 Parent Guide 2015-2016 Oakland Unified School District

PATHWAY TO EXCELLENCE STRATEGIC PLAN 2015–2020

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PATHWAY TO EXCELLENCE STRATEGIC PLAN 2015–2020

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begin a Call for Quality Schools focused on facilitating the development OUSD OVERVIEW of effective school models from the ground up and to ensure that every IN THIS SECTION: student is able to attend a quality school in their neighborhood. VISION, Mission & Goal Areas ...... 7 DISTRICT-CHARTER COMPACT ACADEMIC PERFORMANCE ...... 8 We will partner with charter schools to provide access to quality schools in every neighborhood while building common systems for enrollment, FINANCIAL OUTLOOK ...... 8 transfers, discipline, performance, and serving all Oakland students. About this Parent Guide PERFORMANCE MANAGEMENT We will measure the effectiveness of central services to ensure that This year—and every year—your child will have the best opportunity for student needs are put first and schools receive the support they need to academic success if there’s a strong partnership between you and the school. be successful. We will engage in cycles of inquiry to elevate exemplary Of all the factors that affect student achievement, research shows that services and to improve our supports to our stakeholders. parents’ expectations and support are among the most influential. The 2015- 2016 Parent Guide was developed with that in mind, to give you information Priority: Quality Community Schools and tools to help your child succeed. At Oakland Unified, we want and need parents to support their children’s learning at home, collaborate with Strategies: teachers and counselors on their children’s progress, have meaningful roles LINKED LEARNING in school decisions, and hold us accountable to our commitment to provide a high-caliber education for every single child. We will provide learning opportunities for all of our students that meet college and career readiness standards, provide experiential learning, The District overview that begins on this page provides general information and embed technology-based learning to ensure students are prepared about OUSD goals and strategies. Parent Resources, starting on page 13, for college, career, and community success. This will begin with early- covers everything from how to enroll your child in kindergarten to what childhood education to ensure students are prepared for success by third courses are required for college admission. It also includes ways to encourage grade. It continues by focusing extra attention to improve our secondary good study habits and how to advocate for improvements on school or schools by embedding pathways that prepare students for success in District-wide issues. The final section of the guide contains a directory of careers in the science, technology, engineering, arts, mathematics, phone numbers for District offices as well as for individual schools. health, and entrepreneurial fields. Each Linked Learning pathway will Throughout this guide, the word “parent” refers to a parent or guardian. We require students to take college-level Advanced Placement, International hope you find this guide to be a helpful resource. Best wishes for a successful Baccalaureate, and/or Dual Enrollment courses while providing support school year! to students who need additional help in meeting college and career-level expectations. Progress on Key Initiatives EQUITY-BASED EDUCATION We will support our schools with implementing strategies that accelerate Priority: Effective Talent Programs the academic achievement of all students while ensuring that we are Strategies: closing the opportunity gap for our African-American, English Language Learner, Foster Youth, and Special Education Students. This includes RECRUITING & ORIENTATION building upon the progress of African-American Male Achievement; and, it We will focus on recruiting the best talent and develop efficient systems also includes providing additional resources and supports to some schools for supporting their successful transition into their roles in the district. to promote the success of our most impacted students that our data shows we need to do more to support in reaching higher academic outcomes. SUPPORTING & EVALUATING SCHOOL SITE GOVERNANCE We will make OUSD the employer of choice in the Bay Area by creating conditions for success through effective teams, a culture of professional We will focus on clear, transparent, and representative engagement that learning, and the use of observation and constructive feedback. empowers stakeholders to work collaboratively with the school principal to improve educational outcomes for all students. This will include LEADING & RETAINING prioritizing improvement strategies targeted to the needs of the students We will create professional growth opportunities that facilitate the the school serves and that are tightly aligned with district priorities. development of all employees as educators and leaders within our system in a way that supports the placement and retention of our effective OUSD Overview employees. VISION Priority: Accountable School District Our vision is that all OUSD students will find joy in their academic experience Strategies: while graduating with the skills to ensure they are caring, competent, fully-informed, critical thinkers who are prepared for college, career, and IMPLEMENTING DISTRICT CORE VALUES community success. We will collaboratively develop a set of district core values that will be used to guide how we support our employees, engage with our families MISSION and communities, and provide services to our students. These core values are intended to permeate our culture and will be used to drive us towards Oakland Unified School District (OUSD) will build a Full Service Community a north star of excellence as a school district. District focused on high academic achievement while serving the whole child, eliminating inequity, and providing each child with excellent teachers, every QUALITY SCHOOL DEVELOPMENT day. We will engage in a Strategic Regional Analysis to inform where we need more quality programs, and to inform where district facilities need to be GOAL AREAS used more effectively. Additionally, we will develop a School Performance Every student in the Oakland Unified School District will: Framework to measure quality at all individual schools. Finally, we will 7 Parent Guide 2015-2016 Oakland Unified School District

• Attend a SAFE, HEALTHY, and SUPPORTIVE SCHOOL, that collaborates Participation in a Linked Learning Pathway is with civic and community partners to reduce violence in the community and schools, thereby creating secure campuses where a culture of calm increasing: prevails. 2012-13: 38.6% • Learn the knowledge, skills, and abilities to be PREPARED for SUCCESS in 2014-15: 47.3% COLLEGE and CAREERS when they graduate from high school, to ensure that they can read, write, speak, think critically, and reason mathematically for post-secondary success. African American male students with no • Have HIGH-QUALITY and EFFECTIVE INSTRUCTION with excellent teachers out-of-school suspensions: for every day of the school year. 2012-13: 82.4% The Oakland Unified School District will: 2013-14: 86% • Become a Full-Service Community District that is in service of and fully supporting the success of community schools and thriving students. FINANCIAL OUTLOOK The 2015-16 school year continues the restoration of funding to school • Be ACCOUNTABLE for HIGH-QUALITY for its schools and in its work across districts throughout the State after the Great Recession. The new model the organization. of funding for K-12 education - Local Control Funding Formula (LCFF) - will increase the per-student funding over the next several years. Additional Student Demographics funding is awarded to school districts based on the number of students who During the 2014-15 school year, 37,147 students attended OUSD schools. See are either low-income, English Language Learners (ELLs), or Foster Youth. the Fast Facts on pages 10 for a detailed breakdown of student groups. OUSD Along with the funding formula, the District is required to develop a Local boasts one of the most diverse student populations in California. The rich Control Accountability Plan (LCAP) that sets goals and directs expenditures to cultural and linguistic diversity of our community is one of our greatest assets actions that will improve outcomes for students. (See LCFF & LCAP section as we strive to prepare students for college and career. below). Of OUSD’s student population, 30 percent are English Language Learner (ELL) OUSD greatly benefits from LCFF based on the large number of students students, with more than 40 languages represented. Other than English, the who are represented by the funding categories. Currently, 78 percent of our most widely spoken primary languages are Spanish, Cantonese, Vietnamese, students qualify. To ensure that our funding is maximized, it is imperative that Khmer (Cambodian), Mien (Yao), and Arabic. parents, guardians, and caregivers partner with us to do the following: 1) enroll and register students in our schools; ACADEMIC PERFORMANCE 2) complete and submit the Free & Reduced Lunch Application form or the “How is OUSD improving academically?” LCFF form; 3) bring your child to school every day. Our graduation rate is increasing: The Oakland School Board has passed Board Policy 3150 on budgeting that requires: 100% 1) the allocation and expenditure of OUSD financial resources be aligned to 90% the achievement of continuous improvement in school quality and student 80% 70% 66.8% outcomes; 60% 58.3% 58.9% 2) the allocation of OUSD financial resources to schools shall be maximized; 50% 40% 3) the distribution of OUSD financial resources to schools shall account for 30% varying student needs and neighborhood conditions; 20% 10% 4) school governance teams shall be empowered to budget and expend OUSD financial resources; and, 2011 2012 2013 2014 5) the general public shall have timely access to accurate, comprehensive, and easily comprehensible OUSD financial management information at the Our dropout rate is decreasing: school, department, and District-wide levels. Finally, our Superintendent has established a District Budget Advisory Committee (DBAC) to support all stakeholders in understanding and informing the implementation of the new policy on budgeting. 100% To view all school budgets for the 2015-16 school year, please visit our 90% website at www.ousd.org/domain/347. 80% 70% To access the District’s historical financial documents, please visit 60% www.ousd.org/financedocs. 50% 40% 28.1% 30% 25.5% 21.1% 20% 10%

2011 2012 2013 2014

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LCFF and LCAP DO YOU KNOW THE FULL COST OF TRUANCY? In June of 2013 a new law regarding school finance was signed by Governor Truancy is a “gateway” crime that opens the door to deeper trouble. Jerry Brown, providing for a new funding model known as the Local Control Funding Formula (LCFF). It also costs Oakland schools millions of dollars per year, depriving all students of programs—not just the ones who skip school. The LCFF significantly changes the funding formula for school districts— providing more money for students who are historically underperforming. The relationship between attendance and achievement is grounded in The LCFF identifies three categories of students requiring greater resources: research and common sense. There are only 180 days of school each 1) students who qualify for free or reduced priced meals, 2) students who are year and each one of these days is critical to a student’s academic English Learners, and 3) foster youth. success in school. However, many parents don’t know that student attendance is what generates schools’ revenue from the state. School As part of the LCFF, school districts, county offices of education and charter district funding is anchored in enrollment multiplied by average daily schools are required to develop, adopt, and annually update a three-year attendance, which means that when students aren’t in school our Local Control and Accountability Plan (LCAP), beginning on July 1, 2014, using schools have less money to fund programs, buy supplies, and pay for a template adopted by the California State Board of Education (SBE), and teachers. created with substantial community input. The LCAP is required to identify annual goals, specific actions, and measure progress for student subgroups Regardless of whether a student is absent for excused or unexcused across multiple performance indicators, including student academic reasons the District does not receive funding and the student misses out achievement, school climate, student access to a broad curriculum, and on important instruction. Student absences cost our schools millions of parent engagement. School districts and charter schools are required to dollars. Please make sure your child attends school every day. obtain parent and public input in developing, revising and updating LCAPs. For more information please visit www.ousd.org/LCFF. HOW EVERYONE IN OUR COMMUNITY PLAYS A ROLE IN CORE Waiver OUR STUDENTS’ SUCCESS For over a decade, the Oakland Unified School District participated in a • Students show up and do their best in school every day. federal accountability system known as “No Child Left Behind”. Recently, the Oakland Unified School District (OUSD) and six other CA school districts got a • Families hold high expectations and support students to do their very renewed waiver from the Obama Administration to implement an alternative best in school every day and to graduate prepared for college. accountability system we call the School Quality Improvement System. The • Teachers focus on student achievement results, providing rigorous School Quality Improvement System (or SQIS) is a holistic approach to school curriculum, utilizing proven instructional best practices, teaching with improvement that will advance our district’s efforts to prepare all students cultural relevance, and constantly reflecting on and learning how to for college and careers. improve their teaching practice. When it is fully implemented in 2015-16, the SQIS will measure our school’s • Principals apply pressure and support to ensure that every classroom progress on a wide range of school quality factors, including is focused on achievement, and teachers have the resources, data, • student academic performance; and feedback they need to differentiate instruction to meet the needs of each student. • evidence about our school culture/climate; and • Whether OUSD staff work directly with students in the classroom, • evidence about our supports for students’ social/emotional growth. or in support of that work by creating a clean and safe learning The School Quality Improvement System will provide all OUSD schools and environment, the focus of everyone’s efforts is to ensure that every their communities with clear, in-depth feedback on our areas of strength student graduates high school prepared for college and career. and challenge and will require that we plan improvements in support of the • Community partners provide programs and services in our schools overall goal of student college- and career-readiness. that are critical to supporting students and families, as well as play The waiver allows for flexibility in the use of Title I Funds that had previously a role in reviewing data that helps identify and recruit resources to been mandated for spending on non-OUSD service providers to be spent meet the needs of the school community. wherever they will have the greatest impact. The waiver plan directs OUSD’s focus toward a collective effort to prepare all students for college and career • Other Support Schools, if student performance is not improving, as while working to eliminate disparity and disproportionality. By applying for indicated by failing to meet state objectives. and receiving the waiver, CORE districts (including OUSD) avoided certain penalties and sanctions for underperformance due to not achieving 100 Priority Schools are paired with Reward Schools across the seven Waiver percent proficiency. districts, so educators can learn new strategies and benefit from seeing other educators’ work in different contexts. Focus Schools and Other Support An important aspect of the School Quality Improvement System is that it Schools work in “communities of practice” with other Oakland schools to requires our schools to engage in a proven school improvement strategy— learn from each other and to design and implement new strategies to meet collaboration between schools to share effective practices—to help us the needs of our students. prepare all students for college and career. The School Quality Improvement System identifies schools that are having great success in increasing student For more information please visit www.coredistricts.org or achievement while also closing achievement gaps; these are designated as www.qualitycommunityschools.weebly.com/esea-waiver-support.html. Reward Schools. The SQIS also identifies schools that are not yet meeting school quality improvement goals. These schools are identified as • Priority Schools, if student performance overall is persistently at lower levels, • Focus Schools, if student performance has significant gaps between student sub-groups, or

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FOCUS ON COLLEGE, CAREER, AND COMMUNITY READINESS At OUSD we are committed to providing the instruction, curricula, experiences, and support necessary to prepare every child to be college, career, and community ready. To make that goal a reality, we are using strategies to ensure students reach certain proficiencies. A few examples of these strategies are listed below, along with ways you can help at home. To find out what other steps your school is taking to help students meet these goals, speak with your principal, teacher, counselor, or other staff member at your student’s school. For descriptions of the knowledge, skills, and concepts students are expected to master at each grade level, review the California content standards at www.cde.ca.gov/be/st/ss.

District Goal: Oakland students will be prepared for success in college and career. Every student in the Oakland Unified School District will learn the knowledge, skills, and abilities to be prepared for success in college and careers when they graduate from high school, to ensure that they can read, write, speak, think critically, and reason mathematically for post-secondary success.

EXAMPLES OF WHAT OUSD IS DOING TO HELP STUDENTS MEET THE GOAL: • Promoting a college-going culture at every school, pre-K through 12th grade, supporting the vision of every Oakland student being a college-bound student. • Continuing to align high school courses with UC/CSU admissions requirements, by certifying courses as meeting “a-g” requirements in all subject areas. • Aligning all Career Technical Education courses to the Common Core standards and to “a-g” certification standards whenever possible. • Continuing to strengthen existing and develop new Linked Learning career-themed academies and pathways in OUSD high schools. • Offering career readiness programming and curriculum to all high school students, to explore interests and skills and connect to goals after high school graduation. • Working with college access and community partners to provide college and career planning in afterschool and extracurricular programs. • Expanding internship opportunities, particularly in the summer, for students to develop 21st century skills for success in the world of work. • Empowering peer leaders to share “college knowledge” with their school communities. • Increasing the number of Advanced Placement (AP) classes offered and providing additional support to increase AP passage rates for African-American and Latino students. • Offering free universal access to the PSAT for all students. • Increasing student participation in and performance on PSAT and SAT tests, and offering fee waivers for students to take tests free of charge. • Supporting concurrent enrollment of high school students in community college courses while they are still in high school, for enrichment or advancement purposes. • Offering credit recovery opportunities for students to get back on track toward on-time graduation, during the regular school year and summer term. WHAT YOU CAN DO TO HELP YOUR STUDENT MEET THE GOAL: • Meet with your student’s teacher if you have concerns about whether he or she is performing at grade level. It’s never too early to ask for help for your student to be successful. • Make connections with counselors, advisors, and other school partners whose focus is on supporting college and career readiness. These adults can serve as valuable resources in middle and high school. • Keep track of your child’s progress, even if you don’t know everything about the subject area. Talk to the teacher if you need support to help your student at home. • Help your student to develop strong study skills and time management. Set aside a special space for your student to complete homework at home. Ask to see homework assignments and tests to stay updated with school work. • If your student is in high school, ask about the ABI Parent Portal or other online tools to help you track your students’ progress, including attendance, homework grades, and test scores. • Instill a college-going attitude in your student. Even if you did not attend college, you can consistently hold high educational expectations in your home. Share with your student that you expect him or her to graduate from high school prepared for college and career and that you know he or she can succeed. • Take tours of local college campuses in the area. Exposing your student to the world of higher education early will help him or her truly see him/herself as a part of that culture after graduating from high school. • Be an active participant in school and District events, especially those focused upon college and career readiness. Attend school and District events for parents and families whenever possible, to learn more about what is happening at your student’s school and within OUSD. • Consider being part of the parent association or School Site Council (SSC) at your student’s school. • Familiarize yourself with college eligibility requirements (also known as the “a-g” requirements - see page 21 for the complete list) and compare them with your child’s high school course of study. If you have concerns about any courses, talk to your child’s teacher, counselor, or principal. Visit the UC Doorways page: www.ucop.edu/doorways/ and search for your school’s list of approved courses. • Talk to your student about participating in a Linked Learning career-themed academy or pathway in high school. This will help expose your student to real-world learning alongside college-prep coursework. Visit the Linked Learning website at www.ousd.org/linkedlearning for more information about the programs available at OUSD high schools. • Contact the OUSD High School Office for additional support. Please visit our website at www.ousd.org/hSO for phone and email contacts.

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PARENT RESOURCES translated into that language. Every SARC is required to contain the following: • demographic data IN THIS SECTION: • information about school safety and learning climate ENROLLMENT AND REGISTRATION ...... 13 • academic data PARTNERING FOR SUCCESS ...... 16 • school completion rates REPORT CARDS, TESTS, AND PROMOTION/GRADUATION ...... 19 • class sizes Parent Resources • teacher and staff information, including “highly qualified” teachers To make sure your children get a great education, you need some • curriculum and instruction descriptions information—like how to enroll them in schools that are right for them, how • postsecondary preparation information to support their learning from the first day of kindergarten to the last day of high school, how to participate in decision making at school that affects their • fiscal and expenditure data learning, and even how to shape policies and priorities for the District. These • graduation rates (at the secondary level) pages contain resources and strategies to help you at each step along the way. • suspension and expulsion rates • percentage of graduates who qualify to attend the UC and Cal State systems ENROLLMENT AND REGISTRATION • number of advanced placement courses offered by subject All parents want their children to attend schools where they will thrive, both • contact info for organized opportunities for parental involvement academically and personally. For each family, though, that environment may be quite different. To allow you to find the right fit for your child, Oakland View SARCs for OUSD schools online at www.ousd.org/SARC. Unified allows any student to apply to any school in the District. The goal of Parents can receive a copy of a SARC upon request at the school site. this open enrollment practice—called the Options Process—is to ensure all families have equitable access to high-performing schools across the city. KEY MONTHS Evaluating Your Choices August: Middle and high school registration Many resources are available to help you learn about and compare the December–January: Open enrollment District’s schools, including OUSD school score cards, the Options Enrollment March: Notification of new school assignments by mail Guide, and the OUSD website (www. ousd.k12.ca.us). Attending open houses April–May: Kindergarten registration at school sites and secondary and going on campus tours are also great ways to get a feel for different student assignment confirmation. learning communities. A list of open houses will be available on the District’s website in November. Check www. ousd.k12.ca.us/enroll in the Fall and Check www.ousd.org/enroll for specific dates or changes. Winter for information about tours and open houses as it becomes available. You can also contact the schools directly about dates and times for these events (see the Directory on page 52 for school contact information). Parents’ Right to Know Parents have a right to request and be provided with the following information regarding qualifications of their child’s classroom teachers: MEASURING SCHOOL QUALITY BY TEST SCORES 1. Whether the teacher has met State qualification and licensing criteria School performance data is an indicator of instructional quality at a for the grade levels and subject areas in which the teacher provides school, but test scores don’t tell the whole story. Test scores provide a instruction. picture of a school on one day, and many factors can affect the scores. 2. Whether the teacher is teaching under emergency or other provisional We recommend using the test scores as a starting point to formulate status through which State qualification or licensing criteria have been questions about a school, then visiting schools, talking to parents and waived. staff, and asking for supplementary data. 3. The baccalaureate degree major of the teacher and any other graduate Student results will be reported for the 2016 CST/CMA and CAPA certification or degree held by the teacher, and the field of discipline of the Science tests as usual. In addition, new student, district, and state certification or degree. level score reports will be produced for the 2016 Smarter Balanced 4. Whether the child is provided services by paraprofessionals and, if so, their (SBAC) English Language Arts and Math online tests. These tests are qualifications. too fundamentally different from the old exams to make any reliable comparisons between old scores and new. This year’s results will Parents must also be provided: establish a new baseline for the progress we expect students to make 1. Information on the level of achievement of the parent’s child in each over time. of the State academic assessments required under 34 Code of Federal Regulations Section 200.2.

School Accountability Report Cards The Application Process Under the Options Process open enrollment program, all entering The purpose of the state and federally required School Accountability kindergarten, middle, and high-school students must submit an application Report Card (SARC) is to provide parents and the community with specific to attend a school in the fall, even if it’s the school in their neighborhood. The information about each public school. Although the design of the SARC open enrollment period begins in December and usually ends in late January varies from school to school, each one starts with a profile that provides (check www.ousd.org/enroll for specific dates). Requests for transfer to background information about the school, its students, and the school’s other OUSD schools in the fall are also accepted during the open enrollment mission, goals, and accomplishments. For schools with 15 percent or period. Students already enrolled at a school do not need to reapply each more students of the same language other than English, the SARC must be year to continue attending there. 13 Parent Guide 2015-2016 Oakland Unified School District

Parents of new enrollees and students from charter, private, or out-of- WHAT TO CONSIDER WHEN CHOOSING A SCHOOL District schools should bring the following when enrolling their students: • How far away is it from your home and how will your child get there? 1. Verification of residence: Students must have three of the following Will the commute take a large portion of his or her day? Will it be dark documents with their parent’s, guardian’s or caregiver’s name and address: when your child arrives home? • A utility bill dated within 45 days: PG&E, EBMUD. • Is the size of the school appropriate for your child? • In combination only, automobile registration and automobile insurance. • What electives or academies are offered? What about extracurricular These documents must be provided together. sports, student clubs, or community service opportunities? • Homeowner’s/renter’s insurance policy. • What kinds of access do students have to library and technology • Lease agreement with owner’s documentation. resources? • Property tax statement. Current property tax bill from Alameda County Tax • How are the arts integrated into learning? Collectors’ Office. • What are the school norms, rules, and expectations for students and • Official letter from a social services/government agency within 45 days. parents? • Transitional families only: Transitional families reside at a non-permanent • What is the school’s discipline policy and practice? address such as a motel/hotel, shelter, car, or are otherwise in transition. • How is student progress monitored and communicated to parents? Transitional families who are unable to establish a permanent residence can go to the Transitional Students and Families Program located at • How does the school help students who are struggling academically 746 Grand Ave., Portable 3 until November, and then located at 1000 or socially? Who are not fluent in English? Who have special needs? Broadway, for residency verification and assistance. • Do students seem engaged in their classes? How are teachers 2. Age verification documentation (new students): Families must provide a managing their classrooms? How do they engage parents with student Birth Certificate (preferred), a Hospital record of Birth may be accepted academics? until a Birth Certificate can be provided. • Do students take pride in their school? 3. Grade level verification (Grades 2-12): Families need to provide a • Are the buildings and grounds clean, safe, and pleasant-looking? Is transcript, promotion certificate, or the child’s most recent report card to student work displayed in the classrooms and hallways? verify grade level. • What are the opportunities for parent involvement at the school? Is 4. Verification of ID: parent’s, guardian’s or caregiver’s California driver’s there an active parent-teacher group? license or official California ID Card from the Department of Motor • How is information about school events, activities, and decision- Vehicles (DMV) or a Passport, in conjunction with documents in form of making communicated to parents? Birth Certificate, guardianship papers or court documents must be used for verification of custody. • At elementary schools, is on-site daycare available before and/or after school? Are afterschool programs available? The District reserves the right to request any additional proofs of residency as necessary. • At middle and high schools, are counselors available to help students make decisions about classes and/or college planning? Transfers from school to school within OUSD during the school year are limited to documented health and safety concerns and to families who move • Does the school promote college goal-setting/preparation? a significant distance from their current school assignment. Transfer requests • What does the school offer in the way of honors or advanced resulting from complaints or issues at the school site will be reviewed by placement classes? the Network superintendent or the deputy network superintendent and by school site administrators. At the middle and high school level, transfers due • Where do students go after they are promoted/graduate? How many to a change of address are highly limited, and typically only permitted at attend four-year colleges? the semester break if space is available. EDUCATION CODE SECTIONS 48980 (H), 48980 (I); ADMINISTRATIVE REGULATION 5111.1, 5116.1; BOARD POLICY 5116.1, BP 5117. SEE THE APPENDIX ON PAGE Kindergarten, Middle, and 46 FOR THE FULL TEXT OF THESE POLICIES. High School Enrollment Interdistrict Transfers State law requires students first be released by their home school district During the open enrollment Options window, applications for kindergarten before they can apply to be admitted to another city’s public school can be picked up from any OUSD school or from the Student Assignment district. Transfers are generally permitted due to employment, childcare, Center and returned to either location with the required documents (see or continuing in same school even though the student does not live in that page 15). Fifth and eighth graders who attended OUSD schools for the school’s city. Families wishing to exit OUSD for another school district must previous year will be given personalized applications for selecting their bring documentation supporting their request (for example, a pay stub for middle and high schools, respectively. They should return the completed an employment-based request or a report card for continuing students) forms to their current schools. to the Student Assignment Center. Families wishing to enter OUSD should bring their approved transfer permit from their district of residence along New Enrollees and Transfer Students with documentation supporting their request. Transfer requests will take an The Student Assignment Center can help you through the entire enrollment average of 15 days to review and notify the family of a decision. Decisions process, whether your child is brand new to OUSD; returning to OUSD from involving employment status may be considered immediately a charter school, private school, or school in another city; or transitioning from another OUSD school. This office is located at 746 Grand Avenue, Admissions and Appeals Room 15 until November, and then located at 1000 Broadway. Placement Students are admitted to the schools of their choice if space is available. If specialists are available from 8 a.m. to 2 p.m. Monday through Friday, or by there are more applicants than spaces, a series of priorities based on OUSD appointment. Language testing for students whose primary language is not Board of Education policy and state and federal laws is used to determine English is also provided. For more information or to make an appointment, admissions. The Board reviews this policy yearly—please check www.ousd. contact the office at 273-1600, or email [email protected]. 14 Oakland Unified School District Parent Guide 2015-2016 org/enroll for updated criteria. Late applications are processed in the order received, and students are CHARTER SCHOOLS assigned on a space-available basis after consideration of space, grade level, Charter schools were established under California law in 1992 as siblings, and residence. If we are unable to accommodate your child at any of public schools of choice. Compared with other public schools, they your school choices, or if you don’t submit an application for your child, he or enjoy greater autonomy in their operation in exchange for greater she will be assigned to the school closest to home that has space. Assignment accountability for their outcomes. Parents who reside in California may decisions may be appealed to the Student Assignment Center. We try our choose to enroll their children at any charter school in California if there best to accommodate preferences and will work with you to find the best is space available, or may withdraw if dissatisfied, regardless of what possible match for your child within the available possibilities. city they live in. Please contact the Student Assignment Center at 273-1600 if you have any Like all public schools, charter schools may not charge tuition, teach a questions about admissions policies. The office is located at 746 Grand religious curriculum, or violate anyone’s civil rights in their operations. Avenue until November, and then located at 1000 Broadway. BOARD POLICIES Each charter school that OUSD authorizes has an agreement (charter) 5116.1, 5117, ADMINISTRATIVE REGULATION 5116.1 with the District that describes what grades it will offer, how the school will provide learning opportunities to its students, and how the District Registration will measure its success. The charter school principal or director makes You must confirm and register your student at the assigned school to retain most daily decisions at a charter school, in consultation with teachers his or her placement. All assigned students should contact their assigned and parents. But the charter school’s governing board is ultimately school site to confirm their placement and reserve their seat, once they responsible for what happens at the school. receive their assignment letter. All confirmations happen in March or Over 10,000 students attend the 37 charter schools located in Oakland. April. Middle and High schools usually hold registrations in the Spring and orientations in August. Your assignment letter contains the school’s contact No two are the same. If you are considering a charter school, try to information. visit while school is in session; interview school leaders, parents, and students; and review the charter document. Decide whether the school is a good fit for you and your child. For more information about Early Childhood Education oversight of charter schools, please contact the Office of Charter The OUSD Early Childhood Education Department provides high-quality Schools at 336-7572. early education programs that prepare children for success in kindergarten and beyond by providing students with curriculum that is developmentally, improves their success in school. We strive to increase academic achievement culturally, and linguistically appropriate. The curriculum, includes instruction by aligning standards, curriculum, instruction, and assessment to meet the in early literacy, math, science, art, physical development, and social/ District’s goals for all children to read, write, communicate, and compute on emotional development and is rooted in the California Preschool Learning grade level by the end of third grade. Foundations. It is our goal to provide each child with individual attention that is essential during the early years, an engaging curriculum and a safe, For more information about OUSD SPROUT programs and the application nurturing environment in which students thrive. process, please contact our Preschool Eligibility and Enrollment Office at 273-1590. OUSD SPROUT Preschool and School-Age Transitional Kindergarten Programs In 2010, California passed a new law, The Kindergarten Readiness Act (SB There are currently 89 OUSD SPROUT classrooms in 30 centers throughout 1381), changing the age when children are eligible to enter kindergarten. Oakland: Under this new law, children must turn five-years-old on or before September • 28 Full Day preschool classrooms 1 in order to enroll in traditional kindergarten. Previously, children could enter kindergarten so long as they turned five-years-old by December 2. • 25 Half-Day preschool classrooms (AM sessions) For the 2015-16 school year, students who turn five-years-old between • 25 Half-Day preschool classrooms (PM sessions) September 2 and December 2, 2015 (date of birth falling between • 11 School-Age classrooms September 2 and December 2, 2010) have priority to register for Transitional Kindergarten. Preschool Program TK is a bridge between preschool and traditional kindergarten, and is a Our Full Day and Three-Hour preschool programs are designed to support full-day class offered through the TK-12 public education system. TK is each child’s optimal early learning and development through experiential taught by a multiple-subject, California credentialed teacher and offers a learning and exploration. The OUSD SPROUT preschool program is developmentally responsive, inquiry- based curriculum that is designed to thoughtfully designed to offer students and families a seamless transition support the social, emotional, physical, cognitive, and academic needs of four from preschool to Transitional Kindergarten or Kindergarten by implementing and five-year-olds. developmentally appropriate instructional practice that meets the needs of This year, OUSD offers transitional kindergarten programs at 34 elementary our earliest learners on a differentiated and individualized basis. Our pre- schools distributed across the city. Transitional kindergarten is part of kindergarten early literacy, mathematics, and social emotional development California’s public school system and is free to all participating students and curriculum is aligned to the Transitional Kindergarten-12 elementary families. standards, instruction, and assessment materials; all of which serve to provide children and families in our District with a strong foundation for For more information about the OUSD transitional kindergarten future college and career success. program and the application process, please visit www.ousd.org/ transitionalkindergarten or contact the Student Assignment Center at 510- School-Age Program 273-1600. Our school-age students receive engaging, hands-on experiences that are Afterschool Learning Programs presented in a structured and nurturing afterschool environment, with the intention of complementing the traditional hours of their school-day OUSD also offers comprehensive afterschool programs at a majority instruction. Our afterschool program helps children gain self-confidence and of elementary, middle, and high schools throughout the District. These 15 Parent Guide 2015-2016 Oakland Unified School District

IMPORTANT SKILLS TO ENCOURAGE IN YOUR CHILD CREATING FAMILY-FRIENDLY SCHOOLS You can build a strong foundation for academic success by sharing these Not all families feel comfortable in schools, for a variety of reasons. six key skills: But because family engagement is so crucial to student success, many schools are working to be more family-friendly. They are proactively 1. Manage your time. Buy or make a calendar and help your child write attempting to create partnerships with all families—not just those who down important dates for assignments and tests. Select one that’s are already visible in the school—so that all students can achieve at small enough to fit in the pocket of a binder or make your own their highest potential. month-to-month calendar and keep it in a homework place or on your refrigerator. When large projects come up, help your child break them What distinguishes a family-friendly school? down into smaller, more manageable tasks. • A welcoming environment where parents’ concerns and contributions 2. Keep organized. Many students have a hard time finding the right are honored papers when they want to review notes and quizzes before exams. • Programs and activities to help parents understand grade level Filing school papers in a single binder divided by subject makes it easy standards to keep track of them. Binders with pockets are handy for storing tests and handouts. • Trusting, collaborative relationships between teachers and families 3. Read! With the transition to the new California Common Core State • Workshops to develop parent leadership and participation Standards, literacy is the foundation for learning across all subject • Professional development for families and staff on family engagement areas. Find out your student’s Reading Level. Make your home a place where reading is a part of everyday life: Read to your child or have • Programs and activities for parents to share parenting successes and your child read to you, in English and/or your primary language. Select challenges books at your child’s Reading Level. Let your child see you reading. Be • Opportunities for parents to organize cultural events and activities for with your child when he or she is reading independently, while you the children read something you enjoy. If you believe your school could be more family-friendly, advocate for 4. Look it up. Teach your child how to find out what he or she doesn’t change with your principal. Become a parent leader who works with know. Have a dictionary at hand for your child to use when studying school leaders, family engagement staff, teachers, and other parents to or reading. Visit the library to use a computer or reference books for make some improvements. Call our Family Engagement Office at 273- an assignment. 1562 to learn more. 5. Get a study buddy. Ask your child’s teacher to find a classmate to work with your child as a “study buddy” – another student he or she can better overall—when families are engaged in their children’s education. By call for the homework assignment or to double-check understanding. being actively involved, you can have a positive influence on your own child’s This kind of practice helps develop children’s responsibility for their learning and also help your school increase the academic achievement of all own learning as well as their collaboration skills. students. 6. Plan for college. It’s never too early to plan for college whether your Parent involvement takes many forms, ranging from understanding what your child is in preschool, elementary, middle or high school. Find out what child is learning so you can help at home, to volunteering at the school, to courses are required for high school graduation and college admission collaborating with school or District personnel on large-scale improvements. (see page 23). Ask your child’s teacher how to support college It has the greatest effect on raising achievement when it is focused on readiness at home. student learning, though other forms of involvement are invaluable for Support grade-level standards at home, for K-5 parent guides, visit creating positive school climate, greater efficiency in the school office, and www.ousdfamilytoolkit.org, for K-12 parent guides visit many other benefits. Ultimately, we want parents and other caregivers www.parenttoolkit.com. to have co-ownership of our schools so that together we can help all the children become successful and healthy adults.

HOMEWORK TIPS Support Your Child’s Learning • Provide a quiet place for your child to complete homework every day. Being involved starts with knowing what your child is supposed to learn. When you understand what’s expected and are in regular contact with the • Establish a routine by setting a specific time each day for homework. teacher, you can help monitor and support your child’s progress—and seek Check in while he or she works. additional help if it’s needed. Parent guides on the Common Core state • Have someone check your child’s work with him or her: a parent, standards are available for kindergarten through eighth grade math and another adult, an older brother or sister, etc. English Language Arts at www.ousd.org/Parentroadmaps, and backpack • Make notes about homework problems your child is struggling with activities for K-5 are available at www.ousdfamilytoolkit.org. so you can talk about them with the teacher and find ways to provide additional help. Attend Back-to-School Night Each school has at least one Back-to-School Night early in the school year for programs are funded by state and federal afterschool grants, and are free parents to meet their child’s teachers and classmates’ parents, learn about or low-cost. Local community organizations partner with schools to provide the curriculum and classroom expectations, and hear how parents can help. afterschool homework assistance, tutoring, enrichment activities, and This is a great opportunity for parents to visit the school, get teacher contact physical activities until 6 p.m., daily. Each program serves a limited number of information, and receive information about the grade-level standards that students. Students are selected to participate based on enrollment priorities your child is expected to achieve in each subject. detailed in a school’s Afterschool Enrollment Policy. For more information, please contact the Afterschool Programs Office at 273-1550. Participate in Parent-Teacher PARTNERING FOR SUCCESS Conferences Research shows that students do better in school—and schools perform Take advantage of the regularly scheduled parent-teacher conferences during 16 Oakland Unified School District Parent Guide 2015-2016

PARENT-TEACHER CONFERENCES • Does my child participate in class? Usually around report card time, parent-teacher conferences are • Are there any attendance or tardiness issues I may not be aware of? scheduled to review students’ work and set specific goals to help children • Has my child turned in all the assignments? continue to learn and develop skills. It is not uncommon for parents to feel protective, defensive, or anxious when speaking with someone who • How is my child’s academic performance assessed? What kinds of tests is in a position to evaluate their child’s performance. Try to keep in mind are being given and what do the tests say about my child’s learning? that the purpose of the conferences is the same for you and your child’s • Are there areas where my child needs extra support? teacher: to help your child learn and be academically successful. Your child is best served when you and the teacher are working as a team. Enter the • Is my child performing at the level he or she is capable of? conversation intent on being in partnership with the teacher to support • Who are my child’s friends? Are they good influences on each other? your child’s learning and find solutions to any problems your child may be • How can I help my child at home? experiencing. If during the conference you and your child’s teacher make some decisions Before the convergence, talk to your child about how school is going. In about an action plan to support your child’s learning, be sure to agree on what subjects is he or she doing well? What subjects are challenging? Is follow-up steps. Also agree to stay in regular communication and decide there anything your child would like you to discuss with the teacher? Make when you will next contact one another. sure your child knows that you and the teacher are working together to help him or her succeed in school. If the parent-teacher conference was not effective in establishing an action plan and you feel there continue to be unresolved problems, contact your Jot down some notes about things you’d like to discuss in the conference principal for additional support. so you don’t forget them in the moment. You may want to share personal information about your child that would help the teacher understand his If parent-teacher conferences make you nervous, would it help to learn or her learning style. You may have questions about the school’s programs, how to get the most out of them? Want to know how to be a better what skills and knowledge your child will be expected to master this year, advocate for your child’s learning or a more effective parent leader? his or her achievement and progress, and how you can provide support at Perhaps you’d like a better understanding of what your child is supposed home. to learn in each grade, or how your child can prepare for college. The resources on these pages are a good starting point, and your child’s Here are some examples of questions you may want to ask: principal, teacher, or the family engagement staff at your school can help, • What are my child’s best and worst subjects? too. the school year to review your child’s work; discuss his or her academic achievement, individual needs, and personal goals for the year; and talk OAKLAND COMMUNITY RESOURCE DIRECTORY about how to support your child’s learning at home. For more on parent- OUSD works in partnership with many community-based organizations teacher conferences, see the box on page 17. and social service agencies to provide students and families with the resources they need to be successful. To find services and support for Talk to the Teacher Regularly your child and/or family, please access our new web-based resource directory. It can be found on the OUSD website under “For Our You don’t have to wait for a parent-teacher conference or until a report card Community” at www.ousd.org/communityresourcedirectory. comes out before talking to a teacher. Staying in frequent contact can alert you to potential problem areas before they grow. Anytime your child’s grades drop, ask for a meeting to discuss possible reasons and ways that you, your SPEAK TO THE BOARD child, and the teacher can work together to raise the grades. Teachers often can also recommend books your child might enjoy reading or additional study The Governing Board of the Oakland Unified School District, commonly aids. called the Board of Education, is the elected policy-making body of District. The Board holds regularly scheduled meetings twice a month. Meetings are open to the public. For the schedule and other Participate in Home Visits information about the Board, see the Directory beginning on page 46 or At some schools, teachers make visits to students’ homes to develop visit the District’s website. All regular Board meetings are broadcasted connections and relationships of trust with families. If you are interested, live on District’s operated KDOL (Comcast cable channel 27, UVerse contact your principal about participating in your school’s program or about cable channel 99) and rebroadcast twice a week—typically Fridays at 6 creating one (see “Creating Family-friendly Schools”). p.m. and Sundays at 4 p.m. KDOL also broadcasts a variety of student produced programs including ONews, Youth Focus, and Muse, along Talk to Your Child Regularly with other educational programs including the KDOL Spotlight and the District’s Community Bulletin Board which has important District Show that you value learning by making a habit of talking about school: Ask announcements, events, and deadlines. You can check programming what your child is doing in school, what he or she is learning, what’s difficult, schedules for KDOL online at www.ousd.org/KDOLschedule. Most and what your child likes and doesn’t like. Board Meetings and other legislative bodies meetings are also streamed live and archived on the District’s web site. Visit the School We encourage parents to visit the school to get a better idea of their child’s learning experience. To ensure the safety of our students, all visitors— Read Your School’s Newsletter including parents—must first obtain a visitor’s pass from the principal’s Many schools now have websites, in addition to newsletters, with office. Visitors are welcome as long as they don’t disrupt the school information about upcoming events, volunteer opportunities, District environment. A principal or designee may direct a visitor to leave the school deadlines, and other information. Each school has its own approach. Check and not return for seven days or more if it is determined that the visitor has with your principal or your school’s parent-teacher group for details. interfered with the good order or peaceful conduct of the school.

