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Parent Guide 2014 – 2015

www.ousd.k12.ca.us Visit our website for phone numbers, calendars, meal menus, and more. 2 Parent Guide 2014-2015 Oakland Unified School District

OUSD Parents, Caretakers and Guardians, Early Literacy It is with joy and anticipation that we welcome you to OUSD for the OUSD is committing substantial resources to literacy instruction in 2014-15 school year and thank you for entrusting us with your child’s order to reduce the number of students who move from grade to education. As leaders of this community and stewards of its children, grade without foundational literacy skills. As part of our Literacy our responsibility is to make Oakland’s great promise manifest. Framework and Five-Year plan, OUSD has instituted screenings at To prepare the next generation of citizens, parents, homeowners, key points in elementary school, focused professional development business operators and employees, we must educate students in a for pre-kindergarten and elementary school teachers on literacy, way that addresses both sides of Oakland—the one we embrace and and created a program designed to increase reading proficiency for the one we hope to recreate. secondary students by at least two grade levels. Oakland can only reach its potential, if we improve conditions for OUSD uses the Scholastic Reading Inventory to screen reading skills our children and help students develop the skills required for success at critical transition points and help identify students in need to in school, success in career, and success in life. Unfortunately, our interventions—before low literacy skills become an obstacle to current system doesn’t adequately account for the environments learning across the curriculum. our students experience, the needs of the whole child, or the shifting demands of a 21st century workplace. To counter this, OUSD is In addition to screening and identifying students at risk for reading expanding approaches to education that address these broader failure, we’re embracing a proactive strategy of strengthening literacy issues while supporting academic work and student performance. instruction at the lower elementary grades. All of our K-5 teachers Prominent among the strategies we’re emphasizing are: are focusing on strong implementation of a literacy curriculum that supports the use of academic language. OUSD is also purchasing • Common Core more books and more culturally relevant materials and high-interest literature for all students. • Early Literacy At the secondary level, some struggling students are enrolled in • Linked Learning in what are called “strategic reading” classes. These courses are • Social and Emotional Learning (SEL) designed to boost reading skills up to grade level, but certain students • STEM (Science, Technology, Engineering and Math) assigned to these classes are multiple years behind in their reading ability and need more intensive social-emotional and instructional support to accelerate literacy development. This is provided by Common Core Secondary Literacy Specialists, selected based on both cultural Regardless of background or location, every student in America competence and demonstrated success, who are working with should graduate from high school with the ability to read, to students who have fallen behind by four or more grade levels. write, to do math and to think critically. OUSD has joined with nine In this setting, students know their own improvement goals and other districts across California to implement Common Core State use technology for monitoring their own progress as readers. The Standards that help ensure that all students, no matter where students practice and support each other’s learning in writers’ they live, are focused on graduating from high school prepared for workshops and literature circles. When a student has attained grade postsecondary education and careers. level literacy capacity, he or she has a “graduation ceremony” and Common standards facilitate conversation among parents, teachers, exits out of the program. and children about high-level academic learning goals. Because common standards define exactly what students should know and be Linked Learning able to do at each grade level, they help parents hold their schools accountable for teaching students in ways that support learning of The Oakland Unified School District has embraced Linked Learning the important content and skills. as an innovative approach to increase student engagement and prepare our graduates for college and career. In OUSD, Linked OUSD’s implementation of the Common Core includes standards Learning incorporates four basic components: a rigorous focus on in English Language Arts and Math, aligned with assessments, core academics, hands-on technical and practical education through instructional materials and professional development for teachers an academy or career pathway, workplace experience through that provides deeper knowledge of the essential content students will internships and apprenticeships, and interventions designed to meet need to thrive in college and the modern workforce. student needs and provide essential social services. The focus on curriculum is complemented by an emphasis on This integrated strategy creates a connection between what kids talent management and developing, supporting, and empowering are learning in school and how it can affect their future. Blending great teachers and school leaders through improved recruitment, rigorous academics with career-based, real world learning provides a preparation, and professional support systems, including an effective personalized educational experience that creates more opportunity teacher and principal evaluation system. for students to discover new aspirations and acquire the skills needed We are also gaining knowledge and strength through our to succeed in their chosen field. collaboration with the other member districts in the California Office Research shows that, compared to traditional schools, the Linked to Reform Education. Sharing and using information, knowledge and Learning approach results in higher retention and graduation rates experience across districts will allow us to more effectively improve for students. OUSD has the most certified California Partnership systems and instruction, particularly in support of struggling schools. Academies of any district in California and we are working to create additional career academies and pathways for high school students in