17 Parent Guide 2015-2016 Oakland Unified School District

Automated Phone Messages from OUSD WHAT SHOULD I DO IF MY CHILD IS HAVING TROUBLE IN OUSD uses SchoolMessenger, a recorded telephone message system, to SCHOOL? contact families about events in individual school communities and across the entire District. SchoolMessenger will also be used, on occasion, to • Talk with your child. There is usually a reason why a student is not provide emergency response notification to parents and caregivers. succeeding academically. Engage your child in conversation, be observant of him or her at home, and involve trusted family members From time-to-time during the school year, you will receive pre-recorded and friends as allies to find out what’s going on. phone messages at the number listed on your child’s enrollment forms. • Meet with your child’s teacher(s). Don’t wait for teachers to call you— Depending on the phone, voicemail, or answering service which receives take the initiative to set up meetings to review your child’s academic the call, you may need to press the “one” (1) key on your device to play the progress. message. • Ask teachers what they view as the academic priorities for your child Please listen carefully when you receive one of these calls, as they include and to share how they’re addressing these areas in class and through important information about your child’s education. If you have questions homework. Ask for specific recommendations about what you can do about SchoolMessenger or need to change the phone number on record, at home to help your child strengthen particular academic skills. please contact Troy Flint at [email protected]. • Check with your family physician. A doctor’s visit may help rule out health issues that can interfere with learning, such as hearing or vision Update Your Contact Information problems or other concerns. If you change jobs, move, or change phone numbers, it is critical to your • Ask for a Student Success Team (SST) meeting. Parents or teachers child’s safety and well being that you provide the teacher and/or the school can request a meeting where the student, parents, and educators office with your most current information. work together to review the student’s progress and recommend ways to improve learning. Talk to your principal to set one up. Advocate for School Improvement • Explore the need for special education, a Section 504 plan, alternative Every school can always improve, and there are many opportunities for education, or other supports. If students have physical or mental parents to work with teachers, staff, students, and community members disabilities that substantially interfere with their ability to learn, on a range of issues and projects. Whether you are working as a school they are entitled to special education testing and services. Some community to improve the achievement of a particular subgroup of students, students will learn better in an alternative education setting with or you are advocating to improve facilities, begin an afterschool program, or fewer students or more structured, flexible, or customized learning create a school garden, start by speaking to your school principal, or another conditions. See the teacher, school counselor, or principal for parent leader involved in the PTSA, School Site Council, Parent Leadership assistance. You can also contact the Programs for Exceptional Children Team, or other group (see below for more information). (Special Education) Office at 874-3700.

School Committees advises the School Site Counsel on special education issues. If your school Broad parent participation on committees that determine school direction does not currently have a SPEAC and you would like to start one, talk to and funding is critical to ensure that the interests of all students are your principal. represented. Here are few examples of advocacy and/or accountability groups that you can get involved with at your school: District Committees • Parent-Teacher Association (PTA), Parent-Teacher-Student Association Just as broad parent involvement in leadership is important at a school, it is (PTSA), or other parent-teacher group: Activities vary from group to also important across the District to ensure the interests of different school group, but at schools where these groups are active they generally organize communities are represented and that parent input is included in District volunteer efforts and raise money for projects of school wide benefit. decisions. Parent leaders are on the Community Advisory Committee (CAC) Some also publish newsletters, offer adult education opportunities, fund for Special Education, and the Local Control Accountability Plan (LCAP) school enrichment classes, and more. If you’re interested in forming a Parent and Student Advisory Committee. To learn more about CAC, email PTA at your school, contact Peralta District PTA at 670-4109 or www. [email protected] or call 874-3700; and for LCAP please call 273-1562. peraltadistrictpta.org. It oversees all PTAs and PTSAs in Alameda County. The Nutrition Advisory Committee (NAC) helps to determine the meal • Parent Leadership Team (PLT). Some schools have PLTs comprising parent program improvement plans implemented by Nutrition Services. The work representatives from each classroom who collectively give voice to parent is guided by the District’s Wellness Policy. Nutrition Services invites parents, concerns and issues. If your school does not currently have a PLT and you students, teachers, principals, community organizations, and all other would like to start one, talk to your principal. interested parties to participate in these meetings. If interested, please • School Site Council (SSC). A School Site Council must be established at contact Nutrition Services at 434-3335 for more details. all Title I Schools. The elected members of the SSC represent parents, students, and community members, and school staff in school governance. Community Organizing Groups By state law, the SSC must oversee the site based budgeting of categorical Many parents participate in community organizing with non-OUSD groups funds and the development and monitoring of the Community Schools that work on a variety of school improvement issues; for example, funding Strategic Site Plan (CSSSP) or Single Plan for Student Achievement (SPSA). for public schools, adequacy of school facilities and buildings, and safety and Contact your principal to get involved with your school’s SSC. quality of schools in specific neighborhoods. Some local education organizing • Parents of Children of African Descent (PCAD). Some schools have PCADs groups include Oakland Community Organizations, Parent Leadership Action that organize parents to work on issues such as educational equity. If your Network, East Bay Asian Youth Center, and West Oakland Parent Leadership school does not currently have a PCAD and you would like to start one, talk Action Network. For more information about working with these groups, to your principal. contact 273-1562. • Community Advisory Committee for Special Education (CAC). Some schools have SPEACs composed of parents, guardians, and teachers that provide support to the special education community. This committee also

18 Oakland Unified School District Parent Guide 2015-2016

SUMMER LEARNING REPORT CARDS, TESTS, AND OUSD recognizes the importance of summer as a time for students PROMOTION/GRADUATION to continue their learning, whether it involves academics, sports, art, When we set our sights on preparing students to graduate from high school music, or enrichment activities. To help support students during the with the courses and grades required to enter college, we need to make sure summer, OUSD provides a diverse offering of Summer Programs for we’re building a foundation along the way that will help them successfully students of all ages, which are funded through a variety of sources, finish college. Report cards and standardized assessments and tests are ranging from district funds to outside grants and city funding. measures of the sturdiness of that foundation. This section explains what Summer activities include such programs as High School Academic grades and test results are necessary for students to advance to the next Recovery for high school students in need of recouping credit, Summer grade level, as well as what’s required for high school graduation and college PreK for students entering Kindergarten, Summer Bridge Programs eligibility. for students entering middle school and high school, Summer Prep Programs for students performing below benchmark, Enrichment Report Cards Programs, as well as the Oakland Fine Arts Summer School funded by Measure G. All OUSD students receive report cards evaluating their schoolwork. Students in grades K–5 get standards-based report cards rather than letter grades. OUSD partners with community agencies across the city to offer full Middle and high school students receive letter grades at the end of each day summer programming. Students will receive a combination of semester and also have six “marking periods,” or grading intervals, during the intervention supports focused on Math and English Language Arts year. taught by certificated district teachers and enrichment activities provided by lead community agencies. Physical activity and a healthy breakfast, lunch and snack will also be provided. Elementary School Report Cards Please visit www.ousd.org/summerlearning to see specific offerings, or In grades K–5, students receive report cards three times a year, usually in contact your child’s school for additional information. conjunction with a parent-teacher conference. Report cards for each grade level are online and then printed with the state-mandated Common Core standards that students are expected to meet by the end of the year. Each Volunteer trimester, the teacher will indicate your child’s mastery of the standards using a scale of 1 to 5 (1 = far below basic, 2 = below basic, 3 = approaching grade Many people say that educating children takes a village. Contributions of level, 4 = proficient, and 5 = advanced). You’ll also see plusses, checks, and parents and community members are vital in supporting student academic minuses indicating your child’s performance in specific math and language achievement. Not only do volunteers help school staff meet students’ needs skills, other subjects, work habits, and social skills. Additionally, you will see better and more efficiently, but the presence of volunteers tells children that the number of tardies or absences. adults in their community care about them and the quality of their learning These report cards show exactly what skills and knowledge your child is experience. Some companies give their employees paid time off to volunteer supposed to master over the course of the year, which ones he or she has in a school; check with your employer’s human resources department to see learned, and where improvement is needed. Generally speaking, elementary if your company provides this benefit. students who are “approaching grade level” or above in math and English All volunteers who will have frequent or prolonged contact with students Language Arts, as indicated on their report cards and standardized tests, will must undergo a tuberculosis (“TB”) risk assessment – a tool that assesses progress to the next grade level. and documents an individual’s TB symptoms and risk factors, if any. If the TB risk assessment reveals risk factors, then the volunteer must undergo and pass a TB test in order to volunteer. In addition, volunteers who interact Middle and High School Report Cards with students and who are not under the immediate supervision of staff Your child will receive letter grades for each class in middle and high school. need to complete the pre-volunteer clearance process (requiring either Grades for the three marking periods in each semester determine semester an Activity Supervisor Clearance Certificate issued by the Commission on grades, and only those become part of a student’s permanent record, called Teacher Credentialing or fingerprinting for both the California Department of a transcript. Each of the six report cards also shows tardies, absences, and Justice and the FBI). Supervised parent volunteers may also need to undergo work habits. The number of academic credits earned in each course shows up fingerprinting depending on the frequency of their visits as described further at the end of each semester and will be placed on the student’s transcript. in Administrative Regulation 1240. TB test results are good for four years and Your child should strive to achieve a “C” grade or better in each academic fingerprinting results are good for three years. course (math, English, science, social studies, world language, visual or Your first step to volunteering is to complete the online volunteer application performing arts), as this grade will provide your child with a GPA of 2.0 or process at www.ousd.org/domain/38. above and make him/her eligible for a California State University. In order to be eligible for the University of California your child must have an overall For more information email [email protected] or call 253-1562. GPA of 3.0 and above, which means that most of his/her grades are Bs or As. Furthermore, it is important to note that students earn credits in high school School-based Opportunities when they pass a class, and your child must earn approximately 60 credits per Contact your principal or PTA about volunteer opportunities in your child’s year in order to reach the necessary total for graduation (230) in four years of school to directly improve attendance, reading, and school culture, or other high school. If your child does not pass a class or receives a “D” letter grade, opportunities such as driving or chaperoning on field trips, serving as a room we strongly encourage you to contact your student’s counselor, assistant parent, assisting in the office, serving in a school’s cafeteria, or helping with principal or principal to find out how your child can make up the class and fundraisers or other special projects or events. stay on track to graduate. The District offers workshops to help parents understand report cards District-wide Opportunities and transcripts. If you are interested, please ask your principal for more information, call 253-1562, or check www.ousd.org. Parents and community volunteers are needed in a variety of roles throughout the District: as classroom volunteers, literacy tutors, library or garden volunteers, testing or registration volunteers, mentors, and guest speakers. For more information, call 273-1562.

19 Parent Guide 2015-2016 Oakland Unified School District

(ELA), Mathematics, and Science. All students take these state tests, including THE REPORT CARD CONVERSATION students learning English and students with disabilities. Here are some suggestions for how to respond positively to information The California assessments for Spring 2015 were a mix of computer-based in your student’s report card: and paper-based assessments under the new state end-of-year testing program called the California Assessment of Student Performance and • Look over the report card privately first and decide what you want to Progress (CAASPP). The computer-based Smarter Balanced (SBAC) Summative focus on before talking with your child. ELA and Math tests are based on the new Common Core State Standards • In your conversation with your child, focus on both the positive areas (CCSS). The paper-based science tests are based on the old California State and any problem areas. Science Standards.

• Let your child talk about his or her success. This year, CAASSP for Spring 2016 included the following four assessments: ✂ • Go over each trouble spot; ask what happened. 1. Smarter Balanced (SBAC) Summative Tests • Stay calm, even if the report is bad. All students in grades 3-8 and 11 will participate in the 2016 SBAC Tests which • If the report card is good—especially if there have been big includes both English Language Arts and Mathematics content areas. These improvements from the last one—celebrate with your child! tests are administered online except for the required classroom activities. Students in grade 11 will now take the summative tests to qualify for the Tip: Ask your child how things are going in classes regularly—not just at Early Assessment Program (EAP). Student scores will be produced for the report card time. You’re less apt to be surprised at the grades and you’ll 2016 SBAC summative test for students in grades 3-8 and 11. also be sending the message that school is important. 2. California Standards Tests (CSTs) Students in grades 5, 8, and 10 take the CST for Science. Standardized Assessment CST Science scores will be collected and reported as usual. In combination with grades, schools use various assessments to measure 3. California Modified Assessment (CMA) student learning, determine placement in English and math classes, and make promotion and graduation decisions. The state also uses test results to Students in grades 5, 8, and 10 take the CMA for Science if their individualized determine each school’s Academic Performance Index (API), which blends the education program (IEP) requires this test instead of the CST Science Test. results of all students into a single score. The API score is one measure of the CMA Science scores will be collected and reported as usual. quality of student learning at a school, and scores are widely used to make 4. California Alternate Performance Assessment (CAPA) comparisons between schools. The state also measures district performance using the API for all District and charter schools. For Oakland’s API scores, Students in grades 5, 8, and 10 who have significant cognitive disabilities see page 8. Please note, in March the State Board of Education approved and who are unable to take either the CST or the CMA with accommodations the development of a new state accountability system that compliments take the CAPA for Science. CAPA Science test scores will be collected and the Local Control Funding Formula (LCFF) state priorities and will focus on a reported as usual. broader set of multiple measures than the single API used in the past. The Consider these scores along with student work and grades when you talk transition to the new state accountability system will be a long-term process with your child’s teacher about his or her strengths and areas that need that will involve legislative changes. improvement. TEAR OFF District Assessments 5. California Alternate Performance (CAA) Field Test The CAA is better known as the Alternate SBAC in Oakland. Students in Students take District assessments in Math and English Language Arts grades 3-8 and 11 who have significant cognitive disabilities and who are several times a year to measure their progress toward grade-level mastery. unable to take the SBAC Summative test will participate in the 2016 Alternate Work with your child’s teacher to review assessment results and identify the SBAC Field Test. These new tests are administered online and include both highest-priority skills and concepts to work on with your child at home. English Language Arts and Mathematics content areas. No student scores will be produced for the 2016 field test. However, starting in spring 2016, the Alt. State Assessment of Students in Grades SBAC will generate scores for this student population. In addition, students may participate in one of the following non-CAASPP 3-8 and 11 state tests: Each spring, the state requires student in grades 3-8 and 11 to take one or 6. Physical Fitness Exam (PFT) more state tests measuring grade level mastery in English Language Arts All students in grades 5, 7 and 9 take the PFT in February-March every year. Students are assessed in following six fitness areas: Aerobic capacity, 2015-16 CAHSEE ADMINISTRATION DATES body composition, abdominal strength and endurance, trunk strength and ENGLISH LANGUAGE ARTS MATHEMATICS flexibility, upper body strength and endurance, and overall flexibility. 7. California English Language Development Test (CELDT) July 21, 2015 July 22, 2015 English Language Learners in grades TK-12 take the CELDT in September- October 6, 2015 October 7, 2015 October each year to assess their progress in mastering listening, speaking, November 3, 2015 November 4, 2015 reading and writing in English. ✂ A score of 4 or 5 indicates proficiency. It is very important to speak with December 5, 2015 December 12, 2015 teachers or the principal if your child does not improve from one year to the February 2, 2016 February 3, 2016 next. March 15, 2016 March 16, 2016 8. California High School Exit Exam (CAHSEE) May 10, 2016 May 11, 2016 Students in grades 10-12 take the CAHSEE for English Language Arts and Math, including students learning English and students with disabilities. Students with disabilities take CAHSEE with accommodations or modification For questions about CAHSEE, please call 336-7551. 20 Oakland Unified School District Parent Guide 2015-2016 ✂ TEAR OFF ✂

21 Parent Guide 2015-2016 Oakland Unified School District

WEB RESOURCES FOR UC AND CSU ADMISSIONS Web resources for University of California (UC) And California State University (CSU) Admissions requirements. • www.tinyurl.com/agcertifiedcourses You can search for your student’s school, and this site lists all the courses offered by OUSD that have been certified to meet one of the “a-g” requirements. • www.universityofcalifornia.edu/admissions/freshman/requirements/ This is a “one-stop shop” for everything you need to know about UC admission requirements for incoming freshmen. • www.calstate.edu/admission/ This site provides all CSU admissions requirements for incoming freshmen. • www.csumentor.edu/planning/high_school/ CSUMentor is an online student ‘portal’ designed to help students plan for college while they’re in high school.

22 Oakland Unified School District Parent Guide 2015-2016 prescribed in their IEP or 504 Plan. Subject Area OUSD Graduation and “a-g” Meets or Passing both the ELA and Math sections of the CAHSEE is required to Requirements for UC/CSU Exceeds UC/ graduate from high school. Admission CSU Admission Requirements? If you have more questions about the state testing program, visit the California Department of Education website at www.cde.ca.gov/ta/tg. a: Social Studies 30 credits (3 years); 1 year U.S. 4 History, 1 year world history California High School Exit Exam cultures, ½ year American 20 credits Government, ½ year Economics (2 years) All tenth grade students are required by state law to take the California b: English 40 credits (4 years) of college-prep High School Exit Exam (CAHSEE). This test assesses student achievement in 4 English Language Arts (ELA) and Mathematics. All students, including those English (English 1, 2, 3, 4, and/or with disabilities, are required to pass both the ELA and the Math tests in AP English Language & AP English 40 credits order to graduate from high school. When provided for in their Individualized Literature). May include ELD 5 for (4 years) Education Plan (IEP) or 504 plan, disabled students will be given appropriate 10 credits accommodations and/or modifications as determined by the IEP or 504 team. c: Math 30 credits (3 years); including 4 Algebra, Geometry, and Advanced The ELA section of the CAHSEE includes multiple-choice questions and a 30 credits Algebra, or a higher course writing task. It covers vocabulary, informational reading, literary reading, (3 years; 4 writing strategies, writing applications, and writing conventions. The recommended) mathematics portion consists of multiple-choice questions covering d: Lab Science 30 credits (3 years), including 10 4 statistics, data analysis, probability, number sense, measurement, geometry, credits of a biological science, 10 algebra, functions, and mathematical reasoning. The report includes your credits of physics OR chemistry, 20 credits child’s scores, the scores required to pass, and your child’s pass/fail status. plus 10 credits of an additional (2 years; 3 It also includes a breakdown of how he or she performed in specific areas of science course recommended) ELA and Math. e: Language other 20 credits (2 years) of the same 4 All students have additional opportunities to take this test in grades 11 and than English language 12 if they do not pass either or both sections of the test in grade 10. If your 20 credits child needs to retake the test, speak with your child’s counselor and teachers (2 years) to understand the skills and concepts he or she most needs to improve in f: Visual and 10 credits (1 year). Must be 1 year 4 order to pass. Check www.cde.ca.gov/ta/tg/hs/ for additional information Performing Arts of the same VPA course (or within on CAHSEE, including test questions and study guides, or with your child’s single arts discipline) teacher, counselor, or principal. EDUCATION CODE SECTIONS 48980 (E), 60851; BOARD POLICY g: College-Prep* 10 credits (1 year) of a year-long 4 6162.52; ADMINISTRATIVE REGULATION 6162.52 Elective course Other Electives 50 credits (ex: leadership, Promotion and Graduation ------journalism) Requirements Physical Education 20 credits (2 years): P.E. or JROTC except where nonparticipation is Students in Oakland are promoted to the next grade when they demonstrate ------the mastery of key subject areas in each grade. It is important that students authorized by the Education Code come to class every day, in order to have access to as much instruction as or Board of Education possible. Students who do not pass four core subjects in middle school will Other 2.0 Grade Point Average SAT or ACT Test not participate in promotion ceremonies, but will be allowed to progress to Requirements high school. Completion of Senior Project Grades of “C” Check www.ousd.org for updated Board policy on elementary and middle or higher in all school promotion and retention requirements. Passage of CAHSEE ELA & Math “a-g” courses High School Promotion and Graduation TOTAL 230 Credits 15 courses * University of California Office of the President (UCOP) approves certain High school students must meet the following four minimum requirements in courses as “college-prep” level. See OUSD Doorways list for additional order to graduate: information: http://www.ucop.edu/doorways/ • 230 credits in required subjects (semester course = 5 credits, year course = 10 credits) graduation requirements. To be eligible for application to any University of California (UC) or California State University (CSU) college, a student must • Grade Point Average (GPA) of 2.0 complete the “a–g” requirements by earning a grade of C or better in a • Completion of a senior project (requirements determined by school) specific set of courses (see the chart below). It is very important to monitor • Passage of the California High School Exit Exam (CAHSEE) in both math and your child’s progress in fulfilling the “a–g” requirements for college eligibility. English Language Arts Students may enroll in Advanced Placement (AP) classes and take the national A chart showing the courses required for high school graduation is on page AP exams. Students who earn a 3, 4, or 5 on the AP exam may earn college 21. credits. Students who fail core course work are expected to attend afterschool EDUCATION CODE SECTIONS 48980 (K); BOARD POLICY 6141.5, ADMINISTRATIVE REGULATION 6141.5. EDUCATION CODE SECTIONS 51229, 48980(L); BOARD POLICIES 6143, 6146.1; ADMINISTRATIVE programs, summer school, or an alternate option to make up course credits. REGULATION 6146.1 There is no formal retention at the high school level. Though credit deficient students are promoted annually, students shall not graduate until they have met all graduation requirements. Most four-year colleges require additional course work beyond OUSD 23 Parent Guide 2015-2016 Oakland Unified School District

SUPPORTS TO HELP STUDENTS GRADUATE GED certification is an alternative to earning a high school diploma for students who are extremely deficient in high school credits. Classes are offered in multiple locations throughout Oakland. GED preparation programs are located at Dewey, Rudsdale and McClymonds High Schools. GED assessment and testing services are provided at McClymonds. For more information, call 273-2300. Academic Recovery is generally summer school offered to high school students who have received a “D” or “F” grade in a core course. These courses can be used for academic credit to help students graduate on time. Applications are required to be considered for admission, and are not a guarantee of enrollment. For more information, call the Summer Learning Office at (510) 273-1576. Independent Study is a voluntary educational option in which seventh through twelfth grade students work independently under the general supervision of a credentialed teacher. While Independent Study students follow the District-adopted curriculum and meet the District graduation requirements, Independent Study offers flexibility to meet individual interests and styles of learning. For more information please call Sojourner Truth Independent Study at 729-4308. Apex is a computer-based program that allows students to earn credits toward graduation by receiving instruction and taking tests through the internet at school. Please speak with the principal or counselor at your high school for more information, or to determine how Apex is available at your school. Alternative Schools of Choice are voluntary programs that adapt educational programs tailored to meet students’ individual needs. Alternative schools provide a vehicle for new methods of teaching and new ways of learning in our changing society. See Appendix F. • MetWest High School offers a rigorous academic college prep program featuring project-based learning and student internships. Students also take classes at Laney College. For more information call 451-5902. • Emiliano Zapata Street Academy offers a highly personalized college preparatory program that specifically targets students who have not previously done well in school. For more information call 874-3630. • Oakland International High School provides an English language immersion program for immigrant and refugee students. For more information call 597- 4287. • Gateway to College at Laney College is a program offered on the campus of Laney College that supports 16-20 year old students who have dropped out of high school. The program provides dual enrollment for students who wish to pursue a high school diploma while concurrently working on AA degree. For more information, please call 986-6941. Continuation Education programs are designed to meet the needs of students 17-19 years of age who are at risk of not graduating. Continuation Schools provide an opportunity for students to earn a high school diploma and/or prepare for advancement to community college and career options. • Dewey High School, 874-3660 • Rudsdale High School, 729-4303 • Ralph J. Bunche High School, 874-3300 Community Day Schools serve expelled and court or probation-referred students, as well as students who are at risk for expulsion. This program features very small class sizes, case management and counseling services, and behavior modification structures. For more information call 531-6800. Home and Hospital Instruction is designed to meet the needs of students who are medically incapable of attending traditional schools or alternative programs such as Independent Study. Upon authorization from a supervising physician, a credentialed teacher is assigned to work with the student either in the family’s home or in a regional hospital or other medical facility. For more information, please visit www.ousd.org/home&hospital, or call 434-7755.

OUSD Career Technical Education Courses Satisfying a-g criteria SCHOOL COURSES Castlemont Sustainable Urban Design, Green Urban Design, Social Justice and Advocacy, Urban Ecology Fremont Development of American Justice, History of World Law and Justice, Social Justice and Advocacy, Media Studies, Architectural Design, Graphic Design, Video Production Life Video Production McClymonds Introduction to Engineering Design, Principles of Engineering MetWest Video Production Oakland High Civil Engineering and Architecture, Introduction to Engineering Design, Principles of Engineering Oakland Tech Description Geometry, Exploring Computer Science Skyline Development of American Justice, Educational Psychology, Introduction to Education, Sociological Approach to Sports and Exercise, Sustainability Studies 1

24 Oakland Unified School District Parent Guide 2015-2016

service member, and certain justifiable personal reasons. For the full text of RIGHTS AND RESPONSIBILITIES the absence policy in EDUCATION CODE SECTION 48205, including rights to IN THIS SECTION: make up assignments and tests, see Appendix G. EDUCATION CODE SECTIONS 46014, 48205, 48980 ATTENDANCE, CHRONIC ABSENCE, AND TRUANCY ...... 25 (J); BOARD POLICIES 5113, 6154; ADMINISTRATIVE REGULATIONS 5113, 6154 EQUITY AND NONDISCRIMINATION ...... 26 Students in grades 7–12 may be excused from school to obtain confidential HEALTH AND SAFETY ...... 31 medical services without the consent of their parent. EDUCATION CODE SECTION INFORMATION AND PRIVACY ...... 36 46010.1 PERSONAL APPEARANCE AND PROPERTY ...... 37 Excused and/or unexcused absences may affect a student’s academic standing and may result in no credit being earned for a course in grades 6-12. SCHOOL CLIMATE AND DISCIPLINE ...... 37 EDUCATION CODE SECTION 49067 Rights and Responsibilities Late Students The District is committed to creating and maintaining safe, positive learning Students who arrive in class after the bell has rung are considered tardy. communities that nurture and inspire every child to achieve academic excellence. To ensure that both adults and children are treated with respect Tardy students, especially at the secondary level, may be required to attend and dignity, we have rules and regulations to help us work together. Following afterschool or weekend detention. Students who are 30 minutes late without are some of those rules and regulations. Where required by law, the specific a valid excuse three or more times are considered truant. Students who sections of the state Education Code, Oakland Board of Education policies, or regularly arrive late to school may be excluded from extracurricular activities, other government regulations are either cited or printed in full. including proms, athletics, and graduation ceremonies, or reassigned to their neighborhood school per the SARB process. Throughout the Parent Guide, “parents” refers to both parents and guardians. Truancy Consequences ATTENDANCE, CHRONIC ABSENCE, Parents will receive a first Notification of Truancy (NOT) letter in the mail from the District alerting them of their child’s initial truancy. A parent who AND TRUANCY also receives a second NOT letter in the mail may be invited to a Student Attendance Review Team (SART) meeting, to be held at the school site with Students who are alert and ready to learn in school each day make the most school personnel. An attendance contract is signed at that meeting. If the of the learning opportunities offered. Regular attendance is important to contract is subsequently broken, the school may refer the student to the student success in school and beyond. School Attendance Review Board (SARB) for a hearing. If attendance still Student attendance also contributes to school resources, because each does not improve, SARB may reassign the student to their neighborhood school’s budget is based on its average daily attendance from the previous school and/or may refer the parent and/or student to the district attorney year. for prosecution and/or disposition of the matter. EDUCATION CODE SECTIONS 48263, 48263.5; PENAL CODE SECTION 270.1 Chronic Absenteeism describes a student who is absent 10% or more of school days during the school year. Chronic absence includes both excused and unexcused absences. Our attendance goals as a Full-Service Community Truancy Retrieval School District are as follows: Students who are out of school during school hours without a valid pass or 1. Reduce chronic absence to 5% of students at a school. permit may be transported by any peace officer to their school. Truancy is 2. 85% of OUSD students will attend school for 95% of school days annually. a serious offense and may result in a criminal complaint against a parent 3. Schools reach an Average Daily Attendance (ADA) rate of 98%. who fails to comply with the state attendance requirement. EDUCATION CODE SECTION48260, PENAL CODE SECTION 270.1; BOARD POLICY 5113.1 A student is considered truant if he or she has three or more days of unexcused absence and/or three days of tardiness greater than 30 minutes. Dollars are lost when students are absent. School funding is based on the average daily attendance of students from the prior school year. Parents’ Legal Responsibility Even when an absence is excused, the school will still lose money. for Attendance Parents are legally responsible for ensuring that each child between 6 and Daily School Schedule 18 years old attends school during the entire school year. Anyone age 16 or 17 may be permitted to enroll in continuation classes (see page 21 for a Each school has its own daily schedule. Check with the main office at your listing of Alternative Education programs.) Parents of truant students may be child’s school for the schedule so that you know when school begins and held civilly and criminally accountable for their children’s truancy. EDUCATION ends. CODESECTION 48293; PENAL CODE SECTION 270.1. Minimum Days Attendance Communication On minimum days students are released an hour or so earlier than usual so When a child is absent from school, his or her parent must call the school that teachers may plan together or hold parent conferences. Minimum days each day to validate the absence. Automated calls are made regarding are often held on Wednesdays, but dates and times vary from school to absences that have not been cleared by a parent. The messages are offered in school. Be sure to find out your school’s minimum-day schedule. English, Spanish, Cantonese, Vietnamese, Arabic, and Cambodian. It is especially important for parents of elementary students to make arrangements for early pickup of their children. School staff members are not Absences available to provide supervision. BOARD POLICY 6111 Absences from school are excused only in cases of illness, quarantine, medical appointments, funeral services of an immediate family member, jury duty, spending time with an immediate family member who is an active duty 25 Parent Guide 2015-2016 Oakland Unified School District

Closed vs. Open Campus During Lunch OAKLAND EATS GARDEN FRESH The following high schools have closed campuses during lunch, that is Nutrition Services is focusing on increasing the amount of locally students stay on campus for lunch: Castlemont, Fremont, McClymonds, sourced fresh fruit and vegetables served and consumed in the Madison Park, Dewey, Bunche, Oakland High, Oakland International, Life, cafeterias. Part of the effort is Oakland Eats Garden Fresh, a joint CCPA, Skyline, and Rudsdale. venture of OUSD Nutrition Services and Alameda County Public Health Oakland Tech and MetWest permit students to leave the school grounds Department, which connects the classroom to the cafeteria, linking during the lunch period. All students who leave the school are required to nutrition education with the produce served at school to maximize return by the end of lunch. Neither the school district nor any officer or impact. To learn more please visit us at www.ousd.org/gardenfresh. employee of the District will be liable for the conduct or safety of any student who has left the school grounds for the open lunch period. Please contact OAKLAND FRESH your child’s high school for its lunch policy and/or www.ousd.org for the Oakland Fresh is a network of 21 school produce markets throughout updated Board policy. EDUCATION CODE SECTION 44808.5 Oakland Unified School District (OUSD) that sell fresh, mostly locally grown and pesticide-free fruits, vegetables, eggs, nuts, honey and other EQUITY AND NONDISCRIMINATION healthy foods at public schools. Produce is purchased from local family farmers and produce distributors, and sold by parents and students Our goal is to create a supportive and nurturing learning environment in during after-school hours every week at each school site. Oakland every school, where all students, parents, teachers, principals, and other staff are treated with respect and dignity. Fresh School Produce Markets are open to parents, students, staff and community residents, and many also accept EBT food cards. All school produce markets offer monthly cooking demonstrations and tastings, a Nondiscrimination/Harassment and Student Buyer Card program, and a Market-to-Classroom Lesson Toolkit Transgender Policy for teachers. Please visit www.ousd.org/Page/946 for information about specific locations. OUSD prohibits unlawful discrimination against any protected group as If you are interested in volunteering at a school market, please email identified under EDUCATION CODE 200 AND 220 AND GOVERNMENT CODE 11135, SECTION 504 OF THE REHABILITATION ACT, THE AMERICANS WITH DISABILITIES ACT, AND TITLE IX. [email protected]. The Governing Board desires to provide a safe school environment that allows all students equal access and opportunities in the District’s academic and other educational support programs, services, and activities. The Board STUDENT MEAL MENUS prohibits, at any District school or school activity, unlawful discrimination, harassment, intimidation, and bullying of any student based on the student’s Meal menus for all students are available online at www.ousd.org/ actual race, color, ancestry, national origin, ethnic group identification, mealmenus. The menus are updated monthly. citizenship, age, religion, marital or parental status, physical or mental disability, medical condition, status as a veteran or disabled veteran, • Locker Room Accessibility: Transgender students shall not be forced to use sex, sexual orientation, gender, gender identity, or gender expression; the locker room corresponding to their gender assigned at birth. the perception of one or more of such characteristics; or association • Sports and Gym Class: Transgender students shall not be denied the with a person or group with one or more of these actual or perceived opportunity to participate in sports and gym. characteristics. • Dress Codes: Students shall have the right to dress in accordance with The Governing Board recognizes that the District is responsible for ensuring their gender identity that is exclusively and consistently asserted at school, that it complies with state and federal laws and regulations governing within the constraints of the dress codes adopted at their school site. educational programs. Further, the Board shall ensure equal opportunities • Gender Segregation in Other Areas: As a general rule, in any other for all students in admission and access to academic courses, guidance and circumstances where students are separated by gender in school activities, counseling programs, athletic programs, testing procedures, vocational students shall be permitted to participate in accordance with their gender education and other activities. identity exclusively and consistently asserted at school. Complaint forms are available at school sites and at the Office of the Transgender Policy Ombudsperson, located at 1000 Broadway, Suite 680, Oakland, CA 94607. California law prohibits gender-based discrimination in public schools. For more information, call 879-4281. The District’s contact person for these matters is Nikitra Hudson, located at Human Resources Services & Support The California Code of Regulations defines “gender” as: “a person’s actual sex (HRSS), 1000 Broadway, Suite 295, Oakland, CA 94607, 879-0202. BOARD POLICIES or perceived sex and includes a person’s perceived identity, appearance or 0410, 4030, 5145.3. behavior, whether or not that identity, appearance, or behavior is different from that traditionally associated with a person’s sex at birth.” Freedom of Expression This policy is meant to advise school site staff and administration regarding transgender and gender non-conforming student concerns in order to create All students have the right to freedom of speech and press within the school a safe learning environment for all students, and to ensure that every student environment, including but not limited to the use of bulletin boards; the has equal access to all components of the District’s educational program. distribution of printed materials or petitions; the wearing of buttons, badges, or other insignia; and the right of expression in official publications, whether Schools are expected to implement this Policy as follows: or not these publications are supported financially by the school or by use of • Names/Pronouns: Students shall have the right to be addressed by a name school facilities. Prohibited expression is that which is obscene, libelous, or and pronoun corresponding to their gender identity that is exclusively and slanderous; or that which incites students to commit unlawful acts on school consistently asserted at school. premises or violate lawful school regulations, including nondiscrimination • Official records: The District shall change a student’s official records to policies, or substantially disrupt the orderly operation of the school. EDUCATION reflect a change in legal name or gender upon receipt of documentation CODE SECTION 48907 that such legal name and/or gender have been changed pursuant to California legal requirements. • Restroom Accessibility: Students shall have access to the restroom that corresponds to their gender identity exclusively and consistently at school. 26 Oakland Unified School District Parent Guide 2015-2016

supervised by a county probation agency) such as assistance with enrollment, Sexual Harassment transfers, and educational advocacy. These services are provided by Sexual harassment is prohibited by federal and state law and District policy. Transitional Students and Families specialists. Students involved in the foster Sexual harassment is unwanted sexual advances, requests for sexual favors, care system may receive tutoring, case management, connections with or other verbal or physical contact of a sexual nature that is made a condition county agencies, and supplemental educational materials. To speak with of learning or that seriously interferes with a student’s ability to learn or a specialist please call the Foster Youth Program at 273-1659. The office is creates an offensive, hostile, or intimidating learning or work environment. part of the Transitional Students & Families Unit at 746 Grand Avenue until Students who feel that they have been sexually harassed by students or November, and then located at 1000 Broadway. EDUCATION CODE SECTION 42920, District employees should report the incident to their principal or other adult BOARD POLICY 6173.1 authority. Parents should report incidents to the principal and the executive officer assigned to the student’s school. Complaint forms are available at McKinney-Vento/Homeless school sites and the Office of the Ombudsperson. Students found to have sexually harassed a student or an employee may be suspended and/or Students and Families Program expelled from school. BOARD POLICY 5145.7, ADMINISTRATIVE REGULATION 5145.7, EDUCATION The McKinney-Vento Program, which is part of the Transitional Students CODE SECTIONS 231.5, 49880 (G). & Families Unit, supports the transition and success of students in the Please refer to the Appendix for the full text of the first two policies. For District with unstable/uncertain housing. The District offers services as policies addressing the sexual harassment of employees, see BOARD POLICIES mandated through the McKinney-Vento Law to students (ages 3-21) who 4119.11, 4219.11, 4319.11; AND ADMINISTRATIVE REGULATIONS 4119.11, 4219.11, 4319.11. lack a fixed, regular, and adequate nighttime residence. These persons may be temporarily sharing housing with more than one family due to eviction Free/Reduced-Price Meals or economic hardship, living in emergency or transitional shelters, hotels or motels, trailer parks, camping grounds, or places not designed for sleeping Children from families whose income is at or below levels specified on the such as garages, attics, cars, or parks, etc. The McKinney-Vento law also California Eligibility Scale are eligible for meals free or at reduced prices. includes unaccompanied youth who are not in the physical custody of a Requirements and an application are available at all schools. For more parent or guardian. Services available may include tutoring, transportation information, call Nutrition Services at 434-3334. EDUCATION CODE SECTIONS 49510– assistance, school supplies, enrollment assistance, and referrals to 49520, BOARD POLICY 3553, ADMINISTRATIVE REGULATION 3553 community programs and parent/student workshops. For more information, Meal applications are important to schools and families because through the speak with the Homeless Education specialist at 273-1682. The office located application process: at 746 Grand Avenue until November, and then located at 1000 Broadway. ADMINISTRATIVE REGULATION 5111.13 1. Students can qualify for free or reduced nutritious meals. 2. Students can qualify for reduced price AP (Advanced Placement) and SAT testing. 3. Students can qualify for free afterschool programs. 4. Teachers may have their student loans waived when they work for a school TIMELINE FOR ENGLISH LANGUAGE LEARNERS serving students receiving free and reduced-price meals. Upon entry to the District, any student who lists a language other than 5. The District and sites will qualify for millions of dollars in funding like Title I English on the home language survey will be given two assessments to and eRate which enhance the education experience for students. determine language proficiency: an internal California English Language Parents don’t need to have a Social Security number to apply and the Development Test (CELDT) and primary language testing. These information provided on the application is kept confidential. Families can also assessments will be administered within 30 days of the student’s first apply online at www.ousd.org/free-reducedmeals. days of school, either at the school or at the Student Assignment Center. Based on the results, the District will mail home a Parent Notification Local Control Funding Formula (LCFF) Forms Letter recommending one of the following programs, subject to parent Provision 2 schools serve meals to students at no charge. Provision 2 schools approval: do not have to collect and process school meal applications, but Provision 2 • sheltered English immersion instruction schools are required to complete the LCFF form. The LCFF form determines which students meet the income eligibility as an alternative process to • mainstream English instruction completing the meal applications. LCFF funding calculations are not the only • bilingual instruction reason this requirement exists, these applications are important for the following reasons as well: Students who already have been classified as English Language Learners will take the CELDT every year at the school site between the first day of • Supports accurate tracking of the academic achievement of school and October 30 for reassessment. Parents will receive updated socioeconomically disadvantaged student groups. Parent Notification Letters in April or May for the following school year. • Increases funding to school districts based on the percentage of students that are low income, foster youth and English Language learners. To be reclassified as English proficient, students must meet the following criteria: To learn more about LCFF, please visit www.ousd.org/LCFF. • CELDT scores: 4 overall, 3 or higher in each area Prohibition on School Fees • California Standards Test (CST) results in English Language Arts: 324 or higher Schools may not require students to pay fees, deposits, or other charges for participation in educational activities, including extracurricular activities, • Grades C- or higher in core subjects (English, math, science, social unless specifically authorized by law. The solicitation of voluntary donations studies) is still permissible. Complaints about student fees can be made to the Office Students’ records are reviewed for reclassification twice a year—once of the Ombudsperson through the Uniform Complaint Process. BOARD POLICY in October and again in February. Parents of students reclassified 3260; ADMINISTRATIVE REGULATION 3260. as proficient will be notified by mail in October-November and/or February-March. For more information, contact the Student Assignment Foster Youth Program Center at 434-7752. The office is located at 746 Grand Avenue until November, and then located at 1000 Broadway. The District offers services for foster youth (including youth who are 27 Parent Guide 2015-2016 Oakland Unified School District

Refugee and Asylee Student OUSD CENTRAL FAMILY RESOURCE CENTER Assistance Program OUSD’s Central Family Resource Center (CFRC) is located at the The OUSD Refugee & Asylee Student Assistance Program, which is part Community Schools and Student Services office at 746 Grand Ave. of the Transitional Students & Families Unit, supports the transition and until November, and then located at 1000 Broadway. The CFRC is here success of refugee and asylee students into OUSD. The program provides to help families sign up for Medi-Cal, CalFresh, HealthPAC, Covered supplementary educational programs, services, (summer school, parent California and Kaiser Child Health Program. The CFRC also supports workshops, afterschool programs, and recreational programs); enrollment families by providing referrals for needed services, offering workshops assistance and orientation to the U.S. school system; and educational and trainings on issues facing Oakland families, and helping families advocacy and support for refugee and asylee students, their families, and navigate OUSD and Alameda County departments. Families can call their teachers. For more information, please call 273-1661 or visit the 273-1516 or come by if they need assistance or are interested in getting Transitional Students & Families Unit at 746 Grand Avenue until November, involved. The CFRC is coordinated by the East Bay Agency for Children in and then located at 1000 Broadway. partnership with OUSD, Alameda County, and East Bay Innovations.

including communications related to student discipline, academic progress, Pregnant and Parenting Students and special education services. Pregnant students may choose to remain in their current school or transfer Children should only be used as interpreters in an emergency or for informal to the District’s Independent Study program or the Alameda County Cal-SAFE communications when there is no risk that confidential information may be program, which offers parenting classes in addition to the regular curriculum. disclosed. For information about transferring to either of these programs, please call Betty McGee at 273-1621. Parents and guardians can request translation or interpretation services by submitting the “Parent Request Form for Primary Language Assistance” to a Excuse from Dissection of Animals site administrator at least two weeks prior to the need for such services. See BOARD POLICY 5124 and ADMINISTRATIVE REGULATION 5124 A student who morally objects to dissecting or otherwise harming or destroying animals may be excused provided the objection is substantiated by note from his or her parent. The teacher may work with the student Language and Information Programs to develop and agree on an alternative project. The student will not be The District offers each student identified as an English Language Learner discriminated against based on this decision. EDUCATION CODE SECTIONS 32255–32255.6, (ELL) English language development and instruction to provide him or her BOARD POLICY 5145.8, ADMINISTRATIVE REGULATION 5145.8 with equal access to the core curriculum, in accordance with the Oakland School Master Plan for English Learners, federal and state regulations, and Parent Notification for Title III (LEP) legal mandates. Parents will be notified, in English and in their primary language, of their child’s test scores and instructional options, including Within 30 days of the beginning of each school year, parents must be notified the parents’ right to participate in school advisory councils and to request of a child’s assessment as Limited English Proficient (LEP), the reasons for that a waiver for their children from the program, if they so wish. Parents may assessment, the method of instruction to be used, how this method will help request a bilingual program option for their child. For further information or the child learn English and meet academic standards, procedures for exiting assistance, contact your principal or the Student Assignment Center, located the program, the student’s expected rate of transition to English, and his or at 746 Grand Avenue until November, and then located at 1000 Broadway, her expected rate of secondary school graduation. To the extent possible, all phone 434-7752. notifications must be provided in a language parents can understand. BOARD POLICY 6174 Some English Language Learner (ELL) students are designated as LEP. Uniform Complaint Procedures The District encourages the early, informal resolution of complaints at the Education for English Language Learners site level whenever possible. Please contact your Principal or Network Superintendent, if you have a concern. Translation Services The Oakland Unified School District has the primary responsibility to ensure The District maintains a policy that, to the fullest extent practicable, English compliance with applicable state and federal laws and regulations and has learners and parents who speak languages other than English are provided established procedures to address allegations of unlawful discrimination, translation and interpretation services when necessary. harassment, intimidation, and bullying, and complaints alleging a violation of state or federal laws governing educational programs and the charging of Written translation must be provided as follows: unlawful pupil fees. • District-wide documents must be translated whenever 15 percent or more The Oakland Unified School District shall investigate all allegations of of the students in the District speak a primary language other than English. unlawful discrimination, harassment, intimidation, or bullying against • Certain “universal” documents must be translated into additional languages any protected group as identified in Education Code section 200 and 220 as described in Administrative Regulation 5124. and Government Code section 11135, including any actual or perceived • School-wide documents must be translated whenever 15 percent or more characteristics as set forth in Penal Code section 422.55 or on the basis of a of the students at a school speak a primary language other than English. person’s association with a person or group with one or more of these actual • Student-specific documents sent to a parent or guardian about their child or perceived characteristics in any program or activity conducted by the must be translated into a language the parent or guardian can understand, LEA, which is funded directly by or receives benefits from any state financial regardless of the percentage of students in the school or District who speak assistance. that language. The District prohibits any form of retaliation against any complainant in the Interpretation services must be provided as follows: complaint process. Participation in the complaint process shall not in any way • Interpretation must be provided where necessary to enable parents and affect the status, grades, or work assignments of the complainant. guardians to participate in school and District-level activities such Board meetings or School Site Councils. The UCP shall also be used to address complaints alleging failure to • Interpretation must also be provided to enable parents and guardians to comply with state and/or federal laws in: Adult Education, Consolidated understand specific communications with staff concerning their own child, Categorical Aid Programs, Migrant Education, Career Technical and Technical 28 Oakland Unified School District Parent Guide 2015-2016

Education and Training Programs, Child Care and Developmental Programs, Office of the Ombudsperson is located at 1000 Broadway, Suite 100, Oakland, Child Nutrition Programs, Special Education Programs, Safety Planning CA 94607. Requirements. For more information, please call (510) 879-4281 or send a fax to (510) 879- A complaint of noncompliance with laws relating to pupil fees may be filed 3678. Information about Uniform Complaint Procedures can be found on our pursuant to the local UCP. A pupil enrolled in a public school shall be not website at www.ousd.org required to pay a pupil fee for participation in an educational activity. BOARD POLICY 1312.3 A pupil fee includes, but is not limited to, all of the following: (1.) A fee charged to a pupil as a condition of registering for school or classes, or as a Williams Uniform Complaint Procedures condition for participation in a class or an extracurricular activity, regardless of whether the class or activity is elective or compulsory, or is for credit. The District shall follow the Williams Uniform Complaint Procedures for (2.) A security deposit, or other payment, that a pupil is required to make complaints related only tosufficiency of instructional materials, unsafe or to obtain a lock, locker, book, class apparatus, musical instrument, clothes, unclean school facilities, teacher vacancies or misassignments and/or the or other materials or equipment. (3.) A purchase that a pupil is required to lack of preparation for the California High School Exit Exam (CAHSEE) for 12th make to obtain materials, supplies, equipment, or clothes associated with an grade pupils. educational activity. (1.) There should be sufficient textbooks and instructional materials. For A pupil fee complaint shall not be filed later than one (1) year from the date there to be sufficient textbooks and instructional materials, each pupil, of the alleged violation. Complaints of noncompliance with laws relating including English learners, must have a textbook or instructional material, to pupil fees are filed with the principal of a school. A complaint regarding or both, to use in class and to take home. (2.) School facilities must be pupil fees may be filed anonymously, if the complaint provides evidence or clean, safe, and maintained in good repair. (3.) There should be no teacher information to support an allegation of noncompliance with laws relating to vacancies or misassignments. There should be a teacher assigned to each pupil fees. class and not a series of substitutes or other temporary teachers. The teacher should have the proper credentials to teach the class, including the Complaints alleging discrimination, harassment, intimidation, or certification required to teach English learners, if present. bullying, must be filed within six (6) months from the date of the alleged discrimination, harassment, intimidation, or bullying, occurred or the Teacher vacancy means a position to which a single designated certificated date the complainant first obtained knowledge of the facts of the alleged employee has not been assigned at the beginning of the year for an entire discrimination, harassment, intimidation, or bullying, unless the time for filing year or, if the position is for a one-semester course, a position to which is extended by the Superintendent or his or her designee. a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. (Education Code 35186) Complaints will be investigated and a written Decision or report will be sent to the complainant within sixty (60) calendar days from the receipt Misassignment means the placement of a certificated employee in a of the complaint. The sixty (60) day time period may be extended by teaching or services position for which the employee does not hold a legally written agreement of the complainant. The District person responsible for recognized certificate or credential or the placement of a certificated investigating the complaint shall conduct and complete the investigation in employee in a teaching or services position that the employee is not accordance with section 4680-4687 and in accordance with local procedures otherwise authorized by statute to hold. (EDUCATION CODE 35186) adopted under 4621. (4.) Pupils, including English learners, who have not passed one or both parts The complainant has a right to appeal the District’s Decision to the California of the high school exit examination by the end of grade 12 are to be provided Department of Education (CDE) by filing a written appeal within fifteen (15) the opportunity to receive intensive instruction and services for up to two calendar days of receiving the District’s Decision. The appeal must include consecutive academic years after the completion of grade 12. a copy of the complaint filed with the District and a copy of the District’s All Williams Uniform Complaints will be investigated within forty-five (45) Decision. working days. Only facilities concerns regarding unsafe conditions may be Civil law remedies may be available under state or federal discrimination, appealed to the State Superintendent of Public Instruction. harassment, intimidation, or bullying laws, if applicable. In appropriate A complaint form can be obtained at the school office, district office, cases, an appeal may be filed pursuant to Education Code section 262.3. A or downloaded from the district web site at www.ousd.org under (1) complainant may pursue available civil law remedies outside of the District’s Departments, (2) Ombudsperson, (3) Williams UCP Complaint form. You may complaint procedures. Complainants may seek assistance from mediation also download a copy of the California Department of Education complaint centers or public/privet interest attorneys. Civil law remedies that may be form from the following web site: www.cde.ca.gov/re/cp/uc. imposed by a court include, but are not limited to, injunctions and restraining Office of the Ombudsperson, 1000 Broadway, Suite 100, Oakland, CA 94607. orders. For more information, please call (510) 879-4281 or send a fax to (510) 879- A copy of the Uniform Complaint Procedures shall be available free of charge. 3678. If a complainant is unable to put a complaint in writing due to illiteracy or ADMINISTRATIVE REGULATION 1312.4 other disabilities, District staff shall help him or her file the complaint. The District’s Uniform Complaint Procedures policy and administrative Oakland School Police Department regulation shall be posted in all district schools and offices, including staff lounges and student government meeting rooms. If 15 percent or more (OSPD) Complaint Procedures of students enrolled in a particular district school speak a single primary language other than English, the district’s policy, regulation, forms and Oakland School Police Department (OSPD) complaint procedures can be used notices concerning Uniform Complaint Procedures shall be translated into to report situations where an individual believes an officer did not treat the complainant or someone else appropriately. Complaint forms are available that language (EDUCATION CODE 234.1, 48985). in the main offices of schools, at the Office of the Ombudsperson (1000 Complaints other than complaints relating to pupil fees, must be filed in Broadway, Suite 680, Oakland, CA 94607), and online at www.ousd.org/ writing with the Ombudsperson. All complaint allegations, with the exception Page/982. of pupil fees complaints, must be filed within six (6) months of the alleged incident(s). Level I Complaints will be investigated within forty-five (45) days. OSPD is located at 1011 Union Street, Oakland, CA 94607, phone 874-7777, Level 2 Appeals will be investigated within ten (10) days. All appeals must be fax 874-7787, email:[email protected]. filed within five (5) days of receiving the Level 1 Complaint response. Police complaints will be investigated within 45 to 240 days.

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Restorative Justice Not Available at a Students with Physical or School Site Mental Disabilities Members of a school community may file a complaint with the OUSD prohibits discrimination and harassment in any program or activity Ombudsperson’s Office if restorative justice is not available at a school site on the basis of mental or physical disability. Parents or students who have and there are no alternatives to discipline available. The complaint must be questions or complaints regarding eligibility, program modifications, or investigated within 90 days. accommodations for individuals with mental or physical disabilities should contact their child’s school site administrator or the Programs for Exceptional Children (Special Education) at 874-3700. BOARD POLICY 6164.6, BOARD POLICY 6159.1

HEALTH IMMUNIZATIONS PROCEDURAL SAFEGUARDS & State law requires that all students have the following immunizations COMPLAINTS FOR SPECIAL EDUCATION in order to register in school. Show this list to your health care provider to make sure your child has the immunizations he or she needs. For Reasonable Accommodation/ information on free clinics, call the Alameda County Immunization Project at 267-3230. Section 504 Services Where can I obtain further information or assistance? Section 504 is part of a U.S. law that requires schools to meet the educational Ask for more information at your child’s school site, or contact: needs of students with disabilities as adequately as they meet the Dr. Barbara Parker, Health Services Coordinator/District 504 educational needs of students who don’t have disabilities (or schools must Coordinator, 746 Grand Avenue, Room 15 until November, and then provide students with disabilities the same chance to benefit from school located at 1000 Broadway, Oakland. programs, services, and activities as students without disabilities). Email: [email protected], phone 273-1510. If a student with a disability meets certain requirements, the school can Preschool requirements develop a 504 Plan for the student. A 504 Plan tells what the school will do • Polio - 3 doses to help make sure that the individual educational needs of a student with a • Diptheria, Pertussis, and Tetanus (DPT) - 4 doses disability are being met. In order to have a 504 Plan, a student must meet • Measles, Mumps, Rubella (MMR) - 1 dose administered on or after both of these requirements: the child’s first birthday 1. The student must have a physical or mental impairment that gets in the • Haemophilus influenzae type B (Hib) - 1 dose administered on or way of learning or participating in school programs or activities. after the child’s first birthday 2. The student’s impairment must substantially limit at least one “major life • Hepatitis B - 3 doses activity.” The impairment must substantially limit a major life activity. • Varicella (chicken pox) - 1 dose or documentation of varicella disease by the health care provider Frequently asked questions about Section 504 Kindergarten–12th grade requirements WHAT IS A “MAJOR LIFE ACTIVITY”? • Polio – 4 doses meet the requirement or “Major life activities” include such things as seeing, hearing, eating, sleeping, – 3 doses for ages 4–6 years if at least 1 was given on or after the 4th breathing, speaking, walking, thinking, learning, and working. “Major life birthday or activities” also include the operation of major bodily functions such as – 3 doses meet the requirement for ages 7–17 years if 1 was given on normal cell growth; the immune system; and bowel, bladder, endocrine, or after the 2nd birthday neurological, and circulatory functions. • Diptheria, Pertussis, and Tetanus (DPT) What are some examples of disabilities that might substantially limit a major – 5 doses meet the requirement or life activity? – 4 doses meet the requirement for ages 4–6 years if 1 dose was given on or after the 4th birthday or • Attention Deficit Disorder • Cancer • Chronic Asthma – 3 doses meet the requirement for ages 7–17 years if 1 dose was • Cystic Fibrosis • Diabetes • Physical disabilities given on or after the 2nd birthday • Seizure Disorder • Severe Allergies • Sickle Cell Anemia – Pertussis (Tdap): 1 dose given after the 7th birthday is required for • Temporary disabilities 7th grade students and students new to the District in grades 8-12. HOW DO I REQUEST ACCOMMODATIONS FOR MY CHILD? • Measles, Mumps, Rubella (MMR) – 2 doses meet the requirement; both must be given on or after the To get things started, talk with the 504 Coordinator at your child’s school first birthday (one dose can be measles vaccine only; 1 dose must (call the office at your child’s school and ask for the 504 Coordinator). The be MMR) school 504 Coordinator will help you with the paperwork for requesting a 504 • Hepatitis B Assessment to see if your child meets requirements to have a 504 Plan. The – 3 doses meet the requirement or school 504 Coordinator will review your request for a 504 Assessment and – 2 doses of 2-dose formulation meet the requirement for ages get back to you within 15 days. 11–15 (must be documented as a 2-dose formulation of Hepatitis B WHO DECIDES IF MY CHILD RECEIVES ACCOMMODATIONS? vaccine) • Varicella (chicken pox) During the 504 Assessment, the school 504 Coordinator will gather – 1 dose required in kindergarten through sixth grade (2010-2011 information from you, including any written documentation about your child school year) or students under age 13 entering a California school that you wish to share, your child’s school records, and school staff who for the first time or are familiar with the needs of your child. School staff might also arrange for – No dose is required if a physician or clinic has documented on the testing to get a better understanding of your child’s educational needs. child’s immunization card “had disease” The next step is to have a 504 team meeting to review all of the information HEALTH AND SAFETY CODES 120325-120380; EDUCATION CODE SECTIONS 48216, 49403; BOARD about your child’s needs and decide whether your child meets the POLICY 5141.31 requirements to have a 504 Plan. This meeting will include you, the school 504 Coordinator, your child’s teachers, and other school staff who work with 30 Oakland Unified School District Parent Guide 2015-2016 your child, such as the school counselor or school nurse. If your child meets the requirements, the team will develop a 504 Plan for your child during the GUIDELINES FOR HEALTHY FUNDRAISERS AND meeting. CELEBRATIONS WHAT ARE EXAMPLES OF ACCOMMODATIONS THAT CAN BE The District’s Wellness Policy calls for the following healthy food PROVIDED IN A SECTION 504 PLAN? guidelines. • Seating in the front of the class Soda and candy: • Creating a behavior support plan No soda or candy on OUSD school campuses. • Testing accommodations Foods or drinks being sold • Alternative formats of classroom materials (fundraisers, vending machines, snack bars): • Providing additional time for homework assignments Foods and drinks sold must meet the Healthy Food Guidelines until WHAT RIGHT DO PARENTS/GUARDIAN HAVE UNDER SECTION 6 pm on school days. This includes foods and drinks sold as part of a fundraiser; foods and drinks sold from a vending machine, a school 504? store, or school snack bar; and foods and drinks sold a la carte in the As a parent or guardian, you have the right to: cafeteria. This means that items like traditional nachos, ice cream, • have the school staff consider whether your child might need a 504 Plan, cookies and candy bars cannot be sold as part of a school fundraiser. based on information from a variety of sources. Classroom or school celebrations: • get all information in your native language in the main way that you Celebrations at school should meet the Healthy Food Guidelines. communicate. Schools may allow food that does not meet the Healthy Food • examine all records about your child’s 504 Plan or request for a 504 Plan. Guidelines, but no more than once a month. • be told ahead of time about any actions the school is planning to take that are related to your child’s 504 Plan or request for a 504 Plan. Foods and drinks served at school events: • have your child’s 504 Plan reviewed and evaluated on a regular basis. When foods or drinks are served at school events, healthy choices must You have the right to be told before any major changes are made to the be included. services. What about rewards and incentives? • an impartial hearing (a fair hearing) if you disagree with a decision or with Food being used as a prize or reward (for good behavior, attendance, something the school plans to do, you. You have the right to have a lawyer etc.) must meet the Healthy Food Guidelines. OUSD highly encourages with you at the hearing if you want to. the use of prizes and awards that don’t involve food, such as having a • appeal the decision if you have a hearing and you disagree with the decision special activity as the prize. made by the official who conducts the hearing. For more information on the guidelines, examples of foods that meet HOW IS A SECTION 504 COMPLAINT MADE? healthy food guidelines, and other information on the Wellness Policy Local school site resolutions are encouraged. However, if the complaint and programs, please go to www.ousd.org/schoolwellness or call 273- cannot be resolved, a written complaint may be filed with the District 504 1676. Coordinator through the District Ombudsperson. Please note that complaints

within 60 days of receiving the parents’ written consent to a formal Special Education assessment plan. A written report of the testing results is shared with the Oakland Unified School District’s Programs for Exceptional Children parents at an Individualized Education Plan (IEP) meeting. The assessments Department is staffed with certificated, classified, and administrative must identify any suspected disability, any adverse effects on the student’s staff members who educate, support, and advocate for students with achievement (e.g., low performance), and any areas of need. Using this special needs. The District provides free and appropriate public education information, the IEP team determines eligibility, goals, and objectives for to children who qualify for Special Education and Related Services. A the educational program and an appropriate special education program or full continuum of service options is available to students with identified service for the student. disabilities. These are include: • Autism • Deaf-blindness Programs and Services • Deafness • Emotional Disturbance (ED) Every public school in Oakland has a Resource Specialist Program (RSP). A • Established Medical • Hard of Hearing (HH) resource specialist is a case manager for referrals and provides services for Disability (EMD) • Intellectual Disability (ID) students who need less than half a day of special education support. For • Multiple Disabilities (MD) • Orthopedic Impairment (OI) students requiring very specialized instruction (hearing impaired, visually • Other Health Impairment (OHI) • Specific Learning Disability (SLD) impaired, autistic, etc.), the District offers Special Day Class (SDC) and • Speech or Language Impairment • Traumatic Brain Injury Emotionally Disturbed (ED) programs at all grade levels throughout the (SLI) District. Many students who received special education require related • Visual Impairment, including Blindness services in one or more areas in order to benefit from their educational program. Some of these services are speech and language, orientation and Identification Process mobility instruction, physical or occupational therapy, assistive technology, adaptive physical education, and brailing. For further information, call the Students are eligible for Special Education when testing determines the Programs for Exceptional Children at 874-3700. The office is at 1011 Union student has a disability that adversely affects academic performance and Street. EDUCATION CODE SECTIONS 56000, 56030–56050, 56301, 56325; BOARD POLICY 6164.4 that cannot be corrected without special education or related services. Students may be referred for testing by a parent, teacher, other school staff, or agency personnel to the following teams, based on students’ ages: Bus Passes • birth to 5 years—Infant/Preschool Diagnostic Team, 729-7762 The district provides bus passes and/or transportation services to special education students who have transportation services as part of their • school-age students attending Oakland Public Schools—Resource IEP. Call the Programs for Exceptional Children at 874-3705 for additional Specialist at the school of attendance information. Special education assessments are conducted by qualified District staff

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Education, Positive School Climate, Healthy Physical School Environment, SCHOOL-BASED HEALTH CENTERS Access to and Coordination of Health Services, and Staff Wellness. There are many programs and activities at the community, District, and school Did you know there are sixteen School-Based Health Centers on level that provide opportunities for support and involvement. For more campuses in Oakland? information, please visit www.ousd.org/school wellness or contact the School-Based Health Centers are open to all of the students at the Program Manager, Wellnessat 273-1676. Please see the OUSD Health and schools where they are located. The services they provide come at Wellness Information Guide for more resources. BOARD POLICY 5030 no cost to the students. Some even serve family members or other students who live in the nearby community but attend other schools. Meals for Students with Special Needs These health centers provide basic medical services, counseling, and All sponsors of child nutrition programs are required to offer meals to many other important services that help keep students healthy and children with disabilities and children with special dietary needs whenever ready to learn. meals are served. Current sites with School-Based Health Centers: • Bret Harte Middle School (482-2244) Children with Disabilities • Calvin Simmons Campus serving United for Success and Life Academy (436-3009) Requiring Special Meals • Castlemont High School (428-3556) Whenever a child with disabilities is unable to eat or drink one or more meal • Elmhurst Campus serving Elmhurst Community Prep and Alliance components, we must have a medical statement signed by a physician. Academy (639-3287 and 639-1479) • Fremont High School (434-2001) A medical statement must identify the following: • Frick Middle School (639-3386) • The handicap and an explanation of why the handicap restricts the child’s • Havenscourt Campus serving Coliseum College Prep Academy and diet ROOTS International Academy (632-1675) • The major life activity affected by the disability • La Escuelita Education Center serving Dewey Academy, MetWest • The food or choice of foods that must be omitted or substituted High School, La Escuelita Elementary, Yuk Yau Child Development Center,Centro Infantil Child Development Center, and Alice Street Children with Special Dietary Needs Child Development Center (879-1568) For participants with food allergies or food intolerances that are supported • Madison Park Academy (636-4210) by a statement signed by a recognized medical authority, we will make • McClymonds High School (835-1393) substitutions. • Oakland High School (879-1868) • Oakland Technical High School serving Oakland Tech, Oakland For non-disabled participants the supporting statement must include: International High School, and Street Academy (450-5421) • An identification of the medical or other special dietary needs, which • Roosevelt Middle School (535-2893) restrict the child’s diet. • Skyline High School (531-5016) • The food or foods to be omitted from the participant’s diet and the food or • Urban Promise Academy Middle School (535-6440) choice of foods that may be substituted. • West Oakland Middle School (874-7272) Copies of the required form is available from the Nutrition Services Office or For more information about our School-Based Health Centers, please online at www.ousd.org/specialmealsform. contact Mara Larsen-Fleming, School-Based Health Center Coordinator, at [email protected] or 684-6549. Send, email, or fax completed and signed Medical Statements to Amy Glodde, Menu Planner in Nutrition Services Office at 900 High St., Oakland, CA 94601, [email protected] or fax 434-2259. generally must be filed with the Ombudsperson within six months from the date of the incident. Complaint forms are available at school sites, Menus that meet the child’s dietary prescription and/or texture modification the District’s webpage under Departments, Office of the Ombudsperson. will be developed. Nutrition Services staff will be trained on how to prepare The Office of the Ombudsperson is located at 1000 Broadway, Suite 680, these special meals. Oakland,CA 94607. The telephone number is 879-4281, fax 879-3678, and For your convenience, Nutrition Services has also developed the Allergen Tool you can email the Ombudsperson at: [email protected]. which is can be accessed at www.ousd.org/allergentool. This tool will help WHERE CAN I OBTAIN FURTHER INFORMATION OR to determine the allergens in our menu items. This information is subject to change and is updated annually. ASSISTANCE? Ask for more information at your child’s school site, or contact: Barbara Emergency Card Parker, Health Services Coordinator/District 504 Coordinator, 746 Grand Avenue, Room 15 until November, and then located at 1000 Broadway, This card contains vital information should we need to contact you in an Oakland. Email: [email protected], phone 273-1510. emergency or disaster. At the start of school each fall, parents are legally required to complete the card. Please be sure to update the information during the school year if your place of work, phone number, or home address HEALTH AND SAFETY changes. You can pick up a card in your school office. Helping students stay healthy is critical to their ability to perform well in school. The District offers a number of health, health education, and safety Physical Examination services to students and their families. Several OUSD schools have nursing services and on-campus health clinics for students. Contact your principal to Proof of a health checkup is required for enrollment in kindergarten and first find out about services at or coming to your school. grade. This exam must be completed 12 months or less before entry into kindergarten. Entering first graders must have an exam no earlier than 18 Wellness Policy months before entry into first grade and no later than 90 days after entry. The Report of Health Examination for School Entry form is available at all The OUSD Wellness Policy was revised by the school board in 2014. It elementary schools. It is included in the kindergarten registration packet. covers State Education Code and OUSD guidelines around: Nutrition, School Gardens, Physical Education and Physical Activity, Comprehensive Health If parents wish their child to be exempt from any physical examinations, 32 Oakland Unified School District Parent Guide 2015-2016 they must sign a waiver. For information on how to obtain free health Administration of Medication by School examinations for entry into school, call the Alameda County Public Health Department’s Clearinghouse at 888-604-4636. Personnel CALIFORNIA HEALTH AND SAFETY CODES 124085, 124040; EDUCATION CODE SECTION 49451; BOARD California law allows trained, unlicensed school personnel to administer POLICY 5141.3 prescription medications, including insulin, in accordance with written instructions from a student’s treating physician, with parent consent. Any Dental Examination medication prescribed by an authorized health care provider, including an emergency antiseizure medication for a student with epilepsy, may be An examination by a dentist is required 12 months or less before entering administered by the school nurse or other designated trained, licensed school kindergarten or first grade or by May 31 of the first year in school, using the personnel only when the Superintendent or designee has received written form provided by the school. To find a dental provider who accepts Medi- statements from both the student’s parent/guardian and authorized health Cal/Denti-Cal insurance, call (800) 322-6384; for Healthy Families, call (800) care provider. Whenever possible, an emergency antiseizure medication 880-5305. If your child is not insured, call the Alameda County Public Health should be administered by a school nurse or a licensed vocational nurse who Department Clearinghouse at 888-604-4636. EDUCATION CODE SECTION 49452.8 has been trained in its administration. However, trained nonmedical school personnel may volunteer to provide emergency medical assistance, including Screenings administering antiseizure medication, to pupils with epilepsy suffering from Vision and hearing screenings are conducted upon first entry into a California seizures when a nurse is not available. School nurses and other designated school and every three years thereafter until the child has completed tenth school personnel shall administer medications in accordance with law, Board grade. EDUCATION CODE SECTIONS 49452, 49455 policy, and administrative regulation and shall be afforded appropriate liability protection. BP 5141.21; AR 5141.21; EDUCATION CODE 49414, 49423, 749414.7; 5 CCR 600. Medication Students with Chronic Health Conditions If your child requires medication during the school day, as prescribed by a licensed medical provider, school staff can assist a student only when a Parents of students with chronic health conditions are encouraged to notify completed and signed Medication Authorization form is on file with the the school site. A health care plan will be developed by a school nurse or school. The Medication must be in the original container. designated school personnel in conjunction with the family and the medical provider. In order to help us better support your child, please provide Parent/Guardian Responsibilities written medical updates to the school regarding your child’s health status, your child’s medications, and your pediatrician’s contact information. We The parent/guardian of any student who may need medication during the encourage you to notify your child’s school whenever you have a change school day is responsible for: of address, phone numbers or emergency contact persons. In addition, we 1. Providing updated information on the student’s emergency card each year recommend the following in case of emergency: and whenever there is a change. • Provide a three-day supply of medication to your child’s school as 2. Each year, providing required parent/guardian and authorized health care prescribed by your child’s medical provider using the Medication provider written orders. In addition, the parent/guardian shall provide a Authorization form (available at each school). new authorized health care provider’s orders if the medication, dosage, • Provide a three-day medical equipment supply for your child’s medical frequency of administration, or reason for administration changes. procedure (nebulizer, catherization tubing, GT feeding). 3. If the student is on a continuing medication regimen for a non-episodic • Provide a three day supply of special dietary foods for your child. condition, informing the school nurse or other designated certificated employee of the medication being taken, the current dosage, and the Please send the current medical orders, medication, supplies and/or food name of the supervising physician. With the consent of the parent/ to the school office within one week. If you have any questions regarding guardian of the student, the school nurse may communicate with the emergency preparedness measures for your child, please contact your child’s physician and may consult with the school personnel regarding the school. possible effects of the drug on the child’s physical, intellectual, and social behavior, as well as possible behavioral signs and symptoms of adverse Consent for Medical Services side effects, omission, or overdose. California state law allows students to have access to the following health 4. If the student suffers from epilepsy, notifying the principal or designee services with or without parental consent: whenever the student has had an emergency antiseizure medication administered to him/her within four hours before a school day. (EDUCATION • Diagnosis and treatment of sexually transmitted diseases or infectious, CODE 49414.7) contagious or communicable diseases required to be reported to local 5. Providing medications in properly labeled, original containers along with health officials (12 years or older). the authorized health care provider’s instructions. For prescribed or • Pregnancy testing, contraceptives (including condoms for all high school, ordered medication, the container also shall bear the name and telephone and some middle school students under certain circumstances, that number of the pharmacy, the student’s identification, and the name and request them), and referral for pregnancy options counseling and prenatal phone number of the authorized health care provider. care (minors of any age). 6. If the parent/guardian wishes their children to carry and self administer • Mental health and substance abuse counseling (12 years or older can inhaled asthma medication or prescription auto injectable epinephrine (Epi consent but parents must be notified under most circumstances) Pen), they must each year provide a completed Permission to Carry and • Alcohol and substance abuse counseling diagnosis and treatment (12 years Self Medicate form and a completed Medication Authorization form. or older). The medication orders must be completed annually and when there is CALIFORNIA FAMILY CODE SECTIONS 6920-6929 any change in the medication orders. These forms can be found online at Minors using the District’s school-based clinics or nurse’s offices will be www.ousd.org/healthforms, or at each school. Parents of any student on offered confidential services as permitted by state law. While parent a continuing medication regimen must provide this information on the involvement is preferred, the minor’s preference is respected except in the emergency card and notify the school nurse or designated school personnel following instances: of the medication taken, current dosage, and the name of the child’s medical • emergency situations when danger to life is imminent provider. EDUCATION CODE SECTIONS 49423, 49480; BOARD POLICY 5141.21, ADMINISTRATIVE REGULATION 5141.21 • threat of suicide • threat of homicide 33 Parent Guide 2015-2016 Oakland Unified School District