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 3 order to prepare them for the 21st century goal of having 80 percent of our high school students in an academy or pathway by the year TABLE OF CONTENTS 2015. Overview: Community Schools, Social and Emotional Learning Thriving Students ...... 4 Social and Emotional Learning (SEL) is at once a method for personal growth and strengthening community, as well as a framework for OVERVIEW OF OAKLAND UNIFIED SCHOOL DISTRICT . . .7 school improvement. SEL teaches the skills we all need to handle An outline of OUSD’s vision, student demographics, ourselves, our relationships, and our work, effectively and ethically. academic performance, financial outlook, and OUSD Fast Points of emphasis include managing emotions, developing concern Facts. for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively. PARENT RESOURCES ...... 13 SEL skills help create and maintain learning environments that What you need to know about enrollment and registration, reduce discipline problems like truancy, violence and bullying while how to support your child’s learning from kindergarten producing a greater affinity for school among students and higher through high school, and promotion and graduation rates of work satisfaction for staff. This, in turn, results in better requirements. academic outcomes, deeper understanding of subject matter, richer RIGHTS AND RESPONSIBILITIES ...... 25 collaboration and increased student engagement. A guide to laws and policies about attendance and truancy, Researchers believe addressing psychological factors that influence equity and nondiscrimination, health and safety, information learning is a critical step in boosting academic achievement. This and privacy, personal appearance and property, and school is reinforced by quantitative studies demonstrating that Social climate and discipline. and Emotional Learning has a profound effect on achievement as reflected in higher standardized test scores and grade point average, APPENDIX ...... 41 and a reduced incidence of violent or risky behavior. Social and Emotional Learning is not a diversion from the educational DIRECTORY ...... 50 mission or an adjunct to it. Instead, it’s an integral part of instruction Contact information for District offices and school board and student learning; a strategy for accelerated achievement, members, plus a map and phone numbers for all Oakland enhanced problem solving and the development of workplace public schools. and life skills. Social and Emotional Learning is an ethos that is infused throughout a school system, reflected in the mindset of the EQUITY AND NONDISCRIMINATION organization, demonstrated in the practices of its members, and seen in better outcomes for its students. 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. Science Technology, Engineering and Nondiscrimination Policy Mathematics (STEM) OUSD prohibits unlawful discrimination against any protected group as identified under Education Code 200 and 220 and Government Code 11135, Section 504 of Teaching science, engineering, technology and math is nothing new, the Rehabilitation Act, the Americans with Disabilities Act, and Title IX. but breaking down the walls between them to develop an integrated curriculum that stresses hands-on learning, problem solving skills and The Governing Board desires to provide a safe school environment that allows 21st Century innovation is. students equal access and opportunities in the district’s academic and other educational support programs, services and activities. The Board prohibits, Modern jobs require workers to have a greater ability to think at any district school or school activity, unlawful discrimination, harassment, critically, work as a member of a team and work independently. intimidation and bullying of any student based on the student’s actual race, color, OUSD’s approach to STEM Education attempts to transform the ancestry, national origin, ethnic group identification, citizenship, age, religion, typical teacher-centered classroom by encouraging discovery and marital or parental status, physical or mental disability, medical condition, status as a veteran or disabled veteran, sex, sexual orientation, gender, gender Identity, exploratory learning, and requiring students to actively engage a or gender expression; the perception of one or more of such characteristics; situation in order to find its solution. or association with a persons or group with one or more of these actual or The National Science Foundation estimates that 80 percent of the perceived characteristics. Complaint forms are available at school sites and at the jobs created in the next decade will require some form of math and Office of the Ombudsperson. Gabriel Valenzuela is the District’s Ombudsperson science skills and OUSD is emphasizing these areas throughout the 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. District