Name of Pesticide . . . . . Active Ingredient CINNAMON OIL ...... OIL – ESSENTIAL OIL OF GERANIUM ...... OIL – ESSENTIAL ACTIVE GRANULAR ANT BAIT FRM. 1 ...... ABAMECTIN B1 CITRIC ACID ...... NOT AVAILABLE OIL OF LEMONGRASS ...... OIL – ESSENTIAL BORID ...... ORTHOBORIC ACID CLOVE OIL ...... OIL – ESSENTIAL OIL OF LINSEED ...... OIL – VEGETABLE DELTADUST INSECTICIDE ...... DELTAMETHRIN CLOVES, CRUSHED ...... BOTANICAL OIL OF PEPPERMINT ...... OIL – ESSENTIAL EMPO 20 WP POWER PAK ...... CYFLUTHRIN CORN GLUTEN MEAL ...... OIL – VEGETABLE OIL OF ROSEMARY ...... OIL – ESSENTIAL GOPHER GETTER TYPE I ...... STRYCHNINE CORN OIL ...... OIL – VEGETABLE OIL OF THYME ...... OIL – ESSENTIAL MAXFORCE ...... HYDRAMETHYLNON COTTONSEED OIL ...... OIL – VEGETABLE OILS, CEDARWOOD, TEXAN ...... BOTANICAL PRECOR 2000 PREMISE SPRAY II . . . .METHOPRENE/PERMETHRIN DRAX ANT KILL GEL BORIC ACID ...... NOT AVAILABLE PEPPERMINT ...... BOTANICAL ROUND UP ...... GLYHOSATE, ISOPROPYLAMINE SALT DRIED BLOOD ...... ANIMAL DERIVED PHENYLETHYL PROPIONATE ...... BOTANICAL STINGER WASP ...... PYRENTHERINS/PIPERONYL EUGENOL ...... BOTANICAL POTASSIUM LAURYL SULFATE ...... SOAP BUTOXIDE/CARBARYL GARLIC ...... BOTANICAL POTASSIUM SORBATE ...... NOT AVAILABLE SURFLAN A.S...... ORYZALIN GERANIOL ...... BOTANICAL PUTRESCENT WHOLE EGG SOLIDS ...... ANIMAL DERIVED TALSAR CA GRANULAR ...... BIFENTHRIN GROUND SESAME PLANT ...... BOTANICAL RED CEDAR CHIPS ...... NOT AVAILABLE TEMPO 20 WP ...... CYFLUTHRIN LAURYL SULFATE SALTS ...... SOAP ROSEMARY ...... BOTANICAL TURF SUPREME 16-6-8 PLUS TRIMEC ...... 2,4- LINSEED OIL, BOILED ...... OIL – VEGETABLE SESAME OIL ...... OIL – VEGETABLE DICHLOROPHENOXYACETIC ACID MALIC ACID ...... UNCLASSIFIED SODIUM CHLORIDE ...... INORGANIC MINT HERBS ...... BOTANICAL SODIUM LAURYL SULFATE ...... SOAP Chemical Name ...... Chemical Class MOSQUITO DUNKS BACILLUS THURINGIENSIS . . . NOT AVAILABLE SOYBEAN OIL ...... OIL – VEGETABLE BIO-WEED CORN GLUTEN MEAL ...... NOT AVAILABLE NEU 1165M SLUG AND SNAIL BAIT IRON PHOSPHATE NOT AVAILABLE SUNCIDE ...... ORANGE EXTRACT CASTOR OIL ...... OIL - VEGETABLE OIL OF CEDARWOOD ...... BOTANICAL THYME ...... BOTANICAL CEDAR LEAF OIL ...... OIL – ESSENTIAL OIL OF CITRONELLA ...... OIL – ESSENTIAL WHITE PEPPER ...... BOTANICAL CINNAMON ...... BOTANICAL • issues of physical, sexual, emotional, or other child abuse Dismissal from School Due to Illness Free and Low-Cost Health Care Students may be sent home if they are believed to be suffering from a recognized infectious or contagious disease. Parents, guardians, or those Enrollment through OUSD authorized to be called in case of emergency will be contacted to take an ill student home. HEALTH & SAFETY CODE SECTIONS 120335, 120365; EDUCATION CODE SECTION 49451 OUSD is now helping families sign up for free and low-cost health coverage, including Medi-Cal and HealthPAC, as well as other social service benefits like CalFresh (food stamps). During the open enrollment period, families Exclusions can also get support signing up for Covered California and the Kaiser Child The superintendent may exclude from school attendance children who Health Program. U.S. Citizenship is not a requirement for all programs. have not been immunized properly, who are suffering from contagious or Families that have questions or want assistance with applying can contact infectious diseases, and/or those who constitute a clear and present danger the OUSD Central Family Resource Center (CFRC) at 273-1516. Families are to the life, safety, or health of a student or school personnel. ADMINISTRATIVE also welcome to drop into the Central Family Resource Center, located at REGULATION 5112.2 746 Grand Ave until November, and then located at 1000 Broadway. Drop in hours are 9-1 daily. Families can also check out the website for more Home/Hospital Instruction for information and to see if they qualify for Medi-Cal, the state’s Medicaid program that serves low-income families www.ousd.org/healthinsurance. If Temporarily Disabled Students you are interested in bringing a health care enrollment event to your school, please call 510-273-1514 for more information. Once the appropriate physician has certified that a student will be unable to attend regular school or alternative classes due to a temporary disability, In order to help families maintain their coverage in health insurance and parents may request home/hospital instruction by filing a written request other public benefit programs, the Alameda Social Services Agency may share with the student’s principal. For information call 597-4294. EDUCATION CODE certain information with OUSD, such as renewal dates. OUSD may contact SECTION 48206.3, ADMINISTRATIVE REGULATION 6183 families at risk of losing their coverage in order to assist with the renewal process. If your child is hospitalized outside Oakland and you are an Oakland resident, he or she is entitled to a public education from the district in which the Head Lice facility is located. EDUCATION CODE SECTION 48207, ADMINISTRATIVE REGULATION 6183 If this is the case, parents are responsible for notifying and requesting Students will not be excluded from school if they have nits or head lice, as services from the school district in which the hospital or other residential head lice are not a disease and do not carry any disease; nor should students treatment health facility is located. EDUCATION CODE SECTION 48208, ADMINISTRATIVE with head lice stay home from school. Unnecessary absences can negatively REGULATION 6183 impact students’ ability to learn and succeed in school. Head lice are contagious, however, and as they most readily spread by direct head-to-head contact. Schools are not a common place for the spreading of head lice, and Tobacco-Free District head lice cannot fly, jump, or swim. Hats and helmets alone have not been All tobacco products, including e-cigarettes, vaping devices, flavored found to transfer head lice or nits, and they are not usually spread by shared cigarettes, cigars, and smokeless tobacco, are prohibited on District property combs or hair accessories. and in District vehicles. This prohibition applies to all employees, students, Studies show that screening for lice in schools does not decrease the visitors, and other persons at any school or school-sponsored activity or incidence of head lice, so screening is no longer done in OUSD. If a parent or athletic event and on any property owned, leased, or rented by or from the staff member believes a student has head lice, he or she may contact Health District. Services. A student who has nits or lice will be sent home at the end of the day with information to the parent on how to manage lice and a referral to Asbestos in Schools the student’s health care provider for assistance. Staff shall maintain the The District developed its Operations and Management plan to eliminate privacy of students identified as having head lice. For more information on potentially harmful asbestos exposures to students, teachers, employees, head lice or its treatment, please contact the school office or call Health other workers, and visitors to our school sites. You may review a site’s Services at 273-1510. BOARD POLICY 5141.33, ADMINISTRATIVE REGULATION 5141.33 Operations and Management plan, located in the principal’s office, during regular school hours. Call the Risk Management Office at 535-2750 if you 34 Oakland Unified School District Parent Guide 2015-2016 have further questions. level programs, policies, and practices by sharing their observations and experiences. Annual Pesticide Use Notification For more information about these surveys, call 273-1592 or go to The District has adopted an Integrated Pest Management (IPM) policy, Board www.ousd.org/chksurvey. Policy No. 3511.2, which provides stricter restraints on the use of pesticides. The policy includes notifying parent/guardians and staff of pesticide use. Health Education During the school year, it may be necessary to apply pesticides at various school sites, including the school your child attends. Staff will not spray Physical Education Requirements during school hours. Spraying will be completed during holidays or breaks in (1st Through 6th Grade) the school year. Education Code Section 51210(g) requires the District to provide all first Signs will be posted 72 hours before pesticide application at each affected (1st) through sixth (6th) grade students 200 minutes of physical education school site. Parent/guardians or employees may also request prior (“P.E.”) every ten (10) schooldays, exclusive of recesses and the lunch notification of individual applications at the school site. Those persons listed period. If parents/guardians of such a student have questions regarding on the school’s registry will be notified at least 72 hours before pesticides the P.E. minutes, they should first contact their student’s teacher; then are applied. Even if you have registered in the previous school years, please their student’s site principal; and then, if concerns still remain, District P.E. complete the Request for Notification of Individual Pesticide Application form Specialist Don O’Connell (email – [email protected]; phone 336- available in the back of this guide, or online at www.ousd.org/pesticideform. 7583). Completed forms should be submitted to your school’s main office if you wish to be notified when a pesticide will be applied at your school site. Drug Education On the prior page is a list of pesticides has been approved for possible use In accordance with state law, all students in elementary and secondary at District sites this school year. You can find more information regarding schools receive instruction on drug refusal skills, as well as the effects of the these pesticides and pesticide use at the California Department of Pesticide use of tobacco, alcohol, narcotics, dangerous drugs, and other damaging Regulation’s Web site at www.cdpr.ca.gov. substances, appropriate to the students’ grade level. EDUCATION CODE SECTION 51260 OUSD has adopted the state-approved Too Good for Drugs curriculum, which California Healthy Kids Survey is taught in fourth grade. Project Alert is taught in the seventh grade, and The California Healthy Kids Survey (CHKS), along with the California School Project Towards No Drug Abuse is taught in high school. Secondary students Parent Survey for staff and the California School Staff Survey, are the also receive classroom presentations from Peer Education Student Teams and annual OUSD surveys of the health and wellness of our students and our from our Intervention Coaches. Call 273-1525 for information, or visit www. schools. Together, these three surveys help schools and the District to ousd.org/domain/80. identify areas of student and school strengths and weaknesses. The survey results guide improvement of school climate and learning supports, as well as For more information and to support these programs, contact your principal student and parent engagement. They help to improve the quality of health or call Robert Dousa at 273-1592. and wellness, prevention, and youth development programs in our emerging Full-Service Community Schools. Sexual Health and HIV/AIDS Prevention As stated in the CHKS website: Education At the heart of the CHKS is a broad range of key learning and health-related Upon written request of a parent, students may be excused from any part indicators that are used to collect student data on attitudes, behaviors, of instruction in sex education or health education that conflicts with and experiences related to school and learning. School connectedness, religious training and beliefs. Parents are notified in writing whether District developmental supports and opportunities, safety, violence and harassment, personnel or outside consultants will be providing the instruction and may substance use, and physical and mental health are some of the key areas request a copy of EDUCATION CODE CHAPTER 5.6, which explains their rights under assessed by the survey. the law. Parents will be offered the opportunity to inspect and review the All students in grades 5, 7, 9 and 11, as well as all Continuation School instructional materials. They may request in writing that their child not students, take the California Healthy Kids Survey in February. Parent attend the class. Such requests may be withdrawn at any time. EDUCATION CODE permission is required for children under the age of 12. Before the survey is SECTIONS 51938, 51939, 51240; BOARD POLICY 6142.1; ADMINISTRATIVE REGULATION 6142.1 given, parents will receive written notice with an offer to review the survey All students in seventh grade Life Science classes and high school Biology questions. classes receive HIV/AIDS prevention instruction appropriate to their grade, Parents will take the California School Parent Survey and principals, teachers, unless there is a request in writing from a parent asking that the student be and other school staff take the California School Climate Survey. excused from instruction. EDUCATION CODE SECTION 51934, BOARD POLICY 6141.2, 6142.1, ADMINISTRATIVE REGULATION 6141.2, 6142.1 California School Parent Survey For more information contact your principal or science teacher or call Julia Feldman at 482-6781. The California School Parent Survey collects information directly from parents that will be used to promote positive learning environments, parent engagement, as well as student achievement, health, and well-being. This Safety short survey aligns with the content of the student and staff surveys for comparison. Parent Responsibility for Dropping Off and The parent survey is available in many languages: English, Spanish, Tagalog, Picking up Children at School Vietnamese, Chinese, Arabic, Hmong, Khmer (Cambodian), Korean, Lao, Parents are responsible for their children’s safe arrival to school and return Russian, Ukrainian, Farsi (Persian) German, Hebrew, Hindi, Korean, Japanese, home. Parents are responsible for arranging before- and afterschool Punjabi, Samoan, Somali, Urdu, Western Armenian, Eastern Armenian, child care for their children. Dropping off your child at school before staff Continental Portuguese, and Brazilian Portuguese. supervision officially begins or leaving your child at school after the school We hope that all Oakland public school parents will make their voices day ends may be considered neglect and can result in a referral to Child heard by participating in this survey, and influence school and district- Protective Services or the Oakland Police Department. Refer to the Directory for schools with child-care programs. 35 Parent Guide 2015-2016 Oakland Unified School District

Child Custody Court Orders/Restraining Orders ca.gov to search their geographic areas of interest, or contact your local law enforcement agencies directly for additional information. Parents may also District staff will comply with child custody and restraining orders as long call the District’s Police Services at 874-7777. as they do not conflict with state or federal Education Code requirements or other statutory duties imposed on the District. Please submit or mail complete copies of the orders to the school sites and/or child-care centers INFORMATION AND PRIVACY of each child named in the court order, and also to Oakland Unified School Access to personal information, media rights and responsibilities, and District, Office of the General Counsel, 1000 Broadway, Oakland, CA 94607. students’ use of the Internet are subject to the following regulations. Parents should confirm receipt by staff at the school site by checking in with their child’s teacher or principal. Parents’ Rights Concerning Student Accidents, Injuries, Medical and Hospital Records Services, Insurance The Family Educational Rights and Privacy Act of 1974 (20 USC SECTION 1232G) and California Education Code Section 49063 require the District to inform If an accident occurs at school, first aid for minor injuries will be provided parents that they and other persons authorized by law have the right to and parents notified. In cases requiring an ambulance, effort will be made inspect and review any and all official records, files, and data concerning first to contact the parent named on your child’s emergency card. The pupils. The District does not allow access to those records to those not District typically does not provide medical or hospital services or insurance so authorized. Refer to Administrative Regulations 5125 and 5125.1 for for accidents or injuries to students injured at school or during school- additional information. sponsored trips or activities. We encourage parents to purchase optional student accident insurance. Applications are available online at www. • Parents have the right to inspect and review any and all school records, studentinsuranceusa.com. Please contact OUSD Risk Management at 879- files, and data related to their minor child. The school will make these 1612 if you would like more information. EDUCATION CODE SECTION 49472, BOARD POLICY documents available for inspection no later than five school days following 5143 the date of request. Parents may ask for a District representative to explain the records. EDUCATION CODE SECTION 49069 Disaster Plan • Parents of former students may obtain up to two copies of their child’s academic transcripts at no cost. EDUCATION CODE SECTION 49065 If a disaster occurs during school hours, school will not be dismissed without • Following inspection and review, parents with legal custody of their child the express approval of the Superintendent or his designee. Students will may challenge the content of pupil records. See Administrative Regulation remain under the supervision of school authorities until released to parents 5125.3 for additional information. or their pre-authorized representative. Check with the principal for details • Parents who have legal custody of their child may consent in writing to the about your school’s disaster plan. Please become familiar with the plan and release of their child’s records to any person or institution. EDUCATION CODE discuss with your child how you will connect after a major earthquake or SECTION 49061 other disaster. Parents are also asked to complete the annual Emergency Card and Student Release of Personal Information Earthquake/Disaster Form. Children will be released only to individuals listed on the Emergency Card and/or the Student Earthquake/Disaster Form. It is OUSD uses contractors, consultants, volunteers, etc. as agents to provide absolutely imperative that the Emergency Card and Earthquake/Disaster certain institutional services and functions. To that end, we occasionally Form at school be kept current and accurate. Please be sure to update the disclose education records to outside service providers (FERPA notification). information during the school year if your place of work, phone number, or Under the federal No Child Left Behind Act, the District is required to release home address changes. You can pick up a card in your school office. to the Military Recruitment Office the names, addresses, and telephone numbers of students age 16 or older. Parents can opt out of this requirement Fire and Earthquake Safety by completing the Military Exemption on the Emergency Card and returning the Emergency Card to the school by the first Friday in September. After that Telephone systems quickly become overloaded in an emergency, so please date, the information will be released to the military upon request unless and do not try to phone the school in the case of an emergency. Instead, come to until the parent/guardian returns the Military Exemption and it is inputted school or send a person listed on your Emergency Card to pick up your child. by the school. Military opt out requests generally take at least two weeks to Check your local radio and television stations for information during local input and process. You can pick up an Emergency Card to complete in your disasters and emergencies. school office. Fire and earthquake drills are held regularly by all schools. Please encourage Directory information may also be provided to qualified employers, your child to practice these drills responsibly and to follow all procedures college recruiters, and school-based parent-teacher-student committees required by school officials. unless parents provide their objection in writing to the principal. Refer to Students with Special Health Care Needs Administrative Regulation 5125.1 for additional information. EDUCATION CODE SECTIONS 49061, 49073 Students with special health care needs should have a back-up of vital In order to help families maintain their coverage in health insurance and medication, equipment, or supplies with them or at their schools. Those other public benefit programs, the Alameda Social Services Agency may share students or their teachers should be prepared to bring the extra medication certain information with OSUD, such as renewal dates. OUSD may contact or supplies if evacuation from the school premises is ordered. Students families at risk for losing their coverage in order to assist with the renewal should have in their possession an individual Emergency Card describing process. their special needs. The cards should list information such as: disability, medications and their application frequencies, mobility constraints, attendant needs, allergies, and primary physician. Tests on Personal Beliefs Visually impaired or blind students should have an extra cane at school even Unless a student’s parent is notified first in writing and gives written if they have a Seeing Eye Dog. permission, a student will not be questioned on surveys or examinations about their or their parent’s personal beliefs or practices regarding politics Sex Offender Notification or political affiliations; mental or psychological problems; sex behavior or attitudes; illegal, anti-social, self-incriminating, or demeaning behavior; Parents can locate registered sex offenders by visiting www.meganslaw. critical appraisals of others who are close family; legally recognized privileged 36 Oakland Unified School District Parent Guide 2015-2016 or similar relationships, such as those of lawyers, physicians, and ministers; delivered to the Communications Department, located at 1000 Broadway, religious practices, affiliations, or beliefs; or income (other than that required Suite 680, Oakland, CA 94607. Emailed requests are preferred. Please email by law to determine eligibility for participation in a program or for receiving requests to [email protected]. If you send your records request via other financial assistance under such program. EDUCATION CODE 51513; 20 USC 1232H. means, please confirm receipt with Troy Flint at [email protected]. The District will respond in writing within 10 working days acknowledging receipt Internet Use of your request, asking for clarifications if necessary, and giving you a time frame in which it will produce the information if it is not readily available. All students and parents must read OUSD Board Policy 6163.4 and You will be asked to cover the cost of copying records. Before you make a Administrative Regulation 6163.4 on Internet Safety and Student Use of request, check first on the District’s website at www.ousd.org or call the Technology, and sign OUSD’s Acceptable Use of Technology Agreement and Communications Department at 473-5832 to see if the information is readily Consent Form (see BP 6163.4 and AR 6163.4 in Appendix). available. The Agreement and Consent form is distributed at registration and must be completed and submitted to the school site. OUSD may provide student email PERSONAL APPEARANCE AND accounts to supplement academic programs. [remove URL] The Internet and other online resources, including student email accounts, PROPERTY provided by the District are revocable privileges intended to support the Consistent with the District’s goal of providing safe and respectful school instructional program and further student learning. Students must not communities, students are to dress and conduct themselves in a manner that access, post, submit, publish, or display harmful matter or material that demonstrates the seriousness appropriate in a learning environment. is threatening, obscene, disruptive, or sexually explicit or that could be construed as harassment or disparagement of others as prohibited by the Dress and Grooming District’s nondiscrimination policy. Bullying, including bullying committed by means of electronic communication (“cyberbullying”), will not be tolerated In accordance with BOARD POLICY 5132, OUSD students must follow guidelines for and is grounds for disciplinary action up to and including suspension or dress and grooming at all regular school activities. Current guidelines apply to expulsion. Harmful matter includes that which to the average person depicts shoes; writing, pictures, and insignia on all personal items; and hats and head or describes in a patently offensive way sexual conduct and lacks serious coverings. For school-site policies on uniforms and/or restrictions on gang- literary, artistic, political, or scientific value for minors. The principal at related apparel, talk to the principal. the student’s school will decide whether a user of Internet resources has violated any of these conditions. The principal may revoke or suspend a Personal Property student’s access to the Internet at the school site at any time. The decision Students are discouraged from wearing expensive clothing or jewelry of the principal or his or her designee will be final. Inappropriate use of and from bringing expensive personal items to school. The District is not technological resources in violation of school or district policy or regulations responsible for the loss of students’ personal property. may result in disciplinary action and/or legal action in accordance with law and district policy. BOARD POLICY 6163.4. Cell Phones and Other Press Coverage Electronic Equipment As a policy, the District tries to facilitate requests for press coverage of school Use of cell phones, pagers, and other electronic equipment is prohibited activities without jeopardizing either the learning process or student and during class. Prohibited equipment may be confiscated from a student and employee privacy. All media requests should be coordinated through the held until the end of the class period, school day, or activity. BOARD POLICY 5131 Communications Office or the school site, and reporters, photographers, and all other visitors must check in at the front office upon entering a school site. Parental permission for reporters to interview or photograph students is not SCHOOL CLIMATE AND DISCIPLINE legally required, but parents may complete a Media Opt-Out Form if they Every student has the right to learn in a safe and secure school environment. wish for their child to not be photographed or filmed. The opt-out form in Board Policy 5144 calls for the use positive, preventative, and restorative the back of this Parent Guide is also available online at http://www.ousd.org/ approaches to managing student behavior in order to minimize the need Page/131. Whenever possible, teachers and principals will inform parents in for discipline and maximize instructional time for every student. Copies of advance of scheduled interviews. BOARD POLICY 1112 policies and procedures for student conduct and discipline are available at www.ousd.org/discipline. BOARD POLICIES 5144, 5144.1; ADMINISTRATIVE REGULATIONS 5144, Distribution of Material at School Sites 5144.1, 5144.2. Distribution of fliers and other materials to students or staff through the Complaints about the implementation of the District’s discipline policies schools must first be approved by the Communications Office. According can be made with the Office of the Ombudsperson, which is located at 1000 to the District’s distribution policy, all such material should support the Broadway, Suite 680, Oakland, CA 94607, phone: 879-4281, fax: 879-3678. education of students and not be of a religious, political, or commercial nature. Approved material will contain a stamp noting that it has met the Voluntary Resolution Plan between the District District’s policy requirements. For details, call 473-5832 or go to www.ousd. and the Office for Civil Rights (OCR) org/flyerdistribution. Publications of official parent-teacher organizations are exempt from this policy. On Thursday, September 27, 2012, the Oakland Board of Education ratified a Voluntary Resolution Plan (VRP) with the U.S. Department of Education, School Photos Office for Civil Rights (OCR), to address OUSD’s disproportionate discipline of African-American students. OCR had initiated a compliance review to The principal at your child’s school site is responsible for arranging investigate whether the District disciplined African American students more professional photography for your child’s class as well as individual student harshly than white students. The result is a two phase agreement which pictures. Please contact the principal for additional information. covers the school years from 2012-13 to 2016-17. This decision was made in recognition of the District initiatives to prioritize Requests for District Records improved outcomes for black males since 2010, when OUSD created the The public may request access to existing non-confidential District records. Office of African-American Male Achievement (AAMA). Specifically, AAMA Requests must be made in writing and emailed, mailed, or faxed, or hand and District-wide initiatives to address the issue of disproportionality include: 37 Parent Guide 2015-2016 Oakland Unified School District

• Developing Full-Service Community Schools that, in addition to high-quality The Oakland Unified School District (OUSD) recognizes the harmful effect academics, provide wrap-around services and attention to students’ social of bullying on student learning and school attendance and desires to and emotional needs. provide safe school environments that protect students from physical and • Reviewing and promoting national best practices for reducing racially emotional harm. The District takes a strong position against bullying or any disproportionate suspensions. behavior that infringes on the safety and well-being of students, employees, • Focusing on reducing “defiance” as a basis for suspension. or interferes with learning or teaching. The District prohibits retaliatory • Rejecting zero-tolerance strategies as counter-productive. behavior against anyone who files a complaint or who participates in the • Adopting Restorative Justice principles that change the approach from complaint investigation process. punitive discipline to restorative practices, emphasizing repairing the harm Bullying is defined in Education Code 48900(r) as a physical, verbal, or caused and supporting the person responsible in providing reparations to electronic act that is severe or pervasive and causes one the following the person(s) harmed. effects on a reasonable student: (1) fear of harm to person or property; • Introducing Positive Behavioral Intervention and Support Strategies to (2) a substantially detrimental effect on physical or mental health; or teach and reinforce positive school-wide behavioral expectations that are (3) substantial interference with academic performance or the ability to fair and equally applied to all students in all contexts. participate in school. • Piloting Manhood Development classes to help black males better manage peer and adult relationships, producing a positive impact in attendance Any student engaging in bullying, including cyberbullying, on school rates, discipline and GPA among program participants. premises, or off campus in a manner that causes or is likely to cause a substantial disruption of a school activity of school attendance, may be To learn more about the findings and the steps OUSD is taking to address subject to discipline. disproportionate discipline, visit: www.thrivingstudents.org/47/voluntary- resolution-agreement-address-suspensions-black-males. Cyberbullying is a form of bullying. Cyberbullying is the use of any electronic communication technology to embarrass, humiliate, spread rumors, and Social Emotional Learning (SEL) make direct threat or intimidation. Cyberbullying also includes breaking into another person’s electronic account and assuming that person’s identity Social and Emotional Learning (SEL) teaches the skills we all need to handle in order to damage that person’s reputation. Cyber bullying that occurs ourselves, our relationships, and our work, effectively and ethically. SEL off-campus but compromises the safety or instructional environment of the points of emphasis include managing emotions, developing concern for school may fall under District jurisdiction. others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively. These traits allow children to Sexting is the posting and distribution of sexualized images or messages. The calm themselves when angry, resolve conflicts respectfully, solve problems word is a combination of the words sex + texting. Posting, possession and and make safe and ethical choices. distributing sexual images could constitute sexual harassment, or possession or distribution of child pornography, which is a crime. SEL is not just a method for personal growth and strengthening community; it’s also a framework for school improvement. SEL skills help create and If you believe your child may be the target of harassment or bullying, maintain learning environments that reduce discipline problems like truancy, including cyberbullying, you are encouraged to report your concerns directly violence and bullying while producing a greater affinity for school among to an administrator or staff person at your child’s school. For information students and higher rates of work satisfaction for staff. This, in turn, results or assistance with parent/guardian or student concerns, or for a copy of in better academic outcomes, deeper understanding of subject matter, richer the OUSD Bullying Incident Report Form, contact Behavioral Health Unit collaboration and increased student engagement. at Community Schools and Student Services located at 746 Grand Avenue until November, and then located at 1000 Broadway, Oakland, 273-1528, Researchers believe addressing psychological factors that influence learning [email protected]. For answers to questions about resources and is a critical step in boosting academic achievement. This is reinforced by implementation of Cyber Safety curriculum, please contact leah.jensen@ quantitative studies demonstrating that SEL has a profound effect on ousd.org or chen.kong-wick@ ousd.k12.ca.us. For any anti-bullying related achievement as reflected in higher standardized test scores and grade point concerns/questions, please contact [email protected]. average, and a reduced incidence of violent or risky behavior. Call 639-3340 for more information. BOARD POLICIES 5137, 5170, & ADMINISTRATIVE The most beneficial SEL strategies are reinforced in the classroom, during REGULATION 5170. out-of-school activities, at home, and across the learning continuum from preschool to 12th Grade. Social and Emotional Learning is not a diversion from the educational mission or an adjunct to it. Instead, it’s an integral part Conflict Resolution/Peer Restorative of instruction and student learning; a strategy for accelerated achievement, enhanced problem solving and the development of workplace and life skills. Justice (RJ) Programs At many OUSD school sites, student Restorative Justice Youth Leaders are For more information about SEL in OUSD, please contact kristina.crestetto@ selected and trained to resolve conflicts among their peers. The OUSD Peer ousd.k12.ca.us. Restorative Justice program provides an opportunity for a representative group of students to use communication skills to manage and resolve Positive School Climate and Anti-Bullying interpersonal conflicts through mediation and/or restorative justice practices. This program enables students, parents, and staff to engage in Policies peacemaking processes to resolve conflicts that might otherwise result in The Positive School Climate Policy promotes a caring community through harm and interfere with learning throughout the school day. The Peer RJ the development of mutually respectful relationships, high expectations program is at many of the OUSD middle school sites; peer restorative justice for all students, and opportunities for meaningful participation. A positive programs are being implemented at an increasing number of high school school climate helps to build student attachment to school, which research sites as well. For information about the curriculum or setting up a Peer RJ links closely with academic success, reducing risky behaviors, and increasing program, contact the Program Manager for Restorative Justice at david. healthy decision-making. OUSD is committed to developing discipline and [email protected], or visit www.ousd.org/restorativejustice. BOARD POLICIES 5138. classroom management strategies that promote youth development, equity, and personal and social responsibility. BOARD POLICY 5137 Restorative Justice Restorative Justice is a set of principles and practices employed in Oakland Bullying affects all children—whether they are Unified Schools to build community and respond to student misconduct, victims, bullies, or bystanders: with the goals of repairing harm and restoring relationships between those impacted. Restorative practices are used in the classroom to help create a 38 Oakland Unified School District Parent Guide 2015-2016 caring and supportive environment with a focus on relationship building. Restorative Justice is also used to re-enter students into school after Due Process Rights suspension, expulsion or incarceration. Learn more about our Restorative All school staff members are expected to treat all students in a consistent, Justice program by contacting the Program Manager for Restorative Justice at fair, and equitable manner and to assure due process for all students. Parents [email protected] or visit www.ousd.org/restorativejustice. and students have the right to: • Be informed of the policies and rules governing student conduct and Grounds for Disciplinary Action discipline. • Be informed of charges of misconduct and the evidence used as a basis for The following acts—whether occurring on school grounds, during lunch on or the charges. off campus, while going to or from school, at a school function, or off campus • Present their version of the facts and any supporting evidence or testimony if it is likely to cause a substantial disruption of school activity—may result in to the appropriate school administrator prior to disciplinary action being disciplinary action: taken, unless the administrator deems it an emergency situation. • Causing, attempting to cause, or threatening to cause physical injury to • Have a conference with school staff. another person. • Be notified in advance of any disciplinary hearing. • Willfully using force or violence upon another person, except in self- • Subpoena witnesses, and appear and be represented in disciplinary defense. hearings. • Possessing, selling, or otherwise furnishing any firearm, knife, explosive, • Appeal expulsion decisions to the Alameda County Board of Education orother dangerous object. within 30 days. • Unlawfully possessing, using, selling or otherwise furnishing, or being under the influence of any controlled substance, alcoholic beverage, or intoxicant Disciplinary Actions of any kind. Students found to have committed any act of misconduct listed as “grounds • Unlawfully offering, arranging, or negotiating to sell any controlled for disciplinary action” (preceding) may be suspended, involuntarily substance, alcoholic beverage, or intoxicant of any kind, and then either transferred to an opportunity or continuation school (see Alternative selling, delivering, or otherwise furnishing that substance to another Education programs in the Directory), or expelled from school following a person, or selling, delivering, or otherwise furnishing to a person hearing. This includes students enrolled in special education programs or another substance or material and representing it to be a controlled receiving educational services pursuant to Section 504. substance,alcoholic beverage, or intoxicant. • Committing or attempting to commit robbery or extortion. Five actions will result in immediate suspension and recommendation for • Causing or attempting to cause damage to school property or private expulsion if a student commits any of them at school or at a school activity: property. 1. Possessing, selling, or otherwise furnishing a firearm • Stealing or attempting to steal school property or private property. 2. Brandishing a knife at another person • Possessing or using tobacco or nicotine products, including but not limited 3. Selling a controlled substance to cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, 4. Committing or attempting to commit sexual assault or battery snuff, chew packets, and betel, unless by prescription. 5. Possessing explosives • Committing an obscene act or engaging in habitual profanity or vulgarity. • Unlawfully possessing or offering, arranging, or negotiating to sell any drug EDUCATION CODE SECTION 48915 paraphernalia. For other actions, OUSD supports alternatives to suspension and expulsion. • Disrupting school activities or otherwise willfully defying the valid authority of supervisors, teachers, administrators, school officials, or other school Such solutions can address possible causes of the behavior, including personnel engaged in the performance of their duties. misdirected goals and unmet needs on the part of the student. In some • Knowingly receiving stolen school property or private property. cases, these alternatives may include making restitution to those affected • Possessing an imitation firearm (something that would lead a reasonable or harmed by the behavior. Some alternatives used by OUSD schools include person to conclude that the replica was a firearm). thefollowing: • Committing or attempting to commit sexual assault or committing sexual • Restorative justice practices, such as circles of support and accountability battery. • Saturday school • Harassing, threatening, or intimidating a student who is a complaining • Opportunity transfers witness or a witness in a student disciplinary proceeding, for the purpose of • Peer accountability systems, such as McCullum Youth Court preventing the student from being a witness, retaliating against the student • Conflict resolution programs for being a witness, or both. • Community service activities • For students in grades 4 to 12, committing sexual harassment. • Behavioral contracts • For students in grades 4 to 12, participating in, causing, attempting, or • Home visits and/or conferences with family members threatening to cause hate violence. • On-campus suspension • For students in grades 4 to 12, intentionally engaging in harassment, • Loss of privilege (such as recess) threats, or intimidation against school district personnel or another student • Changes in schedule that is severe enough to disrupt the other student’s class work, creates If you have further questions about discipline, please contact your school substantial disorder, or invades the rights of a student or students by siteor the office of the Pupil Discipline Hearing Panel at 510-273-1530. creating an intimidating or hostile educational environment. • Engaging in, or attempting to engage in hazing. BOARD POLICIES 5142, 5144.1, 5145.12 • Making terroristic threats against school officials or school property. • Unlawfully offering or arranging to sell, negotiating to sell, or having sold Discipline by Teacher the prescription drug Soma. • Aiding and abetting, as defined by Section 31 of the Penal Code, the Should other means to correct student behavior fail for any acts of infliction or attempted infliction of physical injury to another person. misconduct listed under “grounds for disciplinary action” (preceding), a • Engaging in an act of bullying, including, but not limited to, bullying teacher can: committed by means of an electronic act, as defined in subdivisions (f) • Suspend a student from class for the day and the next day—this does not and (g) of Section 32261, directed specifically toward a pupil or school constitute suspension from school personnel. • Keep a student after school for not more than one hour at the end of the EDUCATION CODE SECTIONS 48900, 48900.2–48900.4, 48900.7, 48915 school day 39 Parent Guide 2015-2016 Oakland Unified School District

• Refer the student to the appropriate school administrator • Require, following written notice, the student’s parent to attend a Mandatory Expulsion Recommendation conference with the teacher regarding the suspension The principal or the superintendent shall recommend a student’s expulsion

EDUCATION CODE SECTION 48910 for violation of EDUCATION CODE SECTIONS 48900 (A)–(E), unless the principal or superintendent finds, and so reports in writing to the Pupil The use of corporal punishment is prohibited in all Oakland Public Schools. Disciplinary Hearing Panel (PDHP), that expulsion is inappropriate due to the particular circumstances of the incident. Once a student is referred for Contacting the Police an expulsion hearing, the PDHP meets to hear the matter and determine if a recommendation for expulsion to the superintendent is appropriate. The When students are alleged to have broken the law, school officials are student and parents are notified of their due process rights. The findings obligated to contact and report the incident to the police. Situations that and recommendations of the PDHP are submitted to the superintendent, require contacting the police include physical attacks upon students or staff; who makes the final decision. Any student who is expelled has the right to an students or others in possession of firearms or other weapons; threats of education and may be referred to the Alameda County Office of Education violence by anyone; and the possession or selling of drugs. Once a situation is for that service. reported, it is the responsibility of the police department to decide whether to investigate. Mandatory Expulsion Police Interviews with Students In cases where the principal or superintendent determines that a student has committed any of the following actions on school grounds or at Police Officers may question a student at school in connection with their aschool activity off school grounds, the student must be suspended and investigation of a school-related matter or an incident of suspected child recommended for expulsion: (1) possessed, sold, or furnished a firearm; (2) abuse or molestation, or in an emergency situation. School officials will brandished a knife or other weapon at another person; (3) unlawfully sold a summon the student to the office for the interview. controlled substance; (4) committed or attempted to commit a sexual assault When a student is arrested, school officials must immediately tell a parent/ or committed a sexual battery, as defined in EDUCATION CODE SECTION guardian, unless the student may be a victim of child abuse. If a student is 48900 (N); or(5) possessed explosives. arrested and questioned by school police, in addition to a Miranda warning, the police must tell the student that the student can have a parent present Liability for Damages and Losses and can wait until his/her parent is present before questioning begins. Additionally, a school official must immediately attempt to contact a parent The parent or guardian of any student shall be liable for damages caused to get verbal approval to permit any police questioning of the student, unless by the student’s willful misconduct, including death or injury to persons the child is a suspected victim of child abuse. If the parent requests that the or property damage. The parent may also be liable for a reward of up to student not be questioned until he/she can be present, the student may not $10,000adjusted for inflation posted by the District for the apprehension and be made available to the police for questioning until a parent is present. BOARD successful prosecution of the responsible student. POLICY 5145.11, 5145.13 AND 5145.14 The parent or guardian of any student shall also be liable for all textbooks,musical instruments, or other school property loaned to the Suspension student and not returned upon request. A student may be removed from regular school activities for up to five The District may withhold grades, diplomas, or transcripts of a student for school days at a time and not more than 20 school days in any school year. failure to pay damages only if the student willfully caused the damage or If a student enrolls in or is transferred to another comprehensive school, an willfully refused to return school property and the District provided due opportunity school or class, or a continuation school or class, the student process in conformance with the Education Code’s procedures for expulsion. may not be removed from school for more than 30 days in any school year. A voluntary work program can be arranged in lieu of payment of monetary Parents must be notified in writing in their primary language of the reasons damages. EDUCATION CODE SECTION 48904 for suspension. EDUCATION CODE SECTION 48903 Suspended students may not be present on any school property or attend Expungement of Student Discipline any school activity, whether at a public or private facility, during the entire time period of suspension. Students are required to complete all assignments Records and tests missed during the period of suspension. Except in emergencies, Under a new Board Policy, students may request the expungement (or before students are suspended they will meet with a site administrator removal) of a suspension or expulsion from discipline records. This might help to discuss the misconduct and present their version of the incident and students pursue college and career goals. evidence in their defense. Suspension and the length of the suspension shall be determined on a case-by-case basis with the administrator imposing the Discipline records might be removed if: suspension, taking into account any mitigating or aggravating circumstances. • The student’s offense did not involve violence or drugs (other than marijuana). • Three years have passed since the student misbehaved in any serious way. Involuntary Transfer • The student can demonstrate a pattern of positive behavior by submitting A student may be involuntarily transferred to another comprehensive school letters of recommendation or references. or to a continuation school only following a recommendation for expulsion and after a hearing before the District’s Disciplinary Hearing Panel (DHP) How to Apply consistent with the requirements in Education Code 48918 and the notice • A student must complete and submit an application form. and hearing procedures for expulsions. DHP shall recognize the use of a • The Discipline Office will review the application and notify the student positive approach to student behavior and maximize instructional time for once the application has been granted or denied (which might take several every student. An involuntary transfer to a continuation school must be months). made pursuant to Education Code 48432.5. BP 5144.1. • If the request is denied, the student must wait one year before reapplying. See Board Policy and AR 5144.3

40 Oakland Unified School District Parent Guide 2015-2016

48204.6 Evidence of residency given to neighborhood residents. and interests of district students within the APPENDIX 48206.3-48208 Students with temporary Any schools that have available space after constraints of school capacity. The Superintendent disability these priorities can receive additional students or designee shall establish procedures for the selection and transfer of students among district In the following texts, “Board” and 48980 Notification of parent or guardian from outside of the neighborhood through the Intradistrict Open Enrollment process. schools in accordance with law, Board policy and “Governing Board” refer to the 52317 Admission of persons including administrative regulation. Oakland Board of Education. All nonresidents to attendance area Intradistrict Open Enrollment priorities will be considered after the siblings of the school’s (cf. 5117 - Interdistrict Attendance) Board policies and administrative FAMILY CODE existing students, residents without siblings who The parents/guardians of any student who resides regulations can be viewed online at 6550-6552 Caregivers live in the neighborhood and residents who reside within district boundaries may apply to enroll GOVERNMENT CODE within an elementary school’s mega boundary their child in any district school, regardless of the www.ousd.org. as defined by Board policy who have been re- location of residence within the district. 6205-6211 Confidentiality of residence for victims directed from their overcrowded neighborhood (Education Code 35160.5) ENROLLMENT & REGISTRATION (See page 13). of domestic violence school. (cf. 5111.1 - District Residency) Appendices A–D CODE OF REGULATIONS, TITLE 5 Other Intradistrict Open Enrollment (cf. 5111.12 - Residency Based on Parent/ Appendix A: 432 Varieties of student records To implement Intradistrict Open Enrollment Guardian Employment) Criteria for Residency CODE OF REGULATIONS, TITLE 22 pursuant to Education Code 35160.5: (cf. 5111.13 - Residency for Homeless Children) Prior to admission in district schools, students 87001 Definitions 1. Pre-K, 5th grade, 8th grade students/families The Board shall annually review this policy. shall provide proof of residency. Management Resources: and those who wish to change schools complete applications during the Intradistrict Open (Education Code 35160.5, 48980) (cf. 5111 - Admission) CDE LEGAL ADVISORIES Enrollment window. Our process emphasizes Enrollment Priorities A student shall be deemed to have complied with 0303.95 Verification of residency, LO: 1-95 siblings first. residency requirements if he/she meets any of the Priority for attendance outside a student’s 1115.88 Application of residency requirements 2. The Superintendent or designee shall identify following criteria: attendance area shall be given as follows: for homeless children and youth, LO:5-88 those schools, which may have space available 1. The student’s parents/guardians reside within for additional students for the following school 1. In recognition of the Governing Board’s stated SECRETARY OF STATE district boundaries. (Education Code 48200) year. A list of these schools and open enrollment policy goal of keeping families and siblings Letter re: California Confidential Address Program together, siblings of students who are enrolled in (cf. 5111.13 - Residency for Homeless Children) applications shall be available online and at Implementation (SB 489) the Student Assignment Center during the the school and who will be enrolled in the school 2. The student is placed within district boundaries WEB SITES Intradistrict Open Enrollment Window period. concurrently with their sibling in the same school in a regularly established licensed children’s the following year, shall have first priority. institution, a licensed foster home or a family California Secretary of State: www.ss.ca.gov 3. Students of parents/guardians who submit applications to the district shall be considered for (Education Code 35160.5) home pursuant to a court- ordered commitment 7/14/04 or placement. (Education Code 48204) admission to their school of choice the following 2. Elementary school students who are unable Appendix B: Administrative Regulation 5116.1— school year under the district’s open enrollment to attend the school within their elementary 3. The student has been admitted through the Intradistrict Open Enrollment policy. school boundary due to overcrowding of their district’s interdistrict attendance program. neighborhood school, shall have priority to attend (Education Code 48204) AR 5116.1 –IntradistrictOpen Enrollment 4. If the number of applicants exceeds the number of available spaces, a lottery process from the an elementary school within their middle school Enrollment under the No Child Left Behind Act (cf. 5117 - Interdistrict Attendance) eligible applicant pool shall determine enrollment boundary as set forth in Board Policy 5116 – 4. The student is an emancipated minor residing The Intradistrict Open Enrollment window allows in a school of choice. The lottery will prioritize School Attendance Boundaries. within district boundaries. (Education Code all students in program improvement, corrective neighborhood and non neighborhood siblings Middle or high school students who are unable 48204) action or restructuring schools an opportunity to first, neighborhood students without siblings to attend the school within their attendance transfer to another OUSD school. The application 5. The student lives with a care giving adult within second, students residing within the elementary boundary due to overcrowding of their for Intradistrict Open Enrollment allows for district boundaries. (Education Code 48204) school’s mega boundary as defined by Board neighborhood school, shall have priority to attend specific mention of this provision. policy who have been re-directed from their the next closest school based on available space. (cf. 5111.11 - Residency of Students with School Grounds that becomes dangerous for a overcrowded neighborhood school, PI status of Caregiver) 3. If a district school receiving Title I funds is student the student’s neighborhood school and random identified for program improvement, corrective 6. The student resides in a state hospital located lottery for remaining applicants. Within a reasonable amount of time, not to action or restructuring, all students enrolled in within district boundaries. (Education Code exceed 10 days after notification that a student 5. The Superintendent or designee shall inform that school shall be provided an option to transfer 48204) becomes the victim of a violent criminal offense applicants by mail their assignments from the to another district school or charter school. (20 7. The student is confined to a hospital or while on school grounds, the student’s parents/ lottery. The Student Assignment Center will USC 6316) other residential health facility within district guardians shall be offered an option to transfer manage the appeal process. Students can be (cf. 0420.4 - Charter Schools) boundaries for treatment of a temporary their child to an eligible school identified by the placed on a waitlist by appealing after the lottery. (cf. 0520.2 - Title I Program Improvement Schools) disability. (Education Code 48207) Superintendent or designee. The Superintendent Students will only be placed on a waitlist if he/ (cf. 6183 - Home and Hospital Instruction) or designee shall consider the student’s needs she lives in the neighborhood, has a sibling at the (cf. 6171 - Title I Programs) and parent/guardian preferences in making the District residency is not required for enrollment in school, or has other extenuating circumstances 4. Beginning in the 2003-04 school year, if while school assignment. If the parents/guardians a regional occupational center or program if there that will be handled on a case by case basis. on school grounds a student becomes a victim choose to transfer their child, the transfer shall be are openings in the program or class. (Education Those who appeal will be informed of their of a violent criminal offense, as defined by the completed as soon as practicable. Code 52317) approval, denial or waitlisted status within three State Board of Education, or attends a school After learning that a school has been designated designated by the California Department of Proof of Residency weeks. After the enrollment confirmations occur as “persistently dangerous,” within a reasonable in May at the school sites, students on a waitlist Education as persistently dangerous, he/she shall The Superintendent or designee shall retain a amount of time, the Superintendent or designee will be placed at their desired school as space be provided an option to transfer to another copy of the document or written verification shall notify parents/guardians of the school’s becomes available. district school or charter school. (20 USC 7912; 5 offered as proof of residency. In addition, the designation and of their option to transfer. CCR 11992) Superintendent or designee shall annually verify 6. Late applications, including transfer requests (cf. 0450 - Comprehensive Safety Plan) (cf. 0450 - Comprehensive Safety Plan) the student’s residency and retain a copy of after the open enrollment window, for the the document or written statement offered as The Superintendent or designee shall consider the following year will be treated within the appeal 5. The Superintendent or designee may approve verification. (5 CCR 432) needs and preferences of students and parents/ process. Transfer requests for documented safety a student’s transfer to a district school that is at guardians before making an assignment, but is reasons, family relocation, or PI status during capacity and otherwise closed to transfers upon When presented with a substitute address not obligated to accept the parent/guardian’s the academic year will be handled by the Student finding that special circumstances exist that designated by the Secretary of State for victims preference if the assignment is not feasible due to Assignment & Bilingual Testing Office pursuant to might be harmful or dangerous to the student in of domestic violence or stalking residing within space constraints or other considerations. Upon Board Policy. All other transfer requests will be the current attendance area, including, but not district boundaries, the Superintendent or assignment, the transfer shall be completed as determined by the school’s supervising Network limited to, threats of bodily harm or threats to the designee shall accept and use the substitute soon as possible. If parents/guardians decline the Executive Officer. emotional stability of the student. address for all future communication and assigned school, the student may remain in his/ correspondence and in all public records. 7. Assigned applicants must confirm their To grant priority under these circumstances, the her current school. (Government Code 6207) enrollment by registering at their assigned school Superintendent or designee must have received This temporary transfer shall remain in effect as within the published May specified timeframe. either: (Education Code 35160.5) (cf. 3580 - District Records) Failure to do so will forfeit their assignment and long as the student’s school of origin is identified a. A written statement from a representative of allow placement of those active on the waitlist. (cf. 5125 - Student Records) as “persistently dangerous.” an appropriate state or local agency, including Once enrolled, a student shall not be required to If any district employee reasonably believes that Siblings but not limited to a law enforcement official or apply for readmission. Any complaints regarding the parent/guardian of a student has provided social worker, or a properly licensed or registered Pursuant to district policy, all siblings have the the selection process shall be submitted to the false or unreliable evidence of residency, the professional, including, but not limited to, a priority to attend the school that their sibling Superintendent or designee. Superintendent or designee shall make reasonable psychiatrist, psychologist or marriage and family is currently attending in order to keep families efforts to determine whether the student meets (cf. 1312 - Complaints Concerning the Schools) therapist together. Pre-K, 5th grade and 8th Grade families legal residency requirements. must participate in the Intradistrict Open 12/6/07; 12/19/07A; 6/25/08A b. A court order, including a temporary restraining Legal Reference: Enrollment process for the following year by Appendix C: Board Policy 5116.1 — Intradistrict order and injunction completing an application for their neighborhood EDUCATION CODE Open Enrollment 6. Priority shall be given to students whose schools within the open enrollment window. parent/guardian is assigned to that school as his/ 35351 Assignment of students to particular BP 5116.1 schools Upon assignment, they must confirm their her primary place of employment. enrollment at the school site by the May Students 48050-48053 Nonresidents For all other applications for enrollment outside a confirmation date or forfeit their assignment. Intradistrict Open Enrollment school’s attendance area, the Superintendent or 48200-48204 Persons included (compulsory Priority is given first to students who already have designee shall use a random, unbiased selection education law) The Governing Board desires to provide a sibling attending the school. Second priority is enrollment options that meet the diverse needs process to determine who shall be admitted 41 Parent Guide 2015-2016 Oakland Unified School District

whenever a school receives admission requests and students regarding the educational programs ensuring- members that are in excess of the school’s capacity. and services that are available. (A) that parents are valued for integral role in Provide opportunities for learning and (Education Code 35160.5) (cf. 5116.1 - Intradistrict Open Enrollment) assisting their child’s learning; professional development for school based family Enrollment decisions shall not be based on a (cf. 5117.1 - Interdistrict Attendance Agreements) (B) that parents are encouraged to be actively engagement staff on planning and implementing student’s academic or athletic performance, involved in their child’s education at school; effective parental involvement activities to except that existing entrance criteria for (cf. 5117.2 - Alternative Interdistrict Attendance improve student achievement) Program) (C) that parents are full partners in their child’s specialized schools or programs may be used Develop a learning community for school provided that the criteria are uniformly applied (cf. 5145.6 - Parental Notifications) education and are included, as appropriate, in decision-making and on advisory committees to based family engagement staff that promotes to all applicants. Academic performance may be Legal Reference: collaboration and coordination used to determine eligibility for, or placement assist in the education of their child; in, programs for gifted and talented students. EDUCATION CODE (D) the carrying out of other activities, such as Provide training for site based administrators (Education Code 35160.5) 46600-46611 Interdistrict attendance agreements those described in section 1118 of the ESEA. Develop materials and resources to support schools (cf. 6172 - Gifted and Talented Student Program) 48204 Residency requirements for school PART II. DESCRIPTION OF HOW DISTRICT WILL Provide support to schools in developing No student currently residing within a school’s attendance IMPLEMENT REQUIRED DISTRICT WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS parent centers by developing a centralized attendance area shall be displaced by another 48209-48209.17 Student attendance alternatives comprehensive family center, and by incubating a student transferring from outside the attendance 48915 Expulsion; particular circumstances 1. The district will take the following actions to network of satellite family centers area except as specifically set forth in Board Policy involve parents in the joint development of its 5116 – School Attendance Boundaries. (Education 48915.1 Expelled individuals: enrollment in district wide parental involvement plan under 4. The district will coordinate and integrate Code 35160.5) another district section 1112 of the ESEA: parental involvement strategies and activities in 48918 Rules governing expulsion procedures Part A with parental involvement strategies under (cf. 5116 - School Attendance Boundaries) Engage with parents on the District Advisory the following programs: 48980 Notice at beginning of term Council in the evaluation of the district wide Except as required by 20 USC 6316, for transfers Early Reading First out of Title I program improvement schools, 52317 Admission of persons including parental involvement plan, and in any necessary the district shall not be obligated to provide nonresidents to attendance area; workers’ revisions or additions to the plan. Reading First transportation for students who attend school compensation for pupils Engage with parents on the District English 5. The district will take the following actions outside their attendance area. (3/93 10/93) 2/95 Learner Committee in the evaluation of the to conduct, with the involvement of parents, However, upon request, the Superintendent or district wide parental involvement plan, and in any an annual evaluation of the content and 07/28/04 designee may authorize transportation contingent necessary revisions or additions to the plan. effectiveness of this parental involvement policy upon available space and funds. PARTNERING FOR SUCCESS (See page 16). Engage with parents at schools at meetings in improving the quality of its Title I, Part A schools. The evaluation will include identifying Priority for any such transportation shall be based Appendix E organized by Principals, Family Engagement Coordinators, School Site Councils, English Learner barriers to greater participation by parents in on demonstrated financial need. Board Policy 6020+ Advisory Committees, PTAs, Parent Leadership parental involvement activities (with particular (cf. 3250 - Transportation Fees) Instruction Teams, family centers, and other parent leaders. attention to parents who are economically disadvantaged, are disabled, have limited English (cf. 3540 - Transportation) Parent Involvement Engage with parent leaders of community based proficiency, have limited literacy, or are of any Legal Reference: PART I. GENERAL EXPECTATIONS organizations that have parent constituencies racial or ethnic minority background). The school EDUCATION CODE The district shall implement the following 2. The district will take the following actions to district will use the findings of the evaluation 35160.5 District policies; rules and regulations statutory requirements: involve parents in the process of school review about its parental involvement policy and and improvement under section 1116 of the activities to design strategies for more effective The school district will put into operation 35291 Rules parental involvement, and to revise, if necessary programs, activities and procedures for the ESEA: 35351 Assignment of students to particular (and with the involvement of parents) its parental involvement of parents in all of its schools schools Actively recruit and support parents to involvement policies. with Title I, Part A programs, consistent with authentically participate on School Site Councils 48980 Notice at beginning of term section 1118 of the Elementary and Secondary and English Learner Advisory Committees. Review relevant data from the district wide parent Education Act (ESEA). Those programs, activities survey, School Portfolio Manager’s census of CODE OF REGULATIONS, TITLE 5 Support PTAs and other parent groups to engage and procedures will be planned and operated schools, ongoing assessments and evaluations parents in promoting increased academic 11992-11994 Definition of persistently dangerous with meaningful consultation with parents of of implementation activities, family engagement achievement. schools participating children. sections of school site plans, etc. Provide opportunities for parent learning that UNITED STATES CODE, TITLE 20 Consistent with section 1118, the school district Engage with parents about the effectiveness builds understanding and capacity of parents to 6316 Transfers from program improvement will work with its schools to ensure that the be involved in the process of school review and of family engagement practices and activities schools required school-level parental involvement improvement in schools, at meetings organized by Principals, 7912 Transfers from persistently dangerous policies meet the requirements of section 1118(b) Family Engagement Coordinators, School Site schools of the ESEA, and each include, as a component, Conduct SSC Summit to provide additional Councils, English Learner Advisory Committees, a school-parent compact consistent with section support to SSCs of program improvement schools PTAs, Parent Leadership Teams, family centers, CODE OF FEDERAL REGULATIONS, TITLE 34 1118(d) of the ESEA. with involvement of parents in school review and etc. District must provide translation services, as improvement 200.36 Dissemination of information The school district will incorporate this district provided in Board Policy 5124 and Administrative 200.37 Notice of program improvement status, wide parental involvement policy into its LEA plan Share information on each school’s progress in Regulation 5124 at parent/community meetings, option to transfer developed under section 1112 of the ESEA. meeting all accountability measures. The district and school sites must provide all 200.39 Program improvement, transfer option In carrying out the Title I, Part A parental Provide leadership development opportunities for appropriate documentation in all the standard languages. 200.42 Corrective action, transfer option involvement requirements, to the extent parents, including annual training on budgets and practicable, the school district and its schools will budget development. The annual training may be Training for the principal, SSC, ELAC, and all other 200.43 Restructuring, transfer option provide full opportunities for the participation provided at the school site, the Regional level or interested parents on categorical funds. The 200.44 Public school choice, program of parents with limited English proficiency, parent engagement conferences. documentation of this training shall be included in improvement schools parents with disabilities, and parents of migratory Use district communication tools (e.g. OUSD the current school site plan (CSSSP). children, including providing information and 200.48 Transportation funding for public school website) to publicize information about NCLB, Encourage the signing of the School Parent school reports required under section 1111 of the choice required notifications, and LEA addendum Compact to support parent/guardian involvement ESEA in an understandable and uniform format and engagement. COURT DECISIONS and, including alternative formats upon request, 3. The district will provide the following necessary coordination, technical assistance, and other Crawford v. Huntington Beach Union High School and, to the extent practicable, in a language Encourage and support parent volunteers at support to assist Title I, Part A schools in planning school sites and include in the annual parent District, (2002) 98 Cal.App.4th 1275 parents understand. and implementing effective parental involvement guide a statement about the importance of parent If the LEA plan for Title I, Part A, developed under ATTORNEY GENERAL OPINIONS activities to improve student academic volunteers. section 1112 of the ESEA, is not satisfactory to achievement and school performance: 85 Ops.Cal.Atty.Gen. 95 (2002) the parents of participating children, the school Participate in the Annual Evaluation of the The California School Parent Survey shall be used Management Resources: district will submit any parent comments with the district Parent Involvement Policy, coordinate the to help identify the specific needs for support in collection and reporting of all district advisory U.S. DEPARTMENT OF EDUCATION GUIDANCE plan when the school district submits the plan to the State Department of Education. planning and implementing effective parental group evaluations by the District Advisory Council Public School Choice, December 4, 2002 involvement activities to improve student (DAC) for compensatory education programs. The school district will involve the parents achievement. Unsafe School Choice Option, July 23, 2002 of children served in Title I, Part A schools in Participate in the revision of the district Parent District SSCs and ELACs will provide additional WEB SITES decisions about how the 1 percent of Title I, Part A Involvement Policy, as needed, according to funds reserved for parental involvement is spent, feedback on parent involvement needs at the evaluation results. CSBA: www.csba.org sites. The SSCs and ELACs are encouraged to and will ensure that not less than 95 percent of Conduct District Advisory Council (DAC) review CDE: www.cde.ca.gov the one percent reserved goes directly to the track in meeting minutes recommendations for additional parent involvement and engagement. of programs in the Consolidated Application with U.S. Department of Education: www.ed.gov schools. input for budget consideration. The SSC and ELAC, with the site administrators 7/14/04; 8/9/06A; 6/25/08A The school district will be governed by the 6. The district will build the schools’ and parent’s following statutory definition of parental shall develop strategies to encourage parents/ Appendix D: Board Policy 5117 — Interdistrict guardians to sign and return the School Parent capacity for strong parental involvement, in order involvement, and expects that its Title I schools to ensure effective involvement of parents and to Attendance will carry out programs, activities and procedures Compact required by the Community Schools Strategic Site Plan (“CSSSP”). The School Parent support a partnership among the school involved, The Governing Board recognizes that students in accordance with this definition: Compact shall be available for signing at all school parents, and the community to improve student who reside in one district may choose to attend Parental involvement means the participation events and activities, including Back to School academic achievement, through the following school in another district and that such choices of parents in regular, two-way, and meaningful night. The signed compacts shall be maintained by activities specifically described below: are made for a variety of reasons. The Board communication involving student academic the school for the current school year. A. The school district will, with the assistance of desires to communicate with parents/guardians learning and other school activities, including Provide training for SSC, ELAC, DAC, and DELAC its Title I, Part A schools, provide assistance to 42 Oakland Unified School District Parent Guide 2015-2016

parents of children served by the school district of opportunities for involvement, including in in planning, implementing, and assessing Family (a) Maximize the opportunity for students to or school, as appropriate, in understanding topics advocacy roles, leadership roles, and in learning. Engagement programs and activities. develop the positive values of self-reliance, such as the State’s academic content standards, Advocacy: families participate in sharing ComPAS Standards initiative, kindness, spontaneity, resourcefulness, the State’s student academic achievement courage, creativity, responsibility, and joy. responsibility to advance learning and solve 1. We will ensure that every student has standards, the State and local academic problems concerning (b) Recognize that the best learning takes place assessments including alternate assessments, learning opportunities that promote cultural An individual child’s education responsiveness and security when the student learns because of his desire the requirements of Part A, how to monitor their to learn. child’s progress, and how to work with educators Academic success for all children in the school 2. We will ensure that every student and family (c) Maintain a learning situation maximizing by undertaking these activities: Leadership: parents and caregivers motivate is informed and can choose the educational programs that meet their needs. student self-motivation and encouraging the District wide Parent Leadership Conference, and support other people to work collectively student in his own time to follow his own including information pertaining to Title I to bring about school improvement and raise 3. We will ensure that every student and family interests. These interests may be conceived by Workshops for families such as: Understanding achievement, including in school governance, has timely access to data about performance and him totally and independently or may result School Score Cards, Understanding Results Based grassroots leadership and shared decision making. satisfaction and provides input into key school in whole or in part from a presentation by his Inquiry, Understanding the Standards Based Learning: learning for the whole family that and district priorities and decisions used to make teachers of choices of learning projects. Report Card, Learn to Read your Child’s Transcript, empowers parents and caregivers to boost improvements in their school community. etc. (d) Maximize the opportunity for teachers, student achievement 4. We will ensure that students participate parents and students to cooperatively develop To help parents understand the State content Action oriented adult learning: Parents and actively in multi-generational learning the learning process and its subject matter. This standards, develop and offer Parent Friendly caregivers are actively learning to become communities and have in their lives adults who opportunity shall be a continuous, permanent Standards (K-12) workshops, curriculum, and effective advocates and leaders pursue individual development and continued process. materials, including workshops on the Common learning opportunities. Student learning: Parent and caregivers engage (e) Maximize the opportunity for the students, Core curriculum and the Local Control Funding 5. We will ensure that every student has a Formula. with students in activities and practices at home teachers, and parents to continuously react to the that promote student learning throughout the rigorous, personalized and fulfilling academic changing world, including but not limited to the B. The school district will, with the assistance of school-aged years experience. community in which the school is located. its schools, provide materials and training to help Participants in the School Community: Families 6. We will ensure that every student learns in an In the event any parent, pupil, or teacher is parents work with their children to improve their environment that builds resiliency, where there children’s academic achievement, such as literacy attend broad school events and lend a helping interested in further information concerning hand are high expectations, caring and supportive alternative schools, the county superintendent of training, and using technology, as appropriate, to conditions, and meaningful opportunities for all foster parental involvement, by: 2. Every school will address Family Engagement schools, the administrative office of this district, to participate. and the principal’s office in each attendance Developing and offering programs such as Family and name particular strategic practices in its Single Plan for Student Achievement (SPSA), 7. We will ensure that there is clear, direct and unit have copies of the law available for your Math Nights, Reading Nights, Family Literacy timely communication and space for members of information. This law particularly authorizes Programs, etc. outlining programs that are comprehensive, wellplanned, and long-lasting. the school community to engage in meaningful interested persons to request the governing board Providing families with information and materials and productive dialogue. of the district to establish alternative school Comprehensive about how to work with their children to improve 8. We will ensure that every student has access programs in each district. academic performance at events such as Back to Have explicit connections to learning plan goals to nutritious meals, clean learning environments, ATTENDANCE, CHRONIC ABSENCE, AND School Nights and Open Houses. Contain a variety of engagement activities and mental and physical health support, physical TRUANCY: Appendix G (See page 25) Provide materials and training to help parents practices education and adults who support healthy, Appendix G: Education Code Section 48205 — work with their children on student goal setting. Reach out to diverse families; provide translation sustainable living. Excused Absences C. The school district will, with the assistance of of materials, meetings, and other communication 9. We will ensure that every student is safe at CALIFORNIA EDUCATION CODE SECTION 48205 its schools and parents, educate its teachers, pupil into home languages school, and has safe passage to and from school services personnel, principals and other staff, in and in the neighborhood surrounding the school. 48205. (a) Notwithstanding Section 48200, a pupil Well-planned shall be excused from school when the absence is: how to reach out to, communicate with, and work In the end, our vision is that every parent with parents as equal partners, in the value and Identify specific measurable goals that are (1) Due to his or her illness. monitored and caregiver in Oakland has a voice and utility of contributions of parents, and in how to decisionmaking power in their child’s education; (2) Due to quarantine under the direction of a implement and coordinate parent programs and Informed and guided by cycles of inquiry that families and teachers work together county or city health officer. build ties between parents and schools, by: Be grounded in research and relevant school data towards their child’s achievement; that families (3) For the purpose of having medical, dental, 1. Developing a curriculum and offering training Long-lasting understand what their child is being held optometrical, or chiropractic services rendered. for district and school site staff about how to accountable for and by when; and that we are engage families to increase academic achievement Create permanent structures to support holding families accountable for their role as (4) For the purpose of attending the funeral engagement they hold us to ours. Ultimately, we want parents services of a member of his or her immediate 2. Producing and disseminating learning materials family, so long as the absence is not more than on family engagement to staff Align with a long term commitment and vision for and caregivers to truly have co-ownership of our family engagement schools so that together they can help our children one day if the service is conducted in California 3. Normalizing family engagement as part of the become successful and healthy adults. and not more than three days if the service is discourse on improving academic achievement Sustain existing parent leadership and build new conducted outside California. parent leadership PART IV. ADOPTION at schools (5) For the purpose of jury duty in the manner 4. Recognizing and publicizing OUSD family 3. The Board of Education recognizes the This district wide Parental Involvement Policy has provided for by law. importance of administrative leadership in setting been developed jointly with, and agreed on with, engagement successes and its impact on student (6) Due to the illness or medical appointment achievement expectations and creating a climate conducive to parents of children participating in Title I, Part A family engagement. The district and the schools programs, as evidenced by: during school hours of a child of whom the pupil is 5. Assisting parents in supporting literacy within the district will strive to create, grow, and the custodial parent. activities at home, e.g. understanding district District Advisory Council meetings sustain a relational culture focused on learning (7) For justifiable personal reasons, including, but programs such as Open Court Reading. with a common vision about academic success for Presentations and discussions at school sites - not limited to, an appearance in court, attendance D. The school district will take the following every student, and a commitment among parents School Site Council meetings, English Learner at a funeral service, observance of a holiday or actions to ensure that information related to and caregivers, school staff, and community Advisory Committee meetings, PTA meetings, ceremony of his or her religion, attendance at the school and parent- programs, meetings, members to share responsibility and hold one Parent Leaders meetings, Special Education religious retreats, attendance at an employment and other activities, is sent to the parents of another accountable for achieving that vision. Parents meetings conference, or attendance at an educational participating children in an understandable and We will strive to create trusting collaborative District English Learner Committee meeting conference on the legislative or judicial process uniform format, including alternative formats relationships in the school. With respect to offered by a nonprofit organization when the upon request, and, to the extent practicable, in a Legal Reference: parents and caregivers, the school will: pupil’s absence is requested in writing by the language the parents can understand: EDUCATION CODE 11500-11506 Programs to parent or guardian and approved by the principal be inviting and welcoming of them Translation Center encourage parental involvement or a designated representative pursuant to respect their concerns LABOR CODE uniform standards established by the governing BCLAD teacher to document 10 hours of service board. at schools honor their contributions 230.8 Time off to visit child’s school Management (8) For the purpose of serving as a member of a We will recognize, respect and address: Resources: 15% or more students are English Learners precinct board for an election pursuant to Section PART III. DISCRETIONARY DISTRICT WIDE Needs of the families and community CDE PROGRAM ADVISORIES 12302 of the Elections Code. PARENTAL INVOLVEMENT POLICY COMPONENTS Differences in socioeconomic class, and the social SBE POLICIES (9) For the purpose of spending time with a dynamics and power imbalances these differences The district recognizes that in the context of the BP 6020 member of the pupil’s immediate family, who is create rich diversity of our city, families from all racial, Parent Involvement in the Education of Their an active duty member of the uniformed services, ethnic, cultural, economic, and educational Differences in race/ethnicity/nationality/culture/ Children, 1994 as defined in Section 49701, and has been called language and the social dynamics and power to duty for, is on leave from, or has immediately backgrounds share common ground in being 7/14/04; 6/14/06A; 6/27/07A; 01/15/14 involved in their children’s learning, and in imbalances these differences create returned from, deployment to a combat zone or combat support position. Absences granted wanting their children to succeed in school and in We will share power and responsibility with Supports to help students graduate (See page pursuant to this paragraph shall be granted for a life. Families can and do have a positive influence families 24). on their children’s learning. Families can and do period of time to be determined at the discretion 4. The district will provide professional Appendix F: Education Code Section 58501 – influence achievement by holding schools and of the superintendent of the school district. development opportunities for staff and technical Notice of Alternative Schools school districts accountable for high performance. (b) A pupil absent from school under this section assistance to schools to enhance understanding California state law authorizes all school districts To achieve academic success for all students, we shall be allowed to complete all assignments and effectiveness of family engagement practices. to provide for alternative schools. Section 58500 must tap the power of the family. and tests missed during the absence that can 5. The district and the schools within the district of the Education Code defines alternative school 1. The district and the schools within the district be reasonably provided and, upon satisfactory will be guided by the Community Plan for as a school or separate class group within a school will provide families across the grades levels, from completion within a reasonable period of time, Accountability in Schools (ComPAS) Standards which is operated in a manner designed to: preschool through grade 12, with a broad range shall be given full credit therefor. The teacher 43 Parent Guide 2015-2016 Oakland Unified School District

of the class from which a pupil is absent shall complaint will be received, investigated, or Flores v. Morgan Hill Unified School District, enrolled in a predominantly single-sex class determine which tests and assignments shall be resolved (2003, 9th Cir.) 324 F.3d 1130 7. Massaging, grabbing, fondling, stroking, or reasonably equivalent to, but not necessarily 5. Information about the district’s procedure Reese v. Jefferson School District, (2001, 9th Cir.) brushing the body identical to, the tests and assignments that the for investigating complaints and the person(s) 208 F.3d 736 pupil missed during the absence. 8. Touching an individual’s body or clothes in a to whom a report of sexual harassment should Davis v. Monroe County Board of Education, sexual way (c) For purposes of this section, attendance at be made (1999) 526 U.S. 629 9. Impeding or blocking movements or any religious retreats shall not exceed four hours per 6. Information about the rights of students semester. Gebser v. Lago Vista Independent School District, physical interference with school activities when and parents/guardians to file a civil or criminal (1998) 524 U.S. 274 directed at an individual on the basis of sex (d) Absences pursuant to this section are complaint, as applicable Oona by Kate S. v. McCaffrey, (1998, 9th Cir.) 143 10. Displaying sexually suggestive objects deemed to be absences in computing average Disciplinary Actions daily attendance and shall not generate state F.3d 473 Enforcement of District Policy apportionment payments. Any student who engages in sexual harassment Doe v. Petaluma City School District, (1995, 9th The Superintendent or designee shall take or sexual violence at school or at a school- Cir.) 54 F.3d 1447 appropriate actions to reinforce the district’s (e) “Immediate family,” as used in this section, has sponsored or school-related activity is in violation the same meaning as set forth in Section 45194, Management Resources: sexual harassment policy. As needed, these of this policy and shall be subject to disciplinary actions may include any of the following: except that references therein to “employee” shall action. For students in grades 4-12, disciplinary CSBA PUBLICATIONS be deemed to be references to “pupil.” 1. Removing vulgar or offending graffiti action may include suspension and/or expulsion, Providing a Safe, Nondiscriminatory School EQUITY & NONDISCRIMINATION (See page 26). provided that, in imposing such discipline, the Environment for Transgender and Gender- (cf. 5131.5 - Vandalism and Graffiti) Appendices H, I entire circumstances of the incident(s) shall be Nonconforming Students, Policy Brief, February 2. Providing training to students, staff, and taken into account. Appendix H: 2014 parents/guardians about how to recognize (cf. 5144 - Discipline) harassment and how to respond BP 5145.7 Safe Schools: Strategies for Governing Boards to (cf. 5144.1 - Suspension and Expulsion/Due Ensure Student Success, 2011 (cf. 4131 - Staff Development) Sexual Harassment Process) U.S. DEPARTMENT OF EDUCATION, OFFICE FOR 3. Disseminating and/or summarizing the district’s The Governing Board is committed to maintaining (cf. 5144.2 - Suspension and Expulsion/Due CIVIL RIGHTS PUBLICATIONS policy and regulation regarding sexual harassment a safe school environment that is free from Process (Students with Disabilities)) harassment and discrimination. The Board Questions and Answers on Title IX and Sexual 4. Consistent with the laws regarding the prohibits sexual harassment of students at Any staff member found to have engaged in sexual Violence, April 2014 confidentiality of student and personnel records, school or at school-sponsored or school-related harassment or sexual violence toward any student Dear Colleague Letter: Sexual Violence, April 4, communicating the school’s response to parents/ activities. The Board also prohibits retaliatory shall be subject to discipline up to and including 2011 guardians and the community behavior or action against any person who dismissal in accordance with applicable policies, (cf. 4119.23 - Unauthorized Release of laws, and/or collective bargaining agreements. Sexual Harassment: It’s Not Academic, September reports, files a complaint or testifies about, or 2008 Confidential/Privileged Information) otherwise supports a complainant in alleging (cf. 4117.4 - Dismissal) (cf. 5125 - Student Records) sexual harassment. Revised Sexual Harassment Guidance: Harassment (cf. 4117.7 - Employment Status Report) of Students by School Employees, Other Students, 5. Taking appropriate disciplinary action The district strongly encourages any student who (cf. 4118 - Suspension/Disciplinary Action) or Third Parties, January 2001 feels that he/she is being or has been sexually In addition, disciplinary measures may be taken harassed on school grounds or at a school- (cf. 4218 - Dismissal/Suspension/Disciplinary WEB SITES against any person who is found to have made sponsored or school-related activity by another Action) CSBA: www.csba.org a complaint of sexual harassment which he/she student or an adult to immediately contact his/ (cf. 4119.11/4219.11/4319.11 - Sexual Harassment) knew was not true. her teacher, the principal, or any other available Record-Keeping (cf. 4118 - Suspension/Disciplinary Action) school employee. Any employee who receives California Department of Education: www.cde. The Superintendent or designee shall maintain a ca.gov (cf. 4218 - Dismissal/Suspension/Disciplinary a report or observes an incident of sexual Action) harassment shall notify the principal or a district record of all reported cases of sexual harassment U.S. Department of Education, Office for Civil compliance officer. to enable the district to monitor, address, and Rights: http://www.ed.gov/about/offices/list/ocr (cf. 5144.1 - Suspension and Expulsion/Due prevent repetitive harassing behavior in district Process) (cf. 0410 - Nondiscrimination in District Programs schools. 8/25/04; 3/25/15A and Activities) (cf. 5144.2 - Suspension and Expulsion/Due (cf. 3580 - District Records) INFORMATION AND PRIVACY (See page 36). Process (Students with Disabilities)) (cf. 1312.1 - Complaints Concerning District Administrative Regulation 5145.7 Employees) Legal Reference: Notifications Students (cf. 5131 - Conduct) EDUCATION CODE A copy of the district’s sexual harassment policy Sexual Harassment and regulation shall: (cf. 5131.2 - Bullying) 200-262.4 Prohibition of discrimination on the basis of sex Prohibited sexual harassment includes, but is not 1. Be included in the notifications that are sent to (cf. 5137 - Positive School Climate) 48900 Grounds for suspension or expulsion limited to, unwelcome sexual advances, unwanted parents/guardians at the beginning of each school (cf. 5141.4 - Child Abuse Prevention and requests for sexual favors, or other unwanted year (Education Code 48980; 5 CCR 4917) Reporting) 48900.2 Additional grounds for suspension or verbal, visual, or physical conduct of a sexual expulsion; sexual harassment (cf. 5145.6 - Parental Notifications) (cf. 5145.3 - Nondiscrimination/Harassment) nature made against another person of the same 48904 Liability of parent/guardian for willful or opposite sex in the educational setting, when 2. Be displayed in a prominent location in the (cf. 6142.1 - Sexual Health and HIV/AIDS student misconduct made on the basis of sex and under any of the main administrative building or other area where Prevention Instruction) notices of district rules, regulations, procedures, 48980 Notice at beginning of term following conditions: (Education Code 212.5; 5 Complaints regarding sexual harassment shall be CCR 4916) and standards of conduct are posted (Education CIVIL CODE Code 231.5) investigated and resolved in accordance with law 1. Submission to the conduct is explicitly or and district procedures specified in AR 1312.3 - 51.9 Liability for sexual harassment; business, implicitly made a term or condition of a student’s 3. Be provided as part of any orientation program Uniform Complaint Procedures. Principals are service and professional relationships academic status or progress conducted for new students at the beginning responsible for notifying students and parents/ of each quarter, semester, or summer session 1714.1 Liability of parents/guardians for willful 2. Submission to or rejection of the conduct by a guardians that complaints of sexual harassment misconduct of minor (Education Code 231.5) can be filed under AR 1312.3 and where to obtain student is used as the basis for academic decisions GOVERNMENT CODE affecting the student 4. Appear in any school or district publication that a copy of the procedures. sets forth the school’s or district’s 12950.1 Sexual harassment training 3. The conduct has the purpose or effect of having (cf. 1312.3 - Uniform Complaint Procedures) comprehensive rules, regulations, procedures, CODE OF REGULATIONS, TITLE 5 a negative impact on the student’s academic The Superintendent or designee shall take performance or of creating an intimidating, and standards of conduct (Education Code 231.5) appropriate actions to reinforce the district’s 4600-4687 Uniform complaint procedures hostile, or offensive educational environment sexual harassment policy. 8/25/04; 10/26/11A 4900-4965 Nondiscrimination in elementary and 4. Submission to or rejection of the conduct by Appendices J and K Instruction/Information secondary education programs the student is used as the basis for any decision The Superintendent or designee shall ensure UNITED STATES CODE, TITLE 20 affecting the student regarding benefits and Appendix J: Board Policy 6163.4 that all district students receive age-appropriate 1221 Application of laws services, honors, programs, or activities available Instruction information on sexual harassment. Such at or through any district program or activity Student Use of Technology/ Internet Safety Policy instruction and information shall include: 1232g Family Educational Rights and Privacy Act Examples of types of conduct which are prohibited The Governing Board intends that technological 1. What acts and behavior constitute sexual 1681-1688 Title IX, discrimination in the district and which may constitute sexual resources used to access District equipment and harassment, including the fact that sexual UNITED STATES CODE, TITLE 42 harassment include, but are not limited to: networks whether provided by the district or harassment could occur between people of the 1983 Civil action for deprivation of rights 1. Unwelcome leering, sexual flirtations, or the student be used in a responsible and proper same sex and could involve sexual violence 2000d-2000d-7 Title VI, Civil Rights Act of 1964 propositions manner in support of the instructional program 2. A clear message that students do not have 2. Unwelcome sexual slurs, epithets, threats, and for the advancement of student learning. to endure sexual harassment under any 2000e-2000e-17 Title VII, Civil Rights Act of 1964 verbal abuse, derogatory comments, or sexually The following policy and corresponding circumstance as amended degrading descriptions regulations and procedures are intended CODE OF FEDERAL REGULATIONS, TITLE 34 3. Encouragement to report observed incidents of 3. Graphic verbal comments about an individual’s to implement the legal requirements of the sexual harassment even where the alleged victim 99.1-99.67 Family Educational Rights and Privacy body or overly personal conversation district under The Children’s Internet Protection of the harassment has not complained 106.1-106.71 Nondiscrimination on the basis of Act, (CIPA) (Public Law 106-554). Such policy, 4. Sexual jokes, derogatory posters, notes, stories, regulations and procedures shall be applied 4. A clear message that student safety is the sex in education programs cartoons, drawings, pictures, obscene gestures, or district’s primary concern, and that any separate to all students having computers or devices COURT DECISIONS computer-generated images of a sexual nature rule violation involving an alleged victim or any with Internet access. It is the policy of the other person reporting a sexual harassment Donovan v. Poway Unified School District, (2008) 5. Spreading sexual rumors Governing Board to: (a) prevent user access incident will be addressed separately and will not 167 Cal.App.4th 567 6. Teasing or sexual remarks about students over its computer network to, or transmission affect the manner in which the sexual harassment of, inappropriate material via Internet, 44 Oakland Unified School District Parent Guide 2015-2016

electronic mail, social media, or other forms of communication. 54.520 Internet safety policy and technology Harmful matter includes matter, taken as a direct electronic communications; (b) prevent Disclosure, use and dissemination of personal protection measures, E-rate discounts whole, which to the average person, applying unauthorized access and other unlawful online identification information regarding students is PUBLIC LAW 107-110 contemporary statewide standards, appeals to activity; (c) prevent unauthorized online prohibited. the prurient interest and is matter which depicts disclosure, use, or dissemination of personal 2401-2441 Enhancing Education Through or describes in a patently offensive way sexual identification of minors; and (d) comply with the The Superintendent or designee shall oversee Technology Act, No Child Left Behind Act, Title conduct and which lacks serious literary, artistic, Children’s Internet Protection Act. the education, supervision and monitoring of II, Part D political or scientific value for minors. (Penal students’ usage of the online computer network 2441 Internet Safety Code 313) (cf. 0440 - District Technology Plan) and access to the Internet in accordance with (cf. 1113 - District and School Web Sites) this policy and applicable laws. The site principals Management Resources: 4. Students shall not disclose, use or disseminate personal identification information about (cf. 4040 - Employee Use of Technology) or designated representatives shall provide CDE PUBLICATIONS ageappropriate training for students who use the themselves or others when using electronic mail, (cf. 6010 - Goals and Objectives) K-12 Network Technology Planning Guide: Building chat rooms, or other forms of direct electronic District’s Internet systems. The training provided the Future, 1994 (cf. 6162.7 - Use of Technology in Instruction) shall be designed to promote the District’s communication. Students are also cautioned not commitment to: CDE PROGRAM ADVISORIES to disclose such information by other means to (cf. 6163.1 - Library Media Centers) individuals located through the Internet without a. The standards and acceptable use of Internet 1223.94 Acceptable Use of Electronic Information The Superintendent or designee shall notify Resources the permission of their parents/guardians. students and parents/guardians about authorized services as set forth in this Policy; WEB SITES Personal information includes the student’s uses of district computers and consequences for b. Student safety with regard to: (1) safety on name, address, telephone number, Social unauthorized use and/or unlawful activities. the Internet, (2) appropriate online behavior, Federal Communications Commission: Security number, or other individually identifiable (cf. 5125.2 - Withholding Grades, Diploma or including interacting with other individuals on www.fcc.gov information. Transcripts) social networking sites and in chat rooms; and (3) U.S. Department of Education: www.ed.gov cyberbullying awareness and response, including 5. Students shall not use the system to encourage (cf. 5144 - Discipline) that “bullying” constitutes any severe or pervasive Commission on Online Child Protection: the use of drugs, alcohol or tobacco, nor shall (cf. 5144.1 - Suspension and Expulsion/Due physical or verbal act or conduct, including www.copacommission.org they promote unethical practices or any activity prohibited by law or Board policy. If a user Process) communications made in writing or by means of CDE: www.cde.ca.gov an electronic act that relates to school activity violates the Acceptable Use Agreement or any of (cf. 5144.2 - Suspension and Expulsion/Due American Library Association: www.ala.org the District’s or a school’s policies, regulations Process: Students with Disabilities) or attendance occurring under the jurisdiction of the school district’s superintendent, including CSBA: www.csba.org procedures or guidelines, access to the District’s educational technology resources may be denied (cf. 5145.12 - Search and Seizure) off-campus and/or electronic acts. (cf. Students 7/14/04; 6/27/12A; 6/14A and other legal or disciplinary action may be Definitions Conduct 5131); Appendix K: Administrative Regulation 6163.4 - taken. 1. Access to the Internet - A computer shall be c. Prohibition of discrimination, harassment, Student Use of Technology (cf. 3513.3 - Tobacco-Free Schools) considered to have access to the Internet if such intimidation, and bullying on the basis of actual computer is connected either wired or wirelessly or perceived protected characteristic, including The principal or designee shall oversee the 6. Students shall not use the system to engage in to a computer network which has access to the without limitation, disability, gender, gender maintenance of each school’s technological commercial or other for-profit activities. resources while following District standards set Internet. identity, gender expression, nationality, race 7. Students shall not use the system to threaten, or ethnicity, religion, sexual orientation or by the Technology Services department and may 2. Minor shall mean an individual who has not intimidate, harass, or ridicule other students or association with person or group with one or more establish guidelines and limits on their use. attained the age of 19. staff. of the actual or perceived characteristics; Instructional staff shall receive a copy of this 8. Copyrighted material shall not be placed on 3. Obscene shall have the meaning given such administrative regulation, the accompanying and the system without the author’s permission and term in section 1460 of title 18, United States Board policy, and the district’s Acceptable d. Compliance with the E-rate requirements of the in accordance with copyright laws. Students may Code. Use Agreement describing expectations for Children’s Internet Protection Act. download copyrighted material for their own use 4. Child pornography shall have the meaning appropriate use of the system and shall also only and with proper credit given, as with any given such term in section 2256 of title 18, United Following receipt of this training, the student will be provided with information about the role of other printed source of information. States Code. acknowledge that he/she received the training, staff in supervising student use of technological understood it, and will follow the provisions of (cf. 5131.9 Academic Honesty 5. Harmful to minors shall mean any picture, resources. All students using these resources shall the District’s acceptable use policies. Before using image, graphic image file, or other visual depiction receive training in their proper and appropriate cf. 6162.6 - Use of Copyrighted Materials) the district’s on-line resources, each student and that: use. his/her parent/guardian shall sign and return 9. Students shall not intentionally upload, (cf. 0440 - District Technology Plan) a. Taken as a whole and with respect to minors, an Acceptable Use Agreement specifying user download or create computer viruses and/or appeals to a prurient interest in nudity, sex, or obligations and responsibilities. (cf. 4040 - Employee Use of Technology) maliciously attempt to harm or destroy district equipment or materials or manipulate the data of excretion; (cf. 4131- Staff Development) In that agreement, the student and his/her any other user, including so-called “hacking.” b. Depicts, describes, or represents, in a patently parent/guardian shall agree to not hold the (cf. 4231 - Staff Development) offensive way with respect to what is suitable district responsible and shall agree to indemnify (cf. 5131.5 - Vandalism, Theft and Graffiti) (cf. 4331 - Staff Development) for minors, an actual or simulated sexual act or and hold harmless the district and all district 10. Students shall not read or use other users’ sexual contact, actual or simulated normal or personnel for the failure of any technology (cf. 6162.7 - Use of Technology in Instruction) electronic mail or files. They shall not attempt perverted sexual acts, or a lewd exhibition of the protection measures, violations of copyright At the beginning of each school year, parents/ to interfere with other users’ ability to send or genitals; and restrictions, users’ mistakes or negligence, or any guardians shall receive a copy of the district’s receive electronic mail, nor shall they attempt to c. Taken as a whole, lacks serious literary, artistic, costs incurred by users. policy and administrative regulation regarding delete, copy, modify or forge other users’ mail. political, or scientific value as to minors (cf. 6162.6 - Use of Copyrighted Materials) access by students to the Internet and online sites. 11. Students shall report any security problem or (Education Code 48980) 6. Hacking shall mean attempting to gain Staff shall supervise students while they are using misuse of the services to the teacher or principal. unauthorized access to computer and network on-line services and may ask teacher aides and (cf. 5145.6 - Parental Notifications) The district reserves the right to monitor the systems connected to the Internet. student aides to assist in this supervision. On-Line/Internet Services: User Obligations and use of the district’s system for improper use 7. Technology protection measure shall refer to In order to help ensure that the district adapts Responsibilities without advance notice or consent. Electronic communications and downloaded material, the systems in place, managed by the district that to changing technologies and circumstances, the Students are authorized to use district including files deleted from a user’s account, may blocks and/or filters Internet access. Superintendent or designee shall regularly review equipment to access the Internet or on-line be monitored or read by district officials to ensure On-Line Services/Internet Access this policy, the accompanying administrative services in accordance with user obligations and regulation and other procedures. He/she shall also proper use of the system. The Superintendent or designee shall ensure that responsibilities specified below and in accordance monitor the district’s filtering software to help (cf. 5145.12 - Search and Seizure) all district computers with Internet access have with Governing Board policy and the district’s ensure its effectiveness. a technology protection measure that blocks or Acceptable Use Agreement. Whenever a student is found to have violated filters Internet access to visual depictions that Legal Reference: 1. The student, in whose name an on-line services Board policy, administrative regulation, or the are obscene, child pornography, or harmful to EDUCATION CODE account is issued, is responsible for its proper use district’s Acceptable Use Agreement, the principal minors, and that the operation of such measures at all times. Students shall keep personal account or designee may cancel or limit a student’s user 48980 Required notification at beginning of term is enforced. (20 USC 7001, 47 USC 254) Subject to numbers, passwords, home addresses and privileges or increase supervision of the student’s staff supervision, technology protection measures 51006 Computer education and resources telephone numbers private. They shall only use use of the district’s technological resources, as may be disabled for adults or, in the case of 51007 Programs to strengthen technological skills the system under their own account to which they appropriate. Inappropriate use also may result minors, minimized only for bona fide research or have been assigned. in disciplinary action and/or legal action in 51870-51874 Education Technology accordance with law and Board policy. other lawful purposes. 2. Students shall use the district’s system safely, 51870.5 Student Internet access The Board desires to protect students from responsibly and primarily for educational (cf. 5144 - Discipline) access to harmful matter on the Internet or other 60044 Prohibited instructional materials purposes. (cf. 5144.1 - Suspension and Expulsion/Due online services and to prevent inappropriate PENAL CODE 3. Students shall not access, post, submit, publish Process) network access. The Superintendent or 313 Harmful matter or display harmful or inappropriate matter that (cf. 5144.2 - Suspension and Expulsion/Due designee shall implement rules and procedures is threatening, obscene, disruptive or sexually 502 Computer crimes, remedies Process (Students with Disabilities)) designed to restrict students’ access to harmful explicit, or that could be construed as harassment 7/14/04;4/14A or inappropriate matter on the Internet and 632 Eavesdropping on or recording confidential or disparagement of others based on their to prevent inappropriate network access communications race/ethnicity, national origin, gender, sexual BP 5144 including hacking, unauthorized disclosure, use, UNITED STATES CODE, TITLE 47 orientation, age, disability, religion or political Students and dissemination of personal identification beliefs. information regarding minors, and other unlawful 254 Universal service discounts (E-rate) Discipline (cf. 5145.3 - Nondiscrimination/Harassment) activities. He/she also shall establish regulations CODE OF FEDERAL REGULATIONS, TITLE 16 The Governing Board desires to prepare students to address the safety and security of students (cf. 5145.7 - Sexual Harassment) to be caring, competent, critical thinkers and when using electronic mail, chat rooms, instant 312.1-312.12 Children’s online privacy protection (cf. 5145.9 - Hate-Motivated Behavior) fully-informed, engaged, contributing members messaging, and other forms of direct electronic CODE OF FEDERAL REGULATIONS, TITLE 47 of society who are ready to succeed in college 45 Parent Guide 2015-2016 Oakland Unified School District

and career. The Board expects each school to The Superintendent or designee shall provide CODE OF REGULATIONS, TITLE 5 to suspension and progressive discipline create a safe and positive school environment in professional development where appropriate to 307 Participation in school activities until approaches shall be utilized prior to referring a which all students feel accepted, supported, and assist staff in developing classroom management departure of bus student out of the classroom. The District expects respected. The Board desires that its disciplinary skills and implementing effective disciplinary that alternatives aligned with the school’s RTI policies further its mission of serving the whole techniques. 353 Detention after school framework and District policies will be undertaken child, eliminate inequality in the use of punitive To ensure that discipline is appropriate and Management Resources: within the classroom except where suspension for consequences, and provide each child with equitable, schools and the District shall collect CSBA PUBLICATIONS a first offense is permitted excellent teachers who are equipped to promote and review discipline data that is disaggregated by Protecting Our Schools: Governing Board by Education Code 48900.5, as further described academic and behavioral learning. school, race, gender, status as an English Language in AR 5144.1, or where it can be documented that The Board desires the use of a positive approach Learner, status as a student with a disability, Strategies to Combat School Violence, 1999 the behavior violation imposes a clear danger to to student behavior and the use of preventative and type of infraction on a monthly basis. The CDE PROGRAM ADVISORIES persons. Classroom-based strategies include, but and restorative practices to minimize the District will perform a centralized review of 1010.89 Physical Exercise as Corporal Punishment, are not limited to: need for discipline and maximize instructional school-level and District-wide discipline data to CIL 89/9-3 Explicit re-teaching of behavioral expectations; time for every student. The Board recognizes measure progress toward the goal of eliminating 1223.88 Corporal Punishment, CIL: 88/9-5 Separating students; Writing an apology letter; the importance of developing the social and disproportionate rates of suspension and referral Assignment of additional tasks; Phone call to emotional health of all youth and adults in our for African-American students, and determine WEB SITES parent; Keeping students after class; Restorative organization. whether the site strategies require adjustment to CDE: www.cde.ca.gov conference with student(s) or class; Creation of The Board desires the adoption of the Response meet the goal. a positive behavior contract; Conference with USDOE: www.ed.gov to Intervention (RTI) framework wherein Site administrators, on a quarterly basis, shall student; Conference with parent and the student. 7/14/04; 4/23/14 schools provide a tiered system of academic and meet with the site’s teaching staff to review the Parents should be notified if there is an behavioral supports to enable all students to school site’s discipline data and discuss strategies AR 5144 escalating pattern of misbehavior that could equitably access the core curriculum. Each school for teaching, encouraging and reinforcing positive Students lead to classroom or school removal. Students is responsible for adopting strategies, programs, student behavior that do not require engagement who exhibit a pattern of misbehavior should Discipline and interventions within an RTI framework to with the discipline system and loss of instructional be provided more intensive support and facilitate a consistent approach for positive, time. The District and staff are committed to interventions. Appropriate school-based pro-social behavior management in order to Corporal Punishment establishing positive learning environments strategies include, but are not limited to: reduce student loss of instructional time due to that ensure that all students have access to a Corporal punishment shall not be used as a A conference between school staff and the disciplinary sanctions. quality education. The District recognizes that disciplinary measure against any student. student and his/her parents/guardians. The Board recognizes that an opportunity gap a key aspect of maintaining a healthy and safe for significant portions of its student population Corporal punishment includes the willful infliction environment is establishing order and maintaining Referral to a school counselor or other school exists, namely amongst African American, of, or willfully causing the infliction of, physical discipline in our schools. This goal can only be support service personnel for case management Latino, and English Language Learner students pain on a student. (Education Code 49001) achieved through the cooperative efforts of our and counseling. and students with disabilities. The Board For purposes of this policy, corporal punishment school personnel, students, parents, guardians, Referral for drug or alcohol counseling. and our community. desires to identify and address the causes of does not include an employee’s use of force Convening of a Student Study Team (SST), disproportionate treatment in discipline to that is reasonable and necessary to protect The District believes that developing strong Coordination of Services Team (COST), or other reduce and eliminate the racial disparities the employee, students, staff or other persons relationships with families is the first step in intervention-related team to assess the behavior in the use of punitive school discipline, and or to prevent damage to property or to obtain establishing safe and healthy schools. The District and develop and implement an individual plan any other disparities that may exist for other possession of weapons or other dangerous objects and staff desire to work collaboratively with to address the behavior in partnership with the under-served populations. Schools shall enforce within the control of the student. families to establish positive relationships that student and his/her parents/guardians. disciplinary rules fairly, consistently, and without aid in the development and achievement of all (Education Code 49001) When applicable, referral for a comprehensive discrimination. students. School staff members are encouraged Effective July 1, 2014 psychosocial or psychoeducational assessment, to contact parents early in the school year The Board recognizes the importance of using including for purposes of creating an (cf. 0450 - Comprehensive Safety Plan) to proactively establish positive schoolhome school and classroom management strategies individualized education program or a Section communication and throughout the school year that keep students in school and in the classroom. (cf. 3515 - Campus Security) 504 plan. to share student successes and challenges, and Missing too much school for any reason has a (cf. 3515.3 - District Police/Security Department) direct impact on academic achievement—both develop plans to help students have access to a Enrollment in a program for teaching social/ short-term and longterm. (cf. 3515.4 - Recovery for Property Loss or quality education. emotional behavior or anger management. Damage) Removal of students from the classroom The District is committed to eliminating Participation in a restorative justice program or environment for misbehavior should be avoided. (cf. 4158/4258/4358 - Employee Security) disparity in school discipline with respect to its conversation/circle. underserved populations by reducing the number The Board does not support a zero tolerance (cf. 5136 - Gangs) A positive behavior support approach with tiered of referrals, suspensions, and expulsions. The staff (cf. 5144.1 - Suspension and Expulsion/Due interventions that occur during the school day approach to discipline except where mandated by will engage in restorative practices that enhance on campus. law. Schools may not adopt zero tolerance policies Process) school culture and improve discipline systems to or practices that conflict with District discipline (cf. 5144.2 - Suspension and Expulsion/Due address equity. After-school programs that address specific policies. Process (Students with Disabilities)) behavioral issues or expose students to positive Site-Level Rules activities and behaviors, including, but not limited Except where suspension for a first offense is (cf. 6164.5 - Student Success Teams) In developing site-level disciplinary rules, the to, those operated in collaboration with local permitted by Education Code 48900.5, as further (cf. 6159.4 - Behavioral Interventions for Special school shall solicit the participation, views, and parent and community groups. described in AR 5144.1, an administrator or Education Students) advice of one representative selected by each of administrator’s designee may only impose in- Detention after school hours as provided in the the following groups: (Education Code 35291.5) school and out-of-school suspension when other (cf. 6182 - Opportunity School/Class/Program) section below entitled “Detention After School.” means of correction fail to bring about proper (cf. 6184 - Continuation Education) 1. Parents/guardians Community service as provided in the section conduct or the student’s presence causes a danger (cf. 6185 - Community Day School) 2. Teachers below entitled “Community Service.” to persons. (Education Code 48900.5) (cf. 0410 - Nondiscrimination in District Programs 3. School administrators In accordance with Board policy and The other means of correction that have been administrative regulation, restriction and Activities) 4. For junior high and high schools, students attempted must be documented and evaluated or disqualification from participation in enrolled in the school for effectiveness prior to referring the student (cf. 5145.3 - Nondiscrimination/Harassment) extracurricular activities. The rules shall be consistent with law, Governing for a disciplinary sanction that results in the (cf. 4131 - Staff Development) Recess Restriction student’s removal from an assigned classroom or Board policy, and district regulations. The (cf. 4231 - Staff Development) the school site. development of the rules shall be informed by A teacher may restrict a student’s recess time (cf. 4331 - Staff Development) school-level discipline data as described in BP only when he/she believes that this action is Other means of correction include, but are not the most effective way to bring about improved Legal Reference: 5144. limited to, conferences with students and their behavior. When recess restriction may involve the The school shall also solicit participants’ views parents/guardians; use of student study teams or CIVIL CODE withholding of physical activity from a student, on whether site-level and District-level discipline other intervention-related teams; enrollment in the teacher shall try other interventions before 1714.1 Parental liability for child’s misconduct rules are being equitably and fairly applied. a program teaching social/emotional behavior or imposing the restriction. anger management; participation in a restorative EDUCATION CODE The confidentiality of student records shall be Recess restriction shall be subject to the following justice program or restorative circles; and positive 35146 Closed sessions maintained at all times. behavior support approaches. conditions: 35291 Rules Alternative Means of Correction (Education Code 48900.5) The student shall be given adequate time to use 35291.5-35291.7 School-adopted discipline rules Each school is responsible for incorporating a the restroom and get a drink or eat lunch, as The Superintendent or designee shall provide 35294-35294.9 School safety plans Response to Intervention (RTI) framework into appropriate. professional development as necessary to its Community Schools Strategic Site Plan (CSSSP) The student shall remain under the supervision assist staff in developing consistent classroom 37223 Weekend classes to reduce referrals and suspensions through of an appropriate employee during the period of management skills, implementing effective 44807.5 Restriction from recess proactive intervention, positive behavioral disciplinary techniques, eliminating unconscious restriction. 48630-48644.5 Opportunity schools support, restorative practices, and other bias, and establishing cooperative relationships non-punitive approaches to discipline. RTI is a Teachers shall inform the principal of any recess with parents/guardians. 48900-48926 Suspension and expulsion prevention system focused on maximizing student restrictions they impose. With the participation of community stakeholders, 48980-48985 Notification of parents or achievement, reducing behavior problems, and avoiding loss of instructional time through the use (cf. 5030 - Student Wellness) each school may develop disciplinary rules to guardians meet the school’s particular needs as described of tiered interventions. (cf. 6142.7 - Physical Education and Activity) 49000-49001 Prohibition of corporal in AR 5144. The rules shall be consistent with law, Referral of students from the classroom Detention After School Board policy, district regulations, and school-level punishment environment for misbehavior should be Students may be detained for disciplinary reasons discipline data. 49330-49335 Injurious objects avoided. The District expects that alternatives up to one hour after the close of the maximum 46 Oakland Unified School District Parent Guide 2015-2016

school day. (5 CCR 353) violations of established policies and standards, Involuntary transfers may only occur following a requirement that the District make available If a student will miss his/her school bus on account it may be necessary to suspend or expel a student a recommendation for expulsion and after a on the District’s public website twice annually, of being detained after school, or if the student from regular classroom instruction. hearing before the District’s Disciplinary Hearing within 60 days after the completion of each is not transported by school bus, the principal or (cf. 5144 - Discipline) Panel (DHP) consistent with the requirements semester, data on school discipline, behavioral in Education Code section 48918 and the notice interventions, and student outcomes. designee shall notify parents/guardians of the The Board does not support a zero tolerance detention at least one day in advance so that and hearing procedures for expulsions. DHP The data will include at least the following: approach to discipline. The Board recognizes the shall recognize the use of a positive approach to alternative transportation arrangements may be importance of providing school-wide positive 1. The aggregate number and rates of office made. The student shall not be detained unless student behavior and maximize instructional time supports, using discipline strategies that keep for every student. An involuntary transfer to a referrals, teacher suspensions, supervised in- the principal or designee notifies the parent/ students in school and in the classroom, and school and out-of-school suspensions, involuntary guardian. continuation school must be made pursuant to supporting students in learning to behave Education Code section 48432.5. transfers, expulsion referrals, expulsions, In cases where the school bus departs more than appropriately and solve conflicts peacefully. on-campus citations, and school-based arrests District staff shall enforce the rules concerning one hour after the end of the school day, students Before subjecting a student to disciplinary (from both OPD and OSPD), and four-year may be detained until the bus departs. suspension and expulsion of students fairly, graduation and drop-out rates, disaggregated by sanctions that result in a loss of instructional consistently, and in accordance with the district’s (5 CCR 307, 353) time, the Superintendent or designee shall, to all subgroups, including race, gender, ethnicity, nondiscrimination policies. English Language Learner status, socio-economic Students shall remain under the supervision of the extent allowed by law, first use alternative strategies as described in AR 5144 - Discipline. (cf. 0410 - Nondiscrimination in District Programs status, foster youth, homeless youth, and a certificated employee during the period of and Activities) disability and by offense for the district and by detention. Except where suspension for a first offense is permitted by 48900.5, as further described in AR Due Process school-site. Students may be offered the choice of serving 5144.1, in-school and out-of-school suspension The Board shall provide for the fair and equitable 2. The number of instructional days and ADA their detention on Saturday rather than after shall be imposed only when other means of funding lost to suspensions, transfers, and school. treatment of students facing suspension and correction fail to bring about proper conduct expulsion by affording them their due process expulsions disaggregated by the aforementioned (cf. 6176 - Weekend/Saturday Classes) or the student’s presence causes a danger to rights under the law. The Superintendent or subgroups. Community Service persons. (Education Code 48900.5) Expulsion designee shall comply with procedures for 3. The school sites to which students were is an action taken by the Board only for severe notices, hearings, and appeals as specified in law transferred after the Disciplinary Review Hearing As part of or instead of disciplinary action, the breaches of discipline by a student. Board, Superintendent, principal, or principal’s and administrative regulation. (Education Code procedure or through any involuntary transfer designee may, at his/her discretion, require a (cf. 1020 - Youth Services) 48911, 48915, 48915.5) process, whether they enrolled subsequently, and student to perform community service during (cf. 5138 - Conflict Resolution/Peer Mediation) (cf. 5119 - Students Expelled from Other Districts) the outcomes for such students, including, but not limited to, graduation and drop-out rates. nonschool hours on school grounds, or, with (cf. 5144 - Discipline) (cf. 5144.2 - Suspension and Expulsion/Due written permission of the student’s parent/ Process (Students with Disabilities)) 4. In reporting such data, the privacy of individual guardian, off school grounds. Such service may (cf. 6142.4 - Service Learning/Community Service students and teachers shall be protected. Data include, but is not limited to, community or school Classes) Expansion of Restorative Justice, the Manhood will not be disaggregated in any manner that outdoor beautification, campus betterment, (cf. 6164.2 - Guidance/Counseling Services) Development Program, PBIS and other restorative could reveal student identity to the public and youth development approaches and teacher, peer, or youth assistance programs. (cf. 6164.5 - Student Success Teams) or to knowledgeable members of the school (Education Code 48900.6) The Board recognizes that the District has made community. The data shall be reported for the The teacher of any class from which a student This community service option is not available progress toward creating a positive school culture district as a whole and for each school‐site. is suspended pursuant to Section 48910 shall through various means, including through the use for a student who has been suspended, pending require the student to complete any assignments 5. The procedures shall also include requirements expulsion, pursuant to Education Code 48915. of Restorative Justice (RJ), Positive Behavioral that appropriate district and school officials and tests missed during the suspension. The Interventions and Supports, and the Manhood However, if the recommended expulsion is not school will monitor and address the educational regularly review this data and take action to Development Program. The Board believes address disparities or disproportionate use implemented or the expulsion itself is suspended, needs of the student that arise due to the loss of that the continued expansion of such programs then a student may be required to perform instructional time. (Education Code 48913). of punitive discipline measures for particular is central to the creation of safe, healthy and subgroups. community service for the resulting suspension. Suspension and expulsion may not be imposed supportive school environments for all students in (Education Code 48900.6) for truancy, tardiness, or absence. Alternatives the District. The Board supports and will prioritize Convene Safe And Strong Schools Sub-Committee Referrals to suspension or expulsion shall be used with funding for RJ, Manhood Development Program The Superintendent shall convene a Safe and students who are truant, tardy, or otherwise and PBIS programs and coordinators at school Strong Schools sub-committee as part of the The Board desires the adoption of the RTI absent from assigned school activities. sites and professional development, coaching Pathway to Excellence Strategic Plan Quality framework to facilitate a consistent approach for (cf. 5113 - Absences and Excuses) and support for teachers and administrators to Community Schools Committee that will positive, pro-social behavior management (BP successfully implement these programs. include parents, students, representatives 5144). The District expects teachers to attempt (cf. 5113.1 - Chronic Absence and Truancy) Supervised Suspension Classroom from community organizations, teachers, RTI interventions prior to making a referral out Effective January 1, 2015, as provided in California administrators and partner organizations. The of the classroom except where suspension for a Education Code section 48900(k), no student Supervised suspension shall be imposed only sub-committee will meet at least twice a year, first offense is permitted or mandated by law as enrolled in grades T-Kindergarten through third when other means of correction have failed to one meeting to occur in January to review the described in AR 5144.1 pp. 8-9. grade may be suspended for disrupting school bring about proper conduct. (Education Code annual report to OCR that is submitted in the fall When a referral out of the classroom is made, site activities or willfully defying the authority 48900.5) of the prior year and review the District’s progress administrator or designee must ensure that site of school personnel (“disruption and willful The Board recognizes that students who are in successful implementation of RJ, PBIS and staff completed the following: defiance”) and no student enrolled in grades TK suspended from school often have no supervision Manhood Development programs and the Three Teacher completed universal referral form through twelve (TK-12) shall be expelled for the or guidance during the school hours when they are Year Plan (“Transforming School Culture” Three (starting in the 2014-2015 school year); same. off campus and may fall behind in the coursework. Year Plan, OCR Compliance Review No. 09125001); The Board believes that, in many cases, it would and one meeting in October to review 1) the Site administrator or designee reviewed universal Effective July 1, 2016, no student enrolled in grades T-Kindergarten through twelve (TK-12) be better to manage the student’s behavior by discipline data from the prior school year, 2) the referral form and, if warranted, assigned keeping the student at school and providing him/ District’s progress in successful implementation appropriate consequences; grades may be suspended or expelled for disrupting school activities or willfully defying her with supervision that is separated from the of RJ, PBIS and Manhood Development programs Site administrator or teacher contacted the the authority of school personnel. The Board will regular classroom. and the Three Year Plan (“Transforming School student’s parents/guardians and notified them of review data regarding suspensions for defiance in To ensure the proper supervision and ongoing Culture” Three Year Plan, OCR Compliance Review any consequences; Grades 4 through 12 in August 2015 and January learning of students who are suspended for any of No. 09125001), and 3) through June 30, 2016, data regarding suspensions for defiance in Grades Site administrator or designee investigated the 2016. If based on review of the data, it appears the reasons enumerated in Education Code 48900 4 through 12. In reviewing the suspension for reasons for the student’s conduct; further steps should be undertaken to meet the and 48900.2, but who pose no imminent danger defiance data, the sub-committee shall consider Site administrator or designee recorded the goal of eliminating suspensions for disruption or threat to anyone at school and for whom and willful defiance by July 1, 2016, the Board expulsion proceedings have not been initiated, whether to recommend that the Superintendent classroom interventions and referral in the undertake additional measures if it appears District’s database. (Education Code 48900.5) will direct the Superintendent to implement such the Superintendent or designee shall establish a additional measures to achieve the goal of no supervised suspension classroom program which the District is not on target for the successful Notice to Parents/Guardians and Students suspensions for disruption and willful defiance by meets the requirements of law. elimination of willful defiance as a basis for suspension or expulsion for all grade levels TK-12 At the beginning of the school year, the July 1, 2016. Decision Not to Enforce Expulsion Order effective July 1, 2016. Superintendent or designee shall notify parents/ The grounds for suspension and expulsion and On a case-by-case basis, the enforcement of guardians in the Parent Guide about the the procedures for considering, recommending, Annual Community Forum availability of district rules related to discipline. an expulsion order may be suspended by the and/or implementing suspension and expulsion Board pursuant to the requirements of law and The Superintendent will convene a community (Education Code 35291, 48980) shall be specified by administrative regulation administrative regulation. (Education Code forum in the Spring of 2016 and 2017 to update the community on transforming school climate (cf. 5145.6 - Parental Notifications) and must be consistent with the requirements set 48917) forth here. and disparities in school discipline, including The Superintendent or designee shall also provide Expungement of Student Disciplinary Records but not limited to the implementation of the written notice of the rules related to discipline to Effective January 1, 2015, the District may not involuntarily transfer a student in grades TK- 3rd As provided in Board Policy 5144.3, effective VRP and the Three Year Plan and to establish a transfer students at the time of their enrollment January 15, 2014, a student, parent, guardian, dialogue with the community about the types of in the district. grade to another school based on a finding of disruption of school activities or willful defiance appointed advocate on behalf of the student, or non-policing resources and interventions needed Effective July 1, 2014 of the authority of school personnel (California Superintendent on behalf of a student, may apply to keep schools strong and safe and students out for expungement of student disciplines record of the juvenile justice system. The Superintendent 8/25/04; 4/23/14 Education Code section 48900(k)). which meet the criteria set forth in BP 5144.3. will report the results of the Community Forum BP 5144.1 Effective July 1, 2016, the District may not to the Board during the Superintendent’s report involuntarily transfer a student to another Monitoring the Use of Suspension and Expulsion Suspension and Expulsion / Due Process as a part of a regularly scheduled Board meeting. school based on a finding of disruption of school By July 1, 2015, the Superintendent shall The need to continue an annual forum will be The Governing Board has established policies activities or willful defiance of the authority of promulgate Administrative Regulations that considered as part of the districts exit plan from and standards of behavior in order to promote school personnel (California Education Code establish the procedures for regular, accurate, and the VRP with the OCR in 2017. learning and protect the safety and well-being of section 48900(k)). public data reporting on disciplinary measures and all students. In response to serious or repeated interventions. The procedures will include at least Complaint Process 47 Parent Guide 2015-2016 Oakland Unified School District

626.9 Gun-Free School Zone Act of 1995 47 Privileged communication Civil Rights Data Collection Summary, March 2012 The Superintendent shall develop a complaint 626.10 Dirks, daggers, knives, razors, or stun guns 48.8 Defamation liability WEB SITES form to allow members of the school community 868.5 Supporting person; attendance during CODE OF CIVIL PROCEDURE CSBA: www.csba.org and public to raise concerns if restorative justice testimony of witness or another restorative approach is not available 1985-1997 Subpoenas; means of production California Attorney General’s Office: at a school site as an alternative to suspension. WELFARE AND INSTITUTIONS CODE GOVERNMENT CODE www.oag.ca.gov The complaint form will be available on the 729.6 Counseling 11455.20 Contempt California Department of Education: District’s website, the District Discipline Office UNITED STATES CODE, TITLE 18 www.cde.ca.gov and the District Ombudsperson’s Office. The 54950-54963 Ralph M. Brown Act 921 Definitions, firearm U.S. Department of Education, Office for Civil Ombudsperson shall investigate such complaints HEALTH AND SAFETY CODE Rights: www.ed.gov/about/offices/list/ocr/docs/ and within 90 days of complaint submission UNITED STATES CODE, TITLE 20 11014.5 Drug paraphernalia crdc-2012-data-summary.pdf develop a plan with the school site for addressing 1415(K) Placement in alternative educational 11053-11058 Standards and schedules U.S. Department of Education, Office of Safe and the complaint and provide a written response to setting the complaining party. LABOR CODE Drug-Free Schools: www.ed.gov/about/offices/ 7151 Gun-free schools list/osdfs (cf. 9320 - Meetings and Notices) 230.7 Discharge or discrimination against COURT DECISIONS 7/14/04; 4/23/14A; 4/1/15A Effective July 1, 2014 employee for taking time off to appear in school T.H. v. San Diego Unified School District (2004) on behalf of a child AR 5144.2 Legal Reference: 122 Cal. App. 4th 1267 PENAL CODE Students EDUCATION CODE Woodbury v. Dempsey (2003) 108 Cal. App. 4th 31 Principal of a crime, defined Suspension & Expulsion/Due Process (Students 212.5 Sexual harassment 421 240 Assault defined With Disabilities) 233 Hate violence Board of Education of Sacramento City Unified 241.2 Assault fines A student identified as an individual with 1981 Enrollment of students in community school School District v. Sacramento County Board of disabilities pursuant to the Individuals with Education and Kenneth H. (2001) 85 Cal.App.4th 242 Battery defined 17292.5 Program for expelled students Disabilities Education Act (IDEA) is subject to the 1321 243.2 Battery on school property same grounds for suspension and expulsion which 32261 Interagency School Safety Demonstration Garcia v. Los Angeles Board of Education (1991) 243.4 Sexual battery apply to students without disabilities. Act of 1985 123 Cal. App. 3d 807 245 Assault with deadly weapon (cf. 5144.1 - Suspension and Expulsion/Due 35145 Open board meetings Fremont Union High School District v. Santa Clara Process) 245.6 Hazing 35146 Closed sessions (regarding suspensions) County Board (1991) 235 Cal. App. 3d 1182 (cf. 6159.1 - Procedural Safeguards and 35291 Rules (for government and discipline of John A. v. San Bernardino School District (1982) 261 Rape defined Complaints for Special Education) schools) 33 Cal. 3d 301 266c Unlawful sexual intercourse Procedures for Students Not Yet Eligible for 35291.5 Rules and procedures on school ATTORNEY GENERAL OPINIONS 286 Sodomy defined Special Education Services discipline 84 Ops.Cal.Atty.Gen. 146 (2001) 288 Lewd or lascivious acts with child under A student who has not been identified as an 48645.5 Readmission; contact with juvenile 80 Ops.Cal.Atty.Gen. 91 (1997) age 14 individual with disabilities pursuant to IDEA justice system and who has violated the district’s disciplinary 80 Ops.Cal.Atty.Gen. 85 (1997) 288a Oral copulation 48660-48667 Community day schools procedures may assert the procedural safeguards Management Resources: 289 Penetration of genital or anal openings granted under this administrative regulation only 48853.5 Foster youth CSBA PUBLICATIONS 417.27 Laser pointers if the district had knowledge that the student was 48900-48927 Suspension and expulsion disabled before the behavior occurred. (20 USC Safe Schools: Strategies for Governing Boards to 422.55 Hate crime defined 48950 Speech and other communication 1415(k)(8)) Ensure Student Success, 2011 422.6 Interference with exercise of civil rights 48980 Parental notifications The district shall be deemed to have knowledge U.S. DEPARTMENT OF EDUCATION PUBLICATIONS 422.7 Aggravating factors for punishment that the student had a disability if one of the 49073-49079 Privacy of student records Office for Civil Rights’ (OCR) April 2011 Dear 422.75 Enhanced penalties for hate crimes following conditions exists: (20 USC 1415(k)(8); 34 CIVIL CODE CFR 300.527) Colleague Letter: Sexual Violence 626.2 Entry upon campus after written notice of 47 Privileged communication Civil Rights Data Collection Summary, March 2012 suspension or dismissal without permission 1. The parent/guardian has expressed concern in writing, or orally if the parent/guardian does not 48.8 Defamation liability WEB SITES 626.9 Gun-Free School Zone Act of 1995 know how to write or has a disability that prevents CODE OF CIVIL PROCEDURE CSBA: http://www.csba.org 626.10 Dirks, daggers, knives, razors, or stun guns a written statement, that the student is in need of 1985-1997 Subpoenas; means of production California Attorney General’s Office: 868.5 Supporting person; attendance during special education or related services. GOVERNMENT CODE www.oag.ca.gov testimony of witness 2. The behavior or performance of the student demonstrates the need for such services, in 11455.20 Contempt California Department of Education: WELFARE AND INSTITUTIONS CODE www.cde.ca.gov accordance with 34 CFR 300.7. 54950-54963 Ralph M. Brown Act 729.6 Counseling 3. The parent/guardian has requested an U.S. Department of Education, Office for Civil UNITED STATES CODE, TITLE 18 HEALTH AND SAFETY CODE Rights: www.ed.gov/about/offices/list/ocr/docs/ evaluation of the student for special education 11014.5 Drug paraphernalia crdc-2012-data-summary.pdf 921 Definitions, firearm pursuant to 34 CFR 300.530-300.536. 11053-11058 Standards and schedules U.S. Department of Education, Office of Safe and UNITED STATES CODE, TITLE 20 (cf. 6164.4 - Identification of Individuals for Special Education) LABOR CODE Drug-Free Schools: www.ed.gov/about/offices/ 1415(K) Placement in alternative educational list/osdfs setting 4. The teacher of the student or other district 230.7 Discharge or discrimination against personnel has expressed concern about the employee for taking time off to appear in school 7/14/04; 4/23/14A; 4/1/15A; 5/13/15A 7151 Gun-free schools behavior or performance of the student to the on behalf of a child Effective July 1, 2014 COURT DECISIONS district’s director of special education or to PENAL CODE Legal Reference: T.H. v. San Diego Unified School District (2004) other personnel in accordance with the district’s 31 Principal of a crime, defined EDUCATION CODE 122 Cal. App. 4th 1267 established child find or special education referral system. 240 Assault defined 212.5 Sexual harassment Woodbury v. Dempsey (2003) 108 Cal. App. 4th 421 The district would be deemed to not have 241.2 Assault fines 233 Hate violence Board of Education of Sacramento City Unified knowledge as specified in items #1-4 above if, as 242 Battery defined 1981 Enrollment of students in community school School District v. Sacramento County Board of a result of receiving such information, the district 243.2 Battery on school property 17292.5 Program for expelled students Education and Kenneth H. (2001) 85 Cal.App.4th either conducted an evaluation and determined that the student was not a student with a 243.4 Sexual battery 32261 Interagency School Safety Demonstration 1321 disability or determined that an evaluation was Act of 1985 Garcia v. Los Angeles Board of Education (1991) 245 Assault with deadly weapon not necessary and provided notice to the parent/ 123 Cal. App. 3d 807 245.6 Hazing 35145 Open board meetings guardian of its determination. (34 CFR 300.527) Fremont Union High School District v. Santa Clara 35146 Closed sessions (regarding suspensions) If it is determined that the district did not have 261 Rape defined County Board (1991) 235 Cal. App. 3d 1182 knowledge that the student was disabled prior 266c Unlawful sexual intercourse 35291 Rules (for government and discipline of schools) John A. v. San Bernardino School District (1982) to taking disciplinary action against the student, 286 Sodomy defined 33 Cal. 3d 301 then the student shall be disciplined in accordance 35291.5 Rules and procedures on school with procedures established for students without 288 Lewd or lascivious acts with child under discipline ATTORNEY GENERAL OPINIONS age 14 disabilities. (20 USC 1415(k)(8)) 48645.5 Readmission; contact with juvenile 84 Ops.Cal.Atty.Gen. 146 (2001) If a request is made for an evaluation of a student 288a Oral copulation justice system 80 Ops.Cal.Atty.Gen. 91 (1997) during the time period in which the student is 289 Penetration of genital or anal openings 48660-48667 Community day schools 80 Ops.Cal.Atty.Gen. 85 (1997) subject to disciplinary measures, the evaluation 417.27 Laser pointers 48853.5 Foster youth Management Resources: shall be conducted in an expedited manner. Until the evaluation is completed, the student shall 422.55 Hate crime defined 48900-48927 Suspension and expulsion CSBA PUBLICATIONS remain in the educational placement determined 422.6 Interference with exercise of civil rights 48950 Speech and other communication Safe Schools: Strategies for Governing Boards to by school authorities. (34 CFR 300.527) 422.7 Aggravating factors for punishment 48980 Parental notifications Ensure Student Success, 2011 Suspension 422.75 Enhanced penalties for hate crimes 49073-49079 Privacy of student records U.S. DEPARTMENT OF EDUCATION PUBLICATIONS The Superintendent or designee may suspend a 626.2 Entry upon campus after written notice of CIVIL CODE Office for Civil Rights’ (OCR) April 2011 Dear student with a disability for up to 10 consecutive suspension or dismissal without permission Colleague Letter: Sexual Violence school days for a single incident of misconduct, 48 Oakland Unified School District Parent Guide 2015-2016

and for up to 20 school days in a school year, develop appropriate behavioral interventions to appropriately advance toward achieving the goals Management Resources: as long as the suspension(s) do not constitute a address the behavior and shall implement those set out in the student’s IEP. (20 USC 1412(a) FEDERAL REGISTER change in placement pursuant to 34 CFR 300.519. interventions. (34 CFR 300.520) (1)(A); 34 CFR 300.121, 300.520) 34 CFR 300.a Appendix A to Part 300 - Questions (Education Code 48903; 34 CFR 300.520) Procedural Safeguards/Manifestation (cf. 6158 - Independent Study) and Answers Services During Suspension Determination (cf. 6185 - Community Day School) 34 CFR 300a1 Attachment 1: Analysis of Students suspended for more than 10 school days The following procedural safeguards shall apply Readmission Comments and Changes in a school year shall continue to receive services when a student is suspended for more than 10 WEB SITES during the term of the suspension, to the extent consecutive school days, when disciplinary action Readmission procedures for students with necessary to provide the student a free and is contemplated for a dangerous behavior as disabilities shall be the same as those used for all CDE: www.cde.ca.gov appropriate public education. (20 USC 1412(a)(1) described above, or when a change of placement students. Upon readmission, an IEP team meeting USDOE: www.ed.gov shall be convened. (A); 34 CFR 300.520) is contemplated: (20 USC 1415(k)(4); 34 CFR 8/25/04 Suspension of Expulsion If a student with disabilities is excluded from 300.523) school bus transportation, the student is entitled 1. The parents/guardians of the student shall be The Board’s criteria for suspending the to be provided with an alternative form of immediately notified of the decision and provided enforcement of an expulsion order shall be transportation at no cost to the student or parent/ the procedural safeguards notice pursuant to 34 applied to students with disabilities in the same guardian, provided that transportation is specified CFR 300.504 on the day the decision to take action manner as they are applied to all other students. in the student’s IEP. (Education Code 48915.5) is made. (Education Code 48917) (cf. 3541.2 - Transportation for Students with 2. Immediately if possible, but in no case later Notification to Law Enforcement Authorities Prior Disabilities) than 10 school days after the date of the decision, to the suspension or expulsion of any student, Interim Alternative Placement Due to Dangerous a manifestation determination review shall be the principal or designee shall notify appropriate Behavior made of the relationship between the student’s city or county law enforcement authorities of any disability and the behavior subject to the student acts of assault which may have violated A student with a disability may be placed in an disciplinary action. Penal Code 245. (Education Code 48902) appropriate interim alternative educational setting for up to 45 days when he/she commits At this review, the IEP team and other qualified The principal or designee also shall notify one of the following acts: (20 USC 1415(k)(1); 34 personnel shall consider, in terms of the behavior appropriate city or county law enforcement CFR 300.520) subject to the disciplinary action, all relevant authorities of any student acts which may information, including: (20 USC 1415(k)(4); 34 CFR involve the possession or sale of narcotics or of a 1. Carries a weapon, as defined in 18 USC 930, to 300.523) controlled substance or possession of weapons school or to a school function a. Evaluation and diagnostic results, including the or firearms in violation of Penal Code 626.9 and 2. Knowingly possesses or uses illegal drugs while results or other relevant information supplied by 626.10. (Education Code 48902) at school or a school function the student’s parents/guardians Within one school day after a student’s 3. Sells or solicits the sale of a controlled b. Observations of the student suspension or expulsion, the principal or designee substance while at school or a school activity as shall notify appropriate city or county law identified in 21 USC 812(c), Schedules I-V c. The student’s IEP and placement In relationship enforcement authorities, by telephone or other to the behavior subject to the disciplinary action, appropriate means, of any student acts which may The student’s alternative educational setting shall the team shall then determine whether the IEP be determined by the student’s IEP team. violate Education Code 48900(c) or (d), relating to and placement were appropriate and whether the possession, use, offering or sale of controlled (20 USC 1415(k)(2)) supplementary aids, services, and behavioral substances, alcohol or intoxicants of any kind. A hearing officer may order a change in placement intervention strategies were provided consistent (Education Code 48902) with the student’s IEP and placement. of a student with a disability to an appropriate Legal Reference: interim educational setting if the hearing officer: The team shall also determine that the student’s (20 USC 1415(k)(2); 34 CFR 300.521, 300.522) disability did not impair the ability of the student EDUCATION CODE 1. Determines that the district has established to understand the impact and consequences of 35146 Closed sessions (re suspensions) by substantial evidence, meaning beyond a the behavior, nor did it impair his/her ability to 35291 Rules (of governing board) control the behavior subject to the disciplinary preponderance of the evidence, that maintaining 48900-48925 Suspension and expulsion the current placement of the student is action. (20 USC 1415(k)(4); 34 CFR 300.523) substantially likely to result in injury to the If the team determines that the student’s behavior 56000 Special education; legislative findings and student or others was not a manifestation of his/her disability, then declarations 2. Considers the appropriateness of the student’s the student may be disciplined in accordance with 56320 Educational needs; requirements current placement the procedures for students without disabilities, 56321 Development or revision of individualized as long as the student continues to receive education program 3. Considers whether the district has made services to the extent necessary to provide that reasonable efforts to minimize the risk of harm in student a free and appropriate public education. 56329 Independent educational assessment the student’s current placement, including the use (20 USC 1415(k) 56340-56347 Individual education program teams of supplementary aids and services (4); 34 CFR 300.524) 56505 State hearing 4. Determines that the interim alternative educational setting proposed by school personnel If the team determines that the student’s behavior PENAL CODE was a manifestation of his/her disability, then the who have met with the student’s special 245 Assault with deadly weapon education teacher allows the student to: student’s placement may be changed only via the IEP process. (20 USC 1415(k)(4)) 626.2 Entry upon campus after written notice of a. Progress in the general curriculum and continue suspension or dismissal without permission Due Process Appeals to receive those services and modifications, 626.9 Gun-Free School Zone Act including those described in his/ her IEP, to enable If the parent/guardian disagrees with a decision the student to meet the goals of the IEP that the behavior was not a manifestation of the 626.10 Dirks, daggers, knives, razors or stun guns b. Receive services and modifications designed to student’s disability or with any decision regarding UNITED STATES CODE, TITLE 18 placement, he/she has a right to appeal the address the behavior and ensure that the behavior 930 Weapons does not recur decision. (20 USC 1415(k)(6); 34 CFR 300.525) UNITED STATES CODE, TITLE 20 The student may be placed in the interim If the student’s parent/guardian initiates 1412 State eligibility alternative educational setting for up to 45 days, a due process hearing to challenge the or until the conclusion of any due process hearing interim alternative educational setting or the 1415 Procedural safeguards manifestation determination, the student proceedings requested by the parent/guardian. UNITED STATES CODE, TITLE 21 shall remain in the interim alternative setting (20 USC 1415(k)(2)) pending the decision of the hearing officer or the 812(c) Controlled substances Behavioral Assessment and Intervention Plan expiration of the 45-day time period, whichever UNITED STATES CODE, TITLE 29 occurs first, unless the parent/guardian and Not later than 10 business days after a student 706 Definitions has been suspended for more than 10 school days district agree otherwise. (34 CFR 300.526) 794 Rehabilitation Act of 1973, Section 504 or placed in an alternative educational setting, If school personnel maintain that it is dangerous the district shall convene an IEP team meeting to for the student to be placed in the current CODE OF FEDERAL REGULATIONS, TITLE 34 conduct a functional behavior assessment and placement (placement prior to removal to the 104.35 Evaluation and placement implement a behavioral intervention plan. If the interim alternative education setting), during 104.36 Procedural safeguards student already has a behavioral intervention the pendency of the due process proceedings, plan, the IEP team shall review the plan and the Superintendent or designee may request an 300.1-300.756 Assistance to states for the modify it as necessary to address the behavior. expedited due process hearing. (34 CFR 300.526) education of students with disabilities (20 USC 1415(k)(1); 34 CFR 300.520) Services During Expulsion COURT DECISIONS (cf. 6159 - Individualized Education Program) Expelled students shall continue to receive Parents of Student W. v. Puyallup School District, (1994 9th Cir.) 31 F.3d 1489 (cf. 6159.4 - Behavioral Interventions for Special services during the term of the expulsion to the Education Students) extent necessary to provide the student a free M.P. v. Governing Board of Grossmont Union High and appropriate public education. Any alternative School District, (1994 S.D. Cal). 858 F.Supp. 1044 As soon as practicable after developing the program must provide services to the extent Honig v. Doe, (1988) 484 U.S. 305 behavioral intervention plan and completing the necessary to enable the student to appropriately required assessments, the IEP team shall meet to progress in the general curriculum and Doe v. Maher, (1986) 793 F.2d 1470 49 Parent Guide 2015-2016 Oakland Unified School District

District 5: Roseann Torres, Director DIRECTORY e-mail: [email protected] IN THIS SECTION: Schools: Edna Brewer Middle, Fremont High School, Glenview Elementary, Global Family, International Community School, Manzanita Community, OUSD LEADERSHIP ...... 50 Manzanita SEED, Think College Now, United for Success Middle, Urban KEY DISTRICT PHONE NUMBERS ...... 51 Promise Academy SCHOOLS DIRECTORY ...... 52 District 6: Shanthi Gonzales, Director e-mail: [email protected] PRE-K DISTRICT PROGRAMS MAP ...... 56 Schools: Burckhalter Elementary, Carl Munck Elementary, Coliseum College ELEMENTARY DISTRICT & CHARTER SCHOOLS MAP ...... 58 Prep Academy (CCPA), Community Day, Community United Elementary, MIDDLE SCHOOLS DISTRICT & CHARTER SCHOOLS MAP ...... 60 East Oakland Pride Elementary, Frick Middle, Futures Elementary, Greenleaf Elementary, Markham Elementary, Melrose Leadership Academy, Parker HIGH SCHOOLS DISTRICT & CHARTER SCHOOLS MAP ...... 62 Elementary, Roots International Middle, Skyline High District 7: James Harris, President Directory e-mail: [email protected] This section contains information about OUSD’s policy makers as well as Schools: Acorn Woodland Elementary, Alliance Academy, Academy, contact information for school board members, District offices, and schools. Brookfield Elementary, Castlemont High School, Elmhurst Community Prep, Maps showing all public K–12 schools in the District are on pages 56-63. EnCompass Academy, Esperanza Elementary, Fred T. Korematsu Discovery Academy, Grass Valley Elementary, Howard Elementary, Madison Park Upper OUSD LEADERSHIP Cmpus, New Highland Academy, Reach Academy, Rise Community, Rudsdale Continuation, Madison Park Lower Campus, Sojourner Truth Independent Board of Education Study The Board of Education is the elected policy-making body of the Oakland Superintendent Unified School District. The Board’s primary responsibility is to ensure that every student served by the District is well educated and demonstrates high Antwan Wilson academic achievement. Antwan Wilson joined the Oakland Unified Board meetings generally occur on the second and last Wednesday of each School District (OUSD) as Superintendent on July month. Meetings are open to the public in accordance with the Brown Act, 1, 2014. Wilson came to Oakland to expand and and decisions are a matter of public record. You can obtain information about accelerate the work of transforming OUSD into a meeting location, an agenda in advance of the meetings, as well as minutes of Full Service Community School District focused previous meetings, on the District website, www.ousd.org/boardmeetings. on high academic achievement, eliminating All regular meetings are broadcast on KDOL Channel 27 two times a week, inequity, and providing each child with excellent typically Fridays at 6 p.m. and Sundays at 4 p.m., in addition to the live teachers, every day. broadcast. This mission is a continuation of Wilson’s life work. His entire professional Directors career has been dedicated to student growth and development. As the son of a single mother who moved the family in pursuit of a brighter future for Elected members of the Board of Education represent the same seven her children, Wilson is committed to offering every Oakland public school districts as the Oakland City Council. They may be contacted by email student a high-quality education regardless of background or zip code. (addresses listed below) or by phone at 879-8199. During Wilson’s first year in OUSD, the District District 1: Jody London, Vice President e-mail: [email protected] • Implemented new teacher and leader growth and development systems to Schools: Chabot Elementary, Claremont Middle, Emerson Elementary, support educators and the spread of effective instruction at school sites. Hillcrest Elementary, Kaiser Elementary, Oakland Technical High, Peralta • Designed high-quality school policies, plans and systems and secured $15 Elementary, Piedmont Avenue Elementary, Sankofa Academy, TAP Center million in funding for ambitious, District-wide linked learning pathways. District 2: Aimee Eng, Director • Rolled out the most comprehensive budget development process to date, e-mail: [email protected] engaging hundreds of community members to facilitate a 20-percent cut to Schools: Bella Vista Elementary, Cleveland Elementary, Crocker Highlands the central office budget in 2014-015 and a 33-percent cut for the 2015-16 Elementary, Dewey Academy, Franklin Elementary, Garfield Elementary, school year. La Escuelita Elementary, Life Academy, Lincoln Elementary, MetWest High, • Worked with the community to devise a plan for prioritizing facility Oakland High, Roosevelt Middle investments. District 3: Jumoke Hinton Hodge, Director • Developed a new strategic plan and established community-staffed e-mail: [email protected] committees to advance the work collectively and in a publicly accountable Schools: Bunche, Hoover Elementary, McClymonds High School, Martin fashion. Luther King, Jr. Elementary, Lafayette Elementary, PLACE @ Prescott, Street Academy, Westlake Middle, West Oakland Middle • Provided the largest raises for OUSD’s teacher union and its biggest administrator union in more than decade, while decreasing class sizes, District 4: Nina Senn, Director providing additional support and development, and granting staff and email: [email protected] parents a greater role in influencing staff hiring. Schools: Allendale Elementary, Bret Harte Middle, Fruitvale Elementary, Horace Mann Elementary, Joaquin Miller Elementary, Laurel Elementary, Prior to joining OUSD, Wilson served as the Assistant Superintendent for Montera Middle, Montclair Elementary, Redwood Heights Elementary, Post Secondary Readiness in Denver Public Schools. In this capacity he Sequoia Elementary, Thornhill Elementary was responsible for leading Denver’s Middle, High, and Intensive Pathway Schools. Additionally he was responsible for the district School Turnaround efforts, the College and Career Office (which contains programs such as International Baccalaureate, Advanced Placement, Career and Technical 50 Oakland Unified School District Parent Guide 2015-2016

Education, Concurrent Enrollment, and Counseling), the Student Engagement Office, and the Athletics Office. Under his leadership, there were significant KEY DISTRICT PHONE NUMBERS improvements in graduation rates, improvements in the numbers of students Superintendent ...... 879-8166 entering college, a doubling of AP courses, tripling of Concurrent Enrollment, Board of Education ...... 879-8199 and a revamping of district Intensive Pathway Options. Deputy Superintendent of Instruction, Wilson also served as the High School Instructional Superintendent for Denver Public Schools, where he was in charge of school improvement Leadership and Equity-in-Action ...... 879-8156 efforts for the high schools and supervising school leaders. He has previously Deputy Superintendent of Business & Operations ...... 879-4248 served as a high school principal and middle school principal in Denver Public Schools and Wichita Public Schools respectively, and before this worked as an Network Offices assistant principal and teacher in Wichita, KS, Lincoln, NE, and Raleigh, NC. Area 1 ...... 879-3662 Wilson, a married father of three, graduated with Distinction from Nebraska Area 2 ...... 879-3662 Wesleyan University with a Bachelor of Arts Degree in History-Social Science Education, and holds a Master’s of School Leadership Degree from Friends Area 3 ...... 879-8666 or 879-3662 University. He was also a member of the 2013-14 Broad Superintendent’s Network Executive Officer, Middle School & High Schools ...... 879-8133 Academy 2.0 Cohort. Anonymous Crime/Safety Tip Line ...... 874-7777 State Trustee Alternative Education ...... 597-4294 OUSD was administered by the California Department of Education for six Attendance and Discipline Support ...... 273-1530 years, beginning in 2003 when severe financial difficulties forced the District Buildings & Grounds ...... 535-2717 into state receivership in exchange for a sizable state loan. In July of 2008, Charter Schools ...... 336-7572 after making great strides in operational and financial health, OUSD began operating with two governing boards responsible for policy—the state Communications Office ...... 879-8242 Department of Education and the locally elected Oakland Board of Education. Complaints/Ombudsperson ...... 879-4281 The State Trustee, Carlene Naylor, is the state representative who represents the state’s financial interest in OUSD. The Trustee does not play a role in day- Early Childhood Education ...... 273-1616 to-day operations of the District, but maintains veto authority over financial Foster & Juvenile Justice Youth Program ...... 273-1569 decisions that might imperil the stability of the OUSD. OUSD is required to host a State Trustee until the full amount of the loan is repaid, or the Health Services ...... 273-1510 California Department of Education determines it is no longer necessary. Homeless Family Support ...... 273-1662 or 273-1663 For more information contact Carlene Naylor at [email protected]. Independent Study ...... 729-4308 Messages for Carlene can be left with Nicole Steward at 510-879-4248. Legal Office ...... 879-8535 Linked Learning (internships, work permits, etc.) ...... 273-2360 Nutrition Services ...... 434-3334 Police (dial 911 in an emergency) ...... 874-7777 Programs for Exceptional Children/Special Education ...... 874-3700 Refugee & Asylee Program ...... 273-1661 School Security ...... 874-7777 Student Assignment Center / Enrollment ...... 273-1600 Translation Services ...... 273-1665 For referral to an office not listed or for other information, please call 879-8200. You can also find a listing of key District departments in the business section of your phone book under Oakland Public Schools. A telephone and e-mail directory is available on the District’s website, www.ousd.org, along with a wealth of other information and resources, including online data for each school and employment opportunities.

At the time this Parent Guide was printed, OUSD was in the midst of several relocations that have required many of our phone numbers to change. Work on our phone systems is continuous and phone numbers in some of our schools and departments frequently change. You can find the most current phone numbers on our website at www.ousd.org/phonenumbers.

51 Parent Guide 2015-2016 Oakland Unified School District

HILLCREST (K-8) SCHOOLS DIRECTORY 30 Marguerite Drive, 94618 / Phone: 879-1270 Fax: 985-1043 The following pages contain listings of contact information for all the HOOVER (TK-5) elementary, middle, and high schools in Oakland Unified. Alternative and 890 Brockhurst Street, 94608 / Phone: 879-1700 Fax: 654-4816 charter schools are on pages 54-55. HORACE MANN (TK-5) Elementary Schools 5222 Ygnacio Avenue, 94601 / Phone: 879-1360 Fax: 535-1355 HOWARD (K-5) ACORN WOODLAND (TK-5) 8755 Fontaine Street, 94605 / Phone: 639-3244 Fax: 639-3246 1025 81st Avenue, 94621 / Phone: 639-3344 Fax: 639-3346 INTERNATIONAL COMMUNITY (K-5) ALLENDALE (TK-5) 2825 International Blvd, 94601 / Phone: 532-5400 Fax: 532-5464 3670 Penniman Avenue, 94619 / Phone: 535-2812 Fax: 535-2815 JOAQUIN MILLER (K-5) BELLA VISTA (TK-5) 5525 Ascot Drive, 94611 / Phone: 531-6688 Fax: 531-6667 1025 East 28th Street, 94610 / Phone: 436-4900 Fax: 436-4925 KAISER (K-5) BRIDGES ACADEMY @ MELROSE (TK-5) 25 South Hill Court, 94618 / Phone: 549-4900 Fax: 549-4904 1325 53rd Avenue, 94601 / Phone: 535-3876 Fax: 535-3875 LA ESCUELITA (TK-5) BROOKFIELD (K-5) 1050 Second Avenue, 94606 / Phone: 874-7762 Fax: 874-7764 401 Jones Avenue, 94603 / Phone: 639-3310 Fax: 639-3313 LAFAYETTE (K-5) BURCKHALTER (K-5) 1700 Market Street, 94607 / Phone: 874-7774 Fax: 874-7742 3994 Burckhalter Avenue, 94605 / Phone: 729-7700 Fax: 729-7703 LAUREL (TK-5) CARL MUNCK (K-5) 3750 Brown Avenue, 94619 / Phone: 531-6868 Fax: 531-6725 11900 Campus Drive, 94619 / Phone: 531-4900 Fax: 531-4920 LINCOLN (K-5) CHABOT (K-5) 225 11th Street, 94607 / Phone: 874-3372 Fax: 874-3375 6686 Chabot Road, 94618 / Phone: 654-4884 Fax: 654-4135 MANZANITA COMMUNITY SCHOOL (K-5) CLEVELAND (K-5) 2409 East 27th Street, 94601 / Phone: 535-2822 Fax: 535-2825 745 Cleveland Street, 94606 / Phone: 874-3600 Fax: 874-3603 MANZANITA SEED (TK-5) COMMUNITY UNITED (TK-5) 2409 East 27th Street, 94601 / Phone: 535-2832 Fax: 535-2834 6701 International Boulevard, 94621 / Phone: 639-2850 Fax: 639-2853 MARKHAM (TK-5) CROCKER HIGHLANDS (K-5) 7220 Krause Avenue, 94605 / Phone: 639-3202 Fax: 639-3206 525 Midcrest Road, 94610 / Phone: 451-5900 Fax: 451-5905 MARTIN LUTHER KING, JR. (TK-5) EAST OAKLAND PRIDE (K-5) 960 10th Street, 94607 / Phone: 874-3381 Fax: 874-3388 8000 Birch Street, 94621 / Phone: 636-8217 Fax: 636-8220 MELROSE LEADERSHIP ACADEMY (TK-8) EMERSON (TK-5) 730 Fleming Avenue, 94619 / Phone 535-3832 Fax: 535-3834 4803 Lawton Avenue, 94609 / Phone: 654-7373 Fax: 654-7360 MONTCLAIR (K-5) ENCOMPASS ACADEMY (TK-5) 1757 Mountain Boulevard, 94611 / Phone 339-6100 Fax: 339-6105 1025 81st Avenue, 94621 / Phone: 639-3350 Fax: 639-3352 NEW HIGHLAND ACADEMY (TK-5) ESPERANZA (K-5) 8521 A Street, 94621 / Phone: 729-7723 Fax: 729-7725 10315 E Street, 94603 / Phone: 639-3367 Fax: 639-3370 PARKER (TK-6) FRANKLIN (K-5) 7929 Ney Avenue, 94605 / Phone: 879-1440 Fax: 879-1449 915 Foothill Boulevard, 94606 / Phone: 874-3354 Fax: 874-3358 PERALTA (K-5) FRED T. KOREMATSU DISCOVERY ACADEMY (TK-5) 460 63rd Street, 94609 / Phone: 654-7365 Fax: 654-7452 10315 E Street, 94603 / Phone: 639-3377 Fax: 639-3380 PIEDMONT AVENUE (K-5) FRUITVALE (K-5) 4314 Piedmont Avenue, 94611 / Phone: 654-7377 Fax: 654-7309 3200 Boston Avenue, 94602 / Phone: 535-2840 Fax: 535-2843 PLACE AT PRESCOTT (TK-5) FUTURES (K-5) 920 Campbell Street, 94607 / Phone: 874-3333 Fax: 874-3337 6701 International Boulevard, 94621 / Phone: 636-0520 Fax: 636-9075 REACH ACADEMY (TK-5) GARFIELD (TK-5) 9860 Sunnyside Street, 94603 / Phone: 729-7775 Fax: 729-7779 1640 22nd Avenue, 94606 / Phone: 535-2860 Fax: 535-2861 REDWOOD HEIGHTS (K-5) GLENVIEW (K-5) 4401 39th Avenue, 94619 / Phone: 531-6644 Fax: 531-6616 4215 La Cresta Avenue, 94602 / Phone: 531-6677 Fax: 531-6668 RISE (K-5) GLOBAL FAMILY (TK-5) 8521 A Street, 94621 / Phone: 729-7732 Fax: 729-7734 2035 40th Avenue, 94601 / Phone: 879-1280 Fax: 536-4470 SANKOFA (TK-8) GRASS VALLEY (TK-5) 581 61st Street, 94609 / Phone: 654-7787 Fax: 879-1619 4720 Dunkirk Avenue, 94605 / Phone: 636-4653 Fax: 636-4655 SEQUOIA (TK-5) GREENLEAF (TK-8) 3730 Lincoln Avenue, 94602 / Phone: 531-6696 Fax: 531-6611 6328 East 17th Street, 94621 / Phone: 636-1400 Fax: 636-1411

52 Oakland Unified School District Parent Guide 2015-2016

MADISON PARK LOWER CAMPUS (TK-5) 470 El Paseo Drive, 94603 / Phone: 636-7919 Fax: 636-7920 High Schools CASTLEMONT HIGH SCHOOL (9-12) THINK COLLEGE NOW (K-5) 8601 MacArthur Boulevard, 94605 / Phone: 639-1466 Fax: 639-4271 2825 International Boulevard, 94601 / Phone: 532-5500 Fax: 532-5551 COLISEUM COLLEGE PREP (6-12) THORNHILL (K-5) 1390 66th Avenue, 94621 / Phone: 639-3201 Fax: 639-3214 5880 Thornhill Drive, 94611 / Phone: 339-6800 Fax: 339-6801 FREMONT HIGH SCHOOL (9-12) Middle Schools 4610 Foothill Boulevard, 94601 / Phone: 434-5257 Fax: 434-2018 ALLIANCE ACADEMY (6-8) LIFE ACADEMY (6-12) 1800 98th Avenue, 94603 / Phone: 639-2893 Fax: 639-3387 2101 35th Avenue, 94601 / Phone: 534-0282 Fax: 534-0283 BRET HARTE (6-8) MADISON PARK UPPER CAMPUS (6-10) 3700 Coolidge Avenue, 94602 / Phone: 531-6400 Fax: 482-7272 400 Capistrano Drive, 94603 / Phone: 636-2701 Fax: 636-2704 CLAREMONT (6-8) MCCLYMONDS HIGH SCHOOL (9-12) 5750 College Avenue, 94618 Phone: 654-7337 Fax: 654-7341 2607 Myrtle Street, 94607 / Phone: 238-8607 Fax: 874-3796 COLISEUM COLLEGE PREP (6-12) OAKLAND HIGH (9-12) 1390 66th Avenue, 94621 / Phone: 639-3201 Fax: 639-3214 1023 MacArthur Boulevard, 94610 / Phone: 874-3676 Fax: 874-3675 EDNA BREWER (6-8) OAKLAND TECHNICAL (9-12) 3748 13th Avenue, 94610 / Phone: 531-6600 Fax: 531-6626 4351 Broadway, 94611 / Phone: 450-5400 Fax: 450-5428 ELMHURST COMMUNITY PREP (6-8) SKYLINE (9-12) 1800 98th Avenue, 94603 / Phone: 639-2888 Fax: 639-2891 12250 Skyline Boulevard, 94619 / Phone: 482-7109 Fax: 482-7296 FRICK (6-8) 2845 64th Avenue, 94605 / Phone: 729-7736 Fax: 729-7739 Alternative Schools of Choice METWEST (9-12) GREENLEAF (TK-8) 314 East 10th Street, 94606 / Phone: 451-5902 Fax: 451-5903 6328 East 17th Street, 94621 / Phone: 636-1400 Fax: 636-1411 OAKLAND INTERNATIONAL HIGH (9-12) HILLCREST (K-8) 4521 Webster Street, 94609 / Phone: 597-4287 Fax: 597-4292 30 Marguerite Drive, 94618 / Phone: 879-1270 Fax: 985-1043 STREET ACADEMY (9-12) LIFE ACADEMY (6-12) 417 29th Street, 94609 / Phone: 874-3630 Fax: 874-3633 2101 35th Avenue, 94601 / Phone: 534-0282 Fax: 534-0283 MADISON PARK UPPER CAMPUS (6-10) Partnership Charter Schools 400 Capistrano Drive, 94603 / Phone: 636-2701 Fax: 636-2704 ASCEND (K-8) MELROSE LEADERSHIP ACADEMY (TK-8) 3709 East 12th Street, 94601 / Phone: 879-3140 Fax: 534-7377 730 Fleming Avenue, 94619 / Phone 535-3832 Fax: 535-3834 LEARNING WITHOUT LIMITS (K-5) MONTERA (6-8) 2035 40th Avenue, 94601 / Phone: 879-1282 Fax: 536-4470 5555 Ascot Drive, 94611 / Phone: 531-6070 Fax: 531-6354 PARKER (TK-6) Early Childhood Education Centers 7929 Ney Avenue, 94605 / Phone: 879-1440 Fax: 879-1449 All questions about enrollment, fees, or any other administrative matters ROOSEVELT (6-8) must be directed to the Enrollment Center or our Administrative Office at 1926 19th Avenue, 94606 / Phone: 535-2877 Fax: 535-2883 273-1616. ROOTS INTERNATIONAL (6-8) ACORN WOODLAND/ENCOMPASS 1390 66th Avenue, 94621 / Phone: 639-3226 Fax: 639-3214 1025 81st Avenue, 94621 / Phone: 635-1997 SANKOFA (TK-8) ALLENDALE 581 61st Street, 94609 / Phone: 654-7787 Fax: 879-1619 3670 Penniman Avenue, Room 1, 94619 / Phone: 535-2821 UNITED FOR SUCCESS (6-8) ARROYO VIEJO 2101 35th Avenue, 94601 / Phone: 535-3880 Fax: 535-7139 1895 70th Avenue, 94621 / Phone: TBD URBAN PROMISE ACADEMY (6-8) BELLA VISTA 3031 East 18th Street, 94601 / Phone: 436-3636 Fax: 436-3638 2410 10th Avenue, 94606 / Phone: 535-2808 WESTLAKE (6-8) BRIDGES ACADEMY 2629 Harrison Street, 94612 / Phone: 879-2130 Fax: 835-7170 1325 53rd Avenue 94601 / Phone: 535-3876 WEST OAKLAND MIDDLE SCHOOL (6-8) BROOKFIELD 991 14th Street, 94607 / Phone: 874-6788 Fax: 874-6790 401 Jones Avenue, 94603 / Phone: 639-3325 BURBANK 3550 64th Avenue, 94605 / Phone: 729-7771 CENTRO INFANTIL DE LA RAZA 2660 E 16th Street, 94601 / Phone: 535-2802

53 Parent Guide 2015-2016 Oakland Unified School District

COX (REACH) 9860 Sunnyside Street, 94603 / Phone: 729-7790 Alternative Education ALTERNATIVE EDUCATION OFFICE CUES (LOCKWOOD) 4521 Webster, 94609 / Phone: 597-4294 Fax: 597-4296 6701 International Boulevard, 94621 / Phone: 639-2871 BUNCHE CONTINUATION SCHOOL (11–12) EMERSON 1240 18th Street, 94607 / Phone: 874-3300 Fax: 874-3305 4801 Lawton Avenue, 94609 / Phone: 654-7760 COMMUNITY DAY SCHOOL (6–12) FRUITVALE 4917 Mountain Boulevard, 94619 / Phone: 531-6800 Fax: 482-7144 3200 Boston Avenue, 94602 / Phone: 535-2825 DEWEY ACADEMY (9–12) GARFIELD 1111 Second Avenue, 94606 / Phone: 874-3660 Fax: 874-3661 1640 22nd Avenue, 94606 / Phone: 535-2857 HOME & HOSPITAL PROGRAM H.R. TUBMAN 4521 Webster Street, 94609 • Phone: 597-4294 • Fax: 597-4296 800 33rd Street, 94608 / Phone: 654-7890 SOJOURNER TRUTH INDEPENDENT STUDY (K–12) HIGHLAND 8251 Fontaine Street, 94605 / Phone: 729-4308 Fax: 636-4701 1322 86th Avenue, 94621 / Phone: 636-8214 RUSDALE CONTINUATION SCHOOL (9–12) HINTIL KUU CA 1180 70th Avenue, 94621 / Phone: 729-4303 Fax: 636-7996 11850 Campus Drive, 94619 / Phone: 531-8400 STREET ACADEMY (9–12) HOWARD 417 29th Street, 94609 / Phone: 874-3630 Fax: 874-3633 8755 Fontaine Street, 94605 / Phone: 639-3262 TEMPORARY ALTERNATIVE PLACEMENT (TAP) CENTER (6–12) INTERNATIONAL 6097 Racine Street, 94609 / Phone: 597-4900 Fax: 597-4938 2825 International Blvd., 94601 / Phone: 532-7267 JEFFERSON Programs for Exceptional Children 1975 40th Avenue, 94601 / Phone: 535-3871 LAUREL (Special Education) 3825 California Street, 94619 / Phone: 531-6226 SPECIAL EDUCATION OFFICE LOCKWOOD 1011 Union Street, Oakland, CA 94607 / Phone: 874-3700 Fax:874-3707 1125 69th Avenue, 94621 / Phone: 639-2884 (New numbers will be issued) MANZANITA PRESCHOOL DIAGNOSTIC CENTER 2618 Grande Vista, 94601 / Phone: 535-2804 ​​3550 64th Avenue, 9460​5 ​/ Phone: 729-7762 Fax: 729-776​7​ M.L. KING, JR. CAREER TRANSITION SERVICES 960A 12th Street, 94607 / Phone: 874-3392 2850 West Street, 94608 / Phone: 874-3722 Fax: 874-3725 PRESCOTT BURBANK 920 Campbell Street, 94607 / Phone: 874-3333 3550 64th Avenue, 9460​5​ / Phone: 729-7771 Fax: 729-7​767 SANKOFA 581 61st Street, 94609 / Phone: 654-7787 SEQUOIA 3730 Lincoln Avenue, 94602 / Phone: 482-7219 STONEHURST 901 105th Avenue, 94603 / Phone: TBD UNITED NATION 314 East 10th Street, 94606 / Phone: TBD WEBSTER ACADEMY 7980 Plymouth Street, 94621 / Phone: 636-8232 YUK YAU 291 10th Street, 94607 / Phone: 874-7759

54 Oakland Unified School District Parent Guide 2015-2016

LIGHTHOUSE COMMUNITY CHARTER HIGH SCHOOL (9-12) Charter Schools 444 Hegenberger Rd., 94621 / Phone: 562-8825 Fax: 271-8803 ACHIEVE ACADEMY-EFC (TK-5) LIGHTHOUSE COMMUNITY CHARTER SCHOOL (K-8) 1700 28th Ave. 94601 / Phone: 904-6440 Fax: 904-6763 444 Hegenberger Rd., 94621 / Phone: 562-8801 Fax: 271-8803 AMERICAN INDIAN PUBLIC CHARTER SCHOOL-AMERICAN INDIAN LPS OAKLAND R & D (9-12) MODEL SCHOOLS (6-8) 8601 MacArthur Blvd., 94605 / Phone: 633-0750 Fax: 291-9783 3637 Magee Ave. / Phone: 482-6000 NORTH OAKLAND COMMUNITY CHARTER SCHOOL (K-8) AMERICAN INDIAN PUBLIC CHARTER SCHOOL II-AMERICAN INDIAN 1000 42nd St., 94608 / Phone: 655-0540 Fax: 655-1222 MODEL SCHOOLS (K-8) 171 12th St. / Phone: 893-8701 OAKLAND CHARTER ACADEMY-AMETHODS (6-8) 4215 Foothill Blvd., 94601 / Phone: 532-6751 Fax: 532-6753 AMERICAN INDIAN PUBLIC HIGH SCHOOL-AMERICAN INDIAN MODEL SCHOOLS (9-12) OAKLAND CHARTER HIGH SCHOOL-AMETHODS (9-12) 3637 Magee Ave. / Phone: 482-6000 345 12th St., 94607 / Phone: 893-8700 ext. 00 Fax: 532-6753 ARISE HIGH SCHOOL (9-12) OAKLAND MILITARY INSTITUTE, COLLEGE PREP. ACADEMY (6-12) 3301 12th St., Ste. 205, 94601 / Phone: 436-5487 Fax: 436-5493 3877 Lusk St., 94608 / Phone: 594-3900 Fax: 597-9886 ASCEND CHARTER SCHOOL-EFC (K-8) OAKLAND SCHOOL FOR THE ARTS (6-12) 3709 East 12th St., 94601 / Phone: 879-3140 Fax: 534-7377 530 18th St., 94612 / Phone: 873-8800 Fax: 873-8816 ASPIRE BERKLEY MAYNARD ACADEMY (TK-8) OAKLAND UNITY HIGH SCHOOL (9-12) 6200 San Pablo Ave., 94608 / Phone: 658-2900 Fax: 658-1013 6038 Brann St., 94605 / Phone: 635-7170 Fax: 722-2731 ASPIRE COLLEGE ACADEMY (TK-5) ROSES IN CONCRETE COMMUNITY SCHOOL (K-2, 4)* 8030 Atherton St., 94605 / Phone: 562-8030 TBD ASPIRE ERES ACADEMY (TK-8) VINCENT ACADEMY (TK-5) 1936 Courtland Ave., 94601 / Phone: 436-9760 Fax: 436-9765 2501 Chestnut St., 94607 / Phone: 452-2100 Fax: 452-2101 ASPIRE GOLDEN STATE COLLEGE PREPARATORY ACADEMY (6-12) * Schools opening in 2015-16 1009 66th Ave., 94621 / Phone 562-8030 Fax: 632-1569 ASPIRE LIONEL WILSON COLLEGE PREPARATORY ACADEMY (6-12) Alameda County-Approved 400 105th Ave., 94603 / Phone: 635-7737 Fax: 635-7727 Charter Schools in Oakland ASPIRE MONARCH ACADEMY (TK-5) COMMUNITY SCHOOL FOR CREATIVE EDUCATION (TK-8) 1445 101st Ave., 94603 / Phone: 568-3101 Fax: 568-3521 2111 International Blvd., 94606 / Phone: 686-4131 ASPIRE TRIUMPH TECHNOLOGY ACADEMY (TK-5) COX ACADEMY-EDUCATION FOR CHANGE (TK-5) 3200 62nd Ave., 94605 / Phone: 638-9445 Fax: 638-0744 9860 Sunnyside St., 94611 / Phone: 568-7936 BAY AREA TECHNOLOGY SCHOOL (6-12) ENVISION ACADEMY OF ARTS & TECHNOLOGY (9-12) 8251 Fontaine St., 94605 / Phone: 382-9932 Fax: 382-9934 1515 Webster St., 94612 / Phone: 596-8901 CASTLEMONT JUNIOR ACADEMY (6)* LAZEAR ACADEMY – EDUCATION FOR CHANGE (TK-8) TBD / Phone: 457-6900 824 29th Avenue, 94601 / Phone: 689-2000 CASTLEMONT PRIMARY ACADEMY (TK-1)* URBAN MONTESSORI CHARTER SCHOOL (TK-8) TBD / Phone: 457-6900 5328 Brann St., 94619 / Phone: 842-1181 Civicorps Academy (12/adults) YU MING SCHOOL (K-8) 101 Myrtle St., 94607 / Phone: 992-7800 Fax: 992-7950 1086 Alcatraz Ave., 94608 / Phone: 452-2063 COVA CONSERVATORY OF VOCAL/INSTRUMENTAL ARTS (K-8) 3800 Mountain Blvd., 94619 / Phone: 531-0110 Fax: 531-9434 COVA HIGH SCHOOL (9-10)* TBD DOWNTOWN CHARTER ACADEMY-AMETHODS (6-8) 301 12th St., 94607 / Phone: 444-1702-8700 Fax: 893-8704 EAST BAY INNOVATION ACADEMY (6-7) 3400 Malcolm Ave., 94605 / Phone: 577-9557 EAST OAKLAND LEADERSHIP ACADEMY (K-8) 2614 Seminary Ave., 94605 / Phone: 562-5238 Fax: 562-5239 EPIC CHARTER ACADEMY-EFC (6) 1112 29th Ave., 94601 / Phone: 689-2035 FRANCOPHONE CHARTER SCHOOL OF OAKLAND (TK-3)* TBD / Phone: 394-4110 KIPP BRIDGE CHARTER SCHOOL (5-8) 991 14th St., 94607 / Phone: 874-7255 Fax: 874-6796 LEARNING WITHOUT LIMITS CHARTER SCHOOL-EFC (K-5) 2035 40th Ave., 94601 / Phone: 879-1282 Fax: 879-128

55 2015-2016 Oakland Unified School District PreK Schools

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*# XThornhill Chabot DISTRICT 1 Hillcrest *#! Montclair Peralta X *# )" Sankofa Claremont )"Montera CDC *# ^G Joaquin Skyline X Miller Sankofa &-

Emerson CDC DISTRICT 4 !*# Yu-Ming Emerson P i e d m o n t Hintil Kuu Oakland ^ ! Berkley X Oakland COVA (!*# Int'l &- X COVA *#! X^Ca CDC Maynard T &- Tech (!!&- e ( High l e Munck g Piedmont r a Redwood North p Ave *# Schools (#): h

Oakland A Heights Grades v Crocker e Community Highlands Sequoia Community Oakland Sequoia CDC ^ PreK (30) (!*#! *# Glenview Laurel Day " Military ^ CDC &- )" E m e r y v i l l e (!)" Institute X X )"Bret DISTRICT 6 X Harte ^ X TK-1 (1) American (!)" X Roses in Indian Public Laurel Concrete X Fruitvale Fruitvale American Bay X TK-3 (1) High School Oakland Edna M G Indian Public ac *# )" arth (! Area Hoover ^ High Brewer CDC ur B Burckhalter ^ lv Street (!&- X Charter d Burbank X Tech Howard Grass XHarriet Sojourner " Valley X TK-5 (39) &- Westlake &- Allendale !)" Tubman CDC CDC Truth( CDC )" ^X Urban X " X Cleveland ^ *#&-^ ! Bella DISTRICT 5 Allendale Melrose Montessori Oakland X TK-7 (2) *# Vista Unity Rudsdale Howard &-MCClymonds X Manzanita SEED CDC Leadership *#! Triumph Parker X Bella G ! High Middle(!*# Tech ! G Oakland Alice Vista XX X )"# Aspire X X TK-8 (3) ^ Manzanita (!&- ! Castlemont e e School ^ v Street CDC v East Oakland " College ) A A Castlemont CDC United For DISTRICT 3 for the Arts Life d &- G t"h r *# K-2,4 (1) )" )" Leadership 3 CDC 5 Frick Primary Vincent Lafayette " Success 3 Academy *#! 7 (!*# # Bunche )" DISTRICT 2 (! Markham X (!* (! ^American Centro Learning Horace X (!X(!&- LPS *# K-5 (17) " X Garfield Global Mann East Francophone &- West Envision !&- Indian Franklin Roosevelt )" Infantil Without Limits *# )"# Oakland Charter II CDC (!XFamily X Arroyo Oakland )"* Charter (! *#! K-8 (12) Urban ve (! ! Lincoln CDC Fremont A KIPP)" )" Middle Oakland ! La Garfield ^ oft ^ Pride " ! X F )" r Viejo CDC X East Bay ! &- oothil Promise nc ( # l * Dewey B ! ^lv a Castlemont (! &- d X !X X ! B ( Charter High ( XEscuelita X *# Jefferson(!*# &- Innovation *# K-12 (1) MLK X ^(!Achieve Greenleaf Junior X &- Comm School International G CUES ^ Prescott (!)" &- ! Oakland CDC ERES Bridges X ! ^ for Creative Education *# Webster e )" 5-8 (1) ^ Downtown Gateway ! v DISTRICT 7 CDC MetWest CDC ^ Charter CDC A In CDC Community Yuk Yau )" ternational Blvd )"Roots CDC th MLK CDC Charter *#*#(! X 0 * PLACE at International &- ! United ^ 9 Cox REACH )" 6 (2) ^ CDC Think (! *# " Futures *# XPrescott Community )"* (! X^ Coliseum)"X New Academy!X # College (! ARISE College Prep ^ RISE Highland )" 6-7 (2) ASCEND Bridges ACORN )")" ^Cox CDC # Civicorps Now *#! Epic Lockwood XX &- ! Aspire Woodland ^ )" 6-8 (17) (! (!)"" CDC AllianceElmhurst Lazear Golden Highland XX )"G 6-11 (1) State Prep ^ CDC *# Monarch EnCompass e (! " v )" 6-12 (7) A Acorn th 8 Woodland 9 &-" 11-12 (3) CDC Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^ &- 12 (1) A l a m e d a Stonehurst Charters Brookfield CDC Charter (OUSD- Brookfield (! CDC authorized) X^ Madison Lighthouse ! Lionel " XPark Lower Charter (Alameda Comm High &- !*# !)" ! (!( Wilson ( County-authorized) )"G Madison Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District PreK Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot DISTRICT 1 Hillcrest *#! Montclair Peralta X *# )" Sankofa Claremont )"Montera CDC *# ^G Joaquin Skyline X Miller Sankofa &-

Emerson CDC DISTRICT 4 !*# Yu-Ming Emerson P i e d m o n t Hintil Kuu Oakland ^ ! Berkley X Oakland COVA (!*# Int'l &- X COVA *#! X^Ca CDC Maynard T &- Tech (!!&- e ( High l e Munck g Piedmont r a Redwood North p Ave *# Schools (#): h

Oakland A Heights Grades v Crocker e Community Highlands Sequoia Community Oakland Sequoia CDC ^ PreK (30) (!*#! *# Glenview Laurel Day " Military ^ CDC &- )" E m e r y v i l l e (!)" Institute X X )"Bret DISTRICT 6 X Harte ^ X TK-1 (1) American (!)" X Roses in Indian Public Laurel Concrete X Fruitvale Fruitvale American Bay X TK-3 (1) High School Oakland Edna M G Indian Public ac *# )" arth (! Area Hoover ^ High Brewer CDC ur B Burckhalter ^ lv Street (!&- X Charter d Burbank X Tech Howard Grass XHarriet Sojourner " Valley X TK-5 (39) &- Westlake &- Allendale !)" Tubman CDC CDC Truth( CDC )" ^X Urban X " X Cleveland ^ *#&-^ ! Bella DISTRICT 5 Allendale Melrose Montessori Oakland X TK-7 (2) *# Vista Unity Rudsdale Howard &-MCClymonds X Manzanita SEED CDC Leadership *#! Triumph Parker X Bella G ! High Middle(!*# Tech ! G Oakland Alice Vista XX X )"# Aspire X X TK-8 (3) ^ Manzanita (!&- ! Castlemont e e School ^ v Street CDC v East Oakland " College ) A A Castlemont CDC United For DISTRICT 3 for the Arts Life d &- G t"h r *# K-2,4 (1) )" )" Leadership 3 CDC 5 Frick Primary Vincent Lafayette " Success 3 Academy *#! 7 (!*# # Bunche )" DISTRICT 2 (! Markham X (!* (! ^American Centro Learning Horace X (!X(!&- LPS *# K-5 (17) " X Garfield Global Mann East Francophone &- West Envision !&- Indian Franklin Roosevelt )" Infantil Without Limits *# )"# Oakland Charter II CDC (!XFamily X Arroyo Oakland )"* Charter (! *#! K-8 (12) Urban ve (! ! Lincoln CDC Fremont A KIPP)" )" Middle Oakland ! La Garfield ^ oft ^ Pride " ! X F )" r Viejo CDC X East Bay ! &- oothil Promise nc ( # l * Dewey B ! ^lv a Castlemont (! &- d X !X X ! B ( Charter High ( XEscuelita X *# Jefferson(!*# &- Innovation *# K-12 (1) MLK X ^(!Achieve Greenleaf Junior X &- Comm School International G CUES ^ Prescott (!)" &- ! Oakland CDC ERES Bridges X ! ^ *# Webster e )" 5-8 (1) ^ Downtown Gateway for Creative Education ! v DISTRICT 7 CDC MetWest CDC ^ Charter CDC A In CDC Community Yuk Yau )" ternational Blvd )"Roots CDC th MLK CDC Charter *#*#(! X 0 * PLACE at International &- ! United ^ 9 Cox REACH )" 6 (2) ^ CDC Think (! *# " Futures *# XPrescott Community )"* (! X^ Coliseum)"X New Academy!X # College (! ARISE College Prep ^ RISE Highland )" 6-7 (2) ASCEND Bridges ACORN )")" ^Cox CDC # Civicorps Now *#! Epic Lockwood XX &- ! Aspire Woodland ^ )" 6-8 (17) (! (!)"" CDC AllianceElmhurst Lazear Golden Highland XX )"G 6-11 (1) State Prep ^ CDC *# Monarch EnCompass e (! " v )" 6-12 (7) A Acorn th 8 Woodland 9 &-" 11-12 (3) CDC Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^ &- 12 (1) A l a m e d a Stonehurst Charters Brookfield CDC Charter (OUSD- Brookfield (! CDC authorized) X^ Madison Lighthouse ! Lionel " XPark Lower Charter (Alameda Comm High &- !*# !)" ! (!( Wilson ( County-authorized) )"G Madison Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District Elementary Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot

DISTRICT 1 ! Hillcrest *# Montclair Peralta X *# )" Sankofa Claremont CDC )"Montera ^_G *#Joaquin X Miller Sankofa &- Skyline

Emerson Piedmont *# CDC DISTRICT 4 ! Yu-Ming Emerson _ Ave P i e d m o n t Oakland ^ Hintil Kuu ! Berkley X COVA ^_ (!*# Int'l &- COVA *#! X Ca CDC T &- X (!!&- Maynard e ( High l e Oakland g Munck Schools (#): r North a Tech Redwood p *# h Grades

Oakland A Crocker Heights v e Community Highlands Sequoia Community ^_ PreK (30) Sequoia CDC (!*#! Oakland *# Glenview Laurel Day ^_ CDC )" X E m e r y v i l l e (!)"" Military X X )"Bret &- DISTRICT 6 XTK-1 (1) Institute Harte ^_ American )" Roses in (!X X Indian Public Laurel Concrete Bay XTK-3 (1) Harriet High School Fruitvale American Oakland Edna Fruitvale M G Area Indian Public ac *# Tubman )" arth (! Grass ^_ _ CDC u Tech Hoover ^ r High Brewer Charter Blvd X CDC (!&- X X Howard Valley XTK-5 (39) Burbank " &- Westlake &- Allendale (!)" ^_ CDC Burckhalter Sojourner CDC Street )" X Urban X " X Cleveland ^_ Truth*#&- ^_ ! Allendale Melrose MontessoriOakland XTK-7 (2) Bella DISTRICT 5 CDC *# Bella Leadership Unity Rudsdale &-McClymonds XVista Manzanita *#! Triumph Parker XHoward Vista CDC SEED G ! High Middle(!*# Tech ! G Oakland ^_ XX X )"# X XTK-8 (3) Alice (!&- ! Castlemont Manzanit^_a e e School v Street v " ) A Castlemont CDC United For A DISTRICT 3 for the Arts DISTRICT 2 Life d &- G t"h r # CDC )" )" 3 * K-2,4 (1) 5 Frick Primary Lafayette " Success 3 Academy Horace *#! 7 (!*# Vincent *# Bunche )" ^_ American (! Markham Aspire X &- (! (! Learning Mann X (!X(!LPS Francophone *# K-5 (17) " X Indian Centro Global East Oakland College &- West Envision &- Franklin Without Limits # ! Roosevelt )" Infantil (!*# Family * Charter )" ! Oakland Charter II Garfield X Leadership Arroyo East )" (! *# K-8 (12) X e Urban v (! ! Lincoln Garfield CDC ^_ Fremont A ^_ )" )" Middle Oakland La oft KIPP ! " ! X Fo )" cr Viejo CDC Oakland X East Bay o^_th ! &- il Promise n ( # l * Dewey B ! (! &- CDC lvd a X Castlemont ! (! B (X X Charter High XEscuelita X ^_*# Jefferson (!*# &- Innovation *# K-12 (1) MLK (! Greenleaf ^_ Pride June ior X Comm School Achieve G v X )" &- &- ! Int'l Oakland CDC ERES X CUES A (!^_ *# Webster th ! Prescott ^_ for Creative Education Bridges 0 DISTRICT 7 )" 5-8 (1) ! 9 Downtown Gateway CDC^_ CDC MetWest Charter CDC Community CDC CDC MLK CDC Charter Yuk Yau ## )" International Blvd )"Roots PLACE at Think Int'l **(! UnitedX ^_ Cox )"* 6 (2) ^_ CDC (!&- *#! Futures X College Comm * (! ^_ Coliseum)"" Academy *#XREACH Prescott )" X X New ! # Now School (! ARISE ASCEND College Prep ^_ RISE ^_ )" 6-7 (2) Epic Bridges Highland )")" Cox CDC # Civicorps *#! Lockwood EnCompassXX (!&- ! Aspire " ^_ Alliance Elmhurst )" 6-8 (17) (!)" CDC ACORN Highland Lazear Golden G WoodlandXX CDC )" 6-11 (1) State Prep ^_ *#Monarch e (! Acorn v )"" A 6-12 (7) th Woodland 8 9 CDC &-" 11-12 (3) Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^_ &- 12 (1) A l a m e d a Stonehurst Charters CDC Brookfield Charter (OUSD- Brookfield CDC (! authorized) X^_ Madison Lighthouse ! Lionel " XPark Lower Charter (Alameda Comm High &- !*# !)" ! (!( Wilson ()"G Madison County-authorized) Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District Elementary Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot

DISTRICT 1 ! Hillcrest *# Montclair Peralta X *# )" Sankofa Claremont CDC )"Montera ^_G *#Joaquin X Miller Sankofa &- Skyline

Emerson Piedmont *# CDC DISTRICT 4 ! Yu-Ming Emerson _ Ave P i e d m o n t Oakland ^ Hintil Kuu ! Berkley X COVA ^_ (!*# Int'l &- COVA *#! X Ca CDC T &- X (!!&- Maynard e ( High l e Oakland g Munck Schools (#): r North a Tech Redwood p *# h Grades

Oakland A Crocker Heights v e Community Highlands Sequoia Community ^_ PreK (30) Sequoia CDC (!*#! Oakland *# Glenview Laurel Day ^_ CDC )" X E m e r y v i l l e (!)"" Military X X )"Bret &- DISTRICT 6 XTK-1 (1) Institute Harte ^_ American )" Roses in (!X X Indian Public Laurel Concrete Bay XTK-3 (1) Harriet High School Fruitvale American Oakland Edna Fruitvale M G Area Indian Public ac *# Tubman )" arth (! Grass ^_ _ CDC u Tech Hoover ^ r High Brewer Charter Blvd X CDC (!&- X X Howard Valley XTK-5 (39) Burbank " &- Westlake &- Allendale (!)" ^_ CDC Burckhalter Sojourner CDC Street )" X Urban X " X Cleveland ^_ Truth*#&- ^_ ! Allendale Melrose MontessoriOakland XTK-7 (2) Bella DISTRICT 5 CDC *# Bella Leadership Unity Rudsdale &-McClymonds XVista Manzanita *#! Triumph Parker XHoward Vista CDC SEED G ! High Middle(!*# Tech ! G Oakland ^_ XX X )"# X XTK-8 (3) Alice (!&- ! Castlemont Manzanit^_a e e School v Street v " ) A Castlemont CDC United For A DISTRICT 3 for the Arts DISTRICT 2 Life d &- G t"h r # CDC )" )" 3 * K-2,4 (1) 5 Frick Primary Lafayette " Success 3 Academy Horace *#! 7 (!*# Vincent *# Bunche )" ^_ American (! Markham Aspire X &- (! (! Learning Mann X (!X(!LPS Francophone *# K-5 (17) " X Indian Centro Global East Oakland College &- West Envision &- Franklin Without Limits # ! Roosevelt )" Infantil (!*# Family * Charter )" ! Oakland Charter II Garfield X Leadership Arroyo East )" (! *# K-8 (12) X e Urban v (! ! Lincoln Garfield CDC ^_ Fremont A ^_ )" )" Middle Oakland La oft KIPP ! " ! X Fo )" cr Viejo CDC Oakland X East Bay o^_th ! &- il Promise n ( # l * Dewey B ! (! &- CDC lvd a X Castlemont ! (! B X( X Charter High XEscuelita X ^_*# Jefferson (!*# &- Innovation *# K-12 (1) MLK (! Greenleaf ^_ Pride June ior X Comm School Achieve G v X )" &- &- ! Int'l Oakland CDC ERES X CUES A (!^_ *# Webster th ! Prescott ^_ for Creative Education Bridges 0 DISTRICT 7 )" 5-8 (1) ! 9 Downtown Gateway CDC^_ CDC MetWest Charter CDC Community CDC CDC MLK CDC Charter Yuk Yau ## )" International Blvd )"Roots PLACE at Think Int'l **(! UnitedX ^_ Cox )"* 6 (2) ^_ CDC (!&- *#! Futures X College Comm * (! ^_ Coliseum)"" Academy *#XREACH Prescott )" X X New ! # Now School (! ARISE ASCEND College Prep ^_ RISE ^_ )" 6-7 (2) Epic Bridges Highland )")" Cox CDC # Civicorps *#! Lockwood EnCompassXX (!&- ! Aspire " ^_ Alliance Elmhurst )" 6-8 (17) (!)" CDC ACORN Highland Lazear Golden G WoodlandXX CDC )" 6-11 (1) State Prep ^_ *#Monarch e (! Acorn v )"" A 6-12 (7) th Woodland 8 9 CDC &-" 11-12 (3) Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^_ &- 12 (1) A l a m e d a Stonehurst Charters CDC Brookfield Charter (OUSD- Brookfield CDC (! authorized) X^_ Madison Lighthouse ! Lionel " XPark Lower Charter (Alameda Comm High &- !*# !)" ! (!( Wilson ()"G Madison County-authorized) Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District Middle Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot

DISTRICT 1 ! *#Hillcrest Montclair Peralta X *# )" Sankofa Claremont CDC )" Montera ^_G *# Joaquin X Miller Sankofa &- Skyline

Emerson *# CDC DISTRICT 4 ! Yu-Ming Emerson ^_ P i e d m o n t Berkley Oakland X Hintil Kuu ! COVA ^_ (!*# Int'l &- COVA *#! X Ca CDC Maynard T &- X (!!&- e ( High l Oakland e g Piedmont Munck Schools: r North a Tech Redwood p Ave *# h Grades Oakland A Heights v Crocker Community e Highlands Community Oakland Sequoia ^_ PreK (30) ! Glenview Sequoia CDC Day (!*# Military *# Laurel " ^_ )" X E m e r y v i l l e !)" Institute X X )" Bret CDC &- DISTRICT 6 XTK-1 (1) ( Harte ^_ American (!)" X Roses in Indian Public Laurel Concrete Bay X Fruitvale American XTK-3 (1) Harriet High School Oakland Edna Fruitvale G Area Indian Public Mac *# Tubman )" arth (! Hoover ^_ _ CDC u Grass ^ r High Brewer B Tech &- X Charter lvd X X CDC (! Burckhalter " Howard Valley XTK-5 (39) &- Westlake &- Allendale Burbank (!)" CDC ^_ CDC Sojourner Street )" X Urban X " X Cleveland ^_ Truth*#&- ^_ ! Allendale Melrose Montessori Oakland TK-7 (2) # Bella DISTRICT 5 X McClymonds * CDC Leadership Unity RudsdaleX &- XVista Manzanita *#! Triumph Parker Howard SEED !HighMiddle G (!*# Tech Bella ! G Oakland ^_ XX X )"# X XTK-8 (3) Alice Vista CDC (!&- ! Castlemont ^_ e School e Street v " v ) A United For A A spire Castlemont DISTRICT 3 for the Arts Manzanita Life d &- t"h East r G CDC )" )" 3 # K-2,4 (1) DISTRICT 2 5 Frick Primary * C7 ollege Lafayette CDC Success 3 Academy ! !*# Vincent "" Horace Oakland(!*# Markham ( *# Bunche (!) ^_American Learning X &- LPS (! Mann Leadership X (!X(! *# K-5 (17) " Centro Global Francophone &- X &- Indian Franklin Without # Envision ! Roosevelt )" Infantil *# * )" West Charter II Garfield Limits(!XFamily Arroyo East )" Charter (! *#! K-8 (12) X e v (! ! Lincoln Garfield CDC Urban ^_ Fremont A ^_ )" )" La oft Oakland East Bay KIPP Oakland ! " ! X Fo )" cr Viejo CDC X o^_th ! Oakland &- il n ( # l * Dewey B ! (! &- lvd Promise a X Castlemont ! CDC B X( (! X X ^_*# Jefferson *# Pride X MiddleCharter High X Escuelita (!Achieve (! &- Greenleaf ^_ Innovation *# K-12 (1) Comm School CDC G Junior X )" &- &- ! Int'l ERES X CUES MLK (!^_ Oakland ! Prescott ^_ *# Bridges Webster e )" for Creative Education! v DISTRICT 7 5-8 (1) Gateway CDC^_ CDC Downtown MetWest Charter Community A Inter CDC CDC MLK CDC )" national Blvd )" Roots CDC th Yuk Yau *#*#(! 0 * Charter Think Int'l UnitedX ^_ 9 Cox )" 6 (2) ^_ PLACE at CDC (!&- *#! Futures College Comm ! ^_ Coliseum " Academy *# REACH X Prescott )"* ( X )"X !X # Now School (! ARISE College Prep ^_ RISE New ^_ )" 6-7 (2) ASCEND Bridges "" Cox CDC ! Epic Lockwood XXHighland )) # Civicorps !*# Aspire EnCompass ^_ )" 6-8 (17) (!&- )"" CDC Alliance Elmhurst Lazear Golden(! ACORN XX Highland )"G 6-11 (1) State Prep Woodland ^_ CDC *# Monarch e (! v )"" 6-12 (7) Acorn A th 8 Woodland 9 " CDC &- 11-12 (3) Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^_ &- 12 (1) A l a m e d a Stonehurst Charters CDC Brookfield Charter (OUSD- Brookfield CDC (! ^_ authorized) X Madison Lighthouse ! Lionel " XPark Lower Charter (Alameda Comm High &- (!*# (!)" ! (! County-authorized) Wilson )"G Madison Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District Middle Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot

DISTRICT 1 ! *#Hillcrest Montclair Peralta X *# )" Sankofa Claremont CDC )" Montera ^_G *# Joaquin X Miller Sankofa &- Skyline

Emerson *# CDC DISTRICT 4 ! Yu-Ming Emerson ^_ P i e d m o n t Berkley Oakland X Hintil Kuu ! COVA ^_ (!*# Int'l &- COVA *#! X Ca CDC Maynard T &- X (!!&- e ( High l Oakland e g Piedmont Munck Schools: r North a Tech Redwood p Ave *# h Grades Oakland A Heights v Crocker Community e Highlands Community Oakland Sequoia ^_ PreK (30) ! Glenview Sequoia CDC Day (!*# Military *# Laurel " ^_ )" X E m e r y v i l l e !)" Institute X X )" Bret CDC &- DISTRICT 6 XTK-1 (1) ( Harte ^_ American (!)" X Roses in Indian Public Laurel Concrete Bay X Fruitvale American XTK-3 (1) Harriet High School Oakland Edna Fruitvale M G Area Indian Public ac *# Tubman )" arth (! Hoover ^_ _ CDC u Grass ^ r High Brewer B Tech &- X Charter lvd X X CDC (! Burckhalter " Howard Valley XTK-5 (39) &- Westlake &- Allendale Burbank (!)" CDC ^_ CDC Sojourner Street )" X Urban X " X Cleveland ^_ Truth*#&- ^_ ! Allendale Melrose Montessori Oakland TK-7 (2) # Bella DISTRICT 5 X McClymonds * CDC Leadership Unity RudsdaleX &- XVista Manzanita *#! Triumph Parker Howard SEED !HighMiddle G (!*# Tech Bella ! G Oakland ^_ XX X )"# X XTK-8 (3) Alice Vista CDC (!&- ! Castlemont ^_ e School e Street v " v ) A United For A A spire Castlemont DISTRICT 3 for the Arts Manzanita Life d &- t"h East r G CDC )" )" 3 # K-2,4 (1) DISTRICT 2 5 Frick Primary * C7 ollege Lafayette CDC Success 3 Academy ! !*# Vincent "" Horace Oakland(!*# Markham ( *# Bunche (!) ^_American Learning X &- LPS (! Mann Leadership X (!X(! *# K-5 (17) " Centro Global Francophone &- X &- Indian Franklin Without # Envision ! Roosevelt )" Infantil *# * )" West Charter II Garfield Limits(!XFamily Arroyo East )" Charter (! *#! K-8 (12) X e v (! ! Lincoln Garfield CDC Urban ^_ Fremont A ^_ )" )" La oft Oakland East Bay KIPP Oakland ! " ! X Fo )" cr Viejo CDC X o^_th ! Oakland &- il n ( # l * Dewey B ! (! &- lvd Promise a X Castlemont ! CDC B X( (! X X ^_*# Jefferson *# Pride X MiddleCharter High X Escuelita (!Achieve (! &- Greenleaf ^_ Innovation *# K-12 (1) Comm School CDC G Junior X )" &- &- ! Int'l ERES X CUES MLK (!^_ Oakland ! Prescott ^_ *# Bridges Webster e )" for Creative Education! v DISTRICT 7 5-8 (1) Gateway CDC^_ CDC Downtown MetWest Charter Community A Inter CDC CDC MLK CDC )" national Blvd )" Roots CDC th Yuk Yau *#*#(! 0 * Charter Think Int'l UnitedX ^_ 9 Cox )" 6 (2) ^_ PLACE at CDC (!&- *#! Futures College Comm ! ^_ Coliseum " Academy *# REACH X Prescott )"* ( X )"X !X # Now School (! ARISE College Prep ^_ RISE New ^_ )" 6-7 (2) ASCEND Bridges "" Cox CDC ! Epic Lockwood XXHighland )) # Civicorps !*# Aspire EnCompass ^_ )" 6-8 (17) (!&- )"" CDC Alliance Elmhurst Lazear Golden(! ACORN XX Highland )"G 6-11 (1) State Prep Woodland ^_ CDC *# Monarch e (! v )"" 6-12 (7) Acorn A th 8 Woodland 9 " CDC &- 11-12 (3) Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^_ &- 12 (1) A l a m e d a Stonehurst Charters CDC Brookfield Charter (OUSD- Brookfield CDC (! ^_ authorized) X Madison Lighthouse ! Lionel " XPark Lower Charter (Alameda Comm High &- (!*# (!)" ! (! County-authorized) Wilson )"G Madison Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District High Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot

DISTRICT 1 ! Hillcrest *# Montclair Peralta X *# )" Sankofa Claremont CDC )" Montera ^_G *# Joaquin X Miller Sankofa &- Skyline

Emerson *# CDC Piedmont DISTRICT 4 ! Yu-Ming Emerson Ave P i e d m o n t ^_ Hintil Kuu ! Berkley Oakland X COVA ^_ *# &- COVA #! Ca CDC (! Maynard Int'l &- X (!* (!&- High X Oakland Munck Schools: North Tech Redwood*# T e Heights Grades Oakland l e Crocker g

r Community Oakla and Highlands Sequoia Community p ^_ PreK (30) h Glenview Sequoia ! MilitaA ry # CDC Day *# v * Laurel (! e " Institute ^_ &- )" X E m e r y v i l l e (!)" X X )" Bret CDC DISTRICT 6 XTK-1 (1) Harte ^_ American (!)" X Roses in Indian Public Laurel Concrete Bay X Fruitvale XTK-3 (1) Harriet High School American Oakland Edna Fruitvale M G Burckhalter Area ac *# )" Indian Public arth (! Hoover ^_Tubman Brewer ^_ CDC ur Tech Grass High X Charter Blvd X CDC (!&- Valley X " Howard XTK-5 (39) &- Westlake &- Burbank Sojourner (!)" ^_ CDC CDC Street )" X Urban Truth X " X Cleveland Allendale Allendale Oakland ^_ *#&- ^_ ! # Bella DISTRICT 5 CDC Montessori XTK-7 (2) * Bella Unity Triumph RudsdaleX &-McClymonds XVista Manzanita *#! Parker Howard Vista CDC SEED !HighMiddle *# Tech Oakland G (! ! G ^_ XX XMelrose )"# X XTK-8 (3) Alice ^_ (!&- ! Aspire Castlemont School e Leadership v )" Street A Castlemont DISTRICT 3 for the Arts DISTRICT 2 Manzanita United For " Life College &- )" )"th G CDC 5 Frick Primary *# K-2,4 (1) CDC Success 3 Academy ! *# Vincent Lafayette " Horace *# (! *# Bunche (!)" ^_ Learning (! Markham X &- LPS (! American Mann X (!X(! *# K-5 (17) " X Indian Centro Without Global East Oakland Francophone &- Envision!&- Franklin Roosevelt )" *# # Infantil ! Family Leadership e * Charter )" Limits( v West Charter II Garfield X East )" (! ! X e ArroAyo *# K-8 (12) v (! Urban A ! Lincoln Garfield CDC ^_ Fremont d ^_ ft KIPP )" )" Oakland ! ! La " ro Viejor CDC Oakland " X Fo ) c 3 X East Bay o^_th ! &- il n ( # l 7 * B ! (! Dewey &- lvd Promise a X Castlemont ! ! CDC B X( Middle Oakland ( XEscuelita X ^_*# *# Pride X X (!Achieve Jefferson (! &- Greenleaf ^_ Innovation *# K-12 (1) Charter High Comm School G Junior MLKX !)" &- &- ! Int'l Oakland CDC ERES X CUES Webster (^_ ! Prescott ^_ for Creative Education *# Bridges e Gateway ! CDC ^_ CDC v DISTRICT 7 )" 5-8 (1) Downtown MetWest Charter Community CDC A Inte CDC Roots CDC MLK CDC )" rnational Blvd )" th Charter Yuk Yau *#*#(! 0 * Int' X 9 PLACE at Think United ^_ Cox )" 6 (2) ^_ CDC (!&- *#! ^_ " Futures *# X Prescott College Comm )"* (! X Coliseum )"X Academy!XREACH Now School (! ARISE ^_ RISE New )"# 6-7 (2) ASCEND Bridges College Prep ^_Cox CDC ! Epic Lockwood XXHighland )")" # Civicorps *# Aspire EnCompass ^_ (!&- ! "" CDC Alliance Elmhurst )" 6-8 (17) (!) Highland Lazear Golden G ACORNXX CDC )" 6-11 (1) State Prep ^_ *# Monarch Woodland e (! v " A )" 6-12 (7) Acorn th 8 Woodland 9 " CDC &- 11-12 (3) Esperanza Korematsu S a n L e a n d r o XX &- 9-12 (19) # ^_ &- 12 (1) A l a m e d a Stonehurst Charters CDC Brookfield Charter (OUSD- Brookfield CDC (! authorized) ^_ Madison Lighthouse X Lionel &- *#! )"" XPark Lower Charter (Alameda Comm High (!(! Wilson(!)"G Madison ! County-authorized) Lighthouse Park Upper OUSD Board of ¯ Community Education District 0 0.5 1 2 Miles Boundaries SLRadke/RAD 6.25.2015 2015-2016 Oakland Unified School District High Schools

*#Kaiser

B e r k e l e y

*# XThornhill Chabot

DISTRICT 1 ! Hillcrest *# Montclair Peralta X *# )" Sankofa Claremont CDC )" Montera ^_G *# Joaquin X Miller Sankofa &- Skyline

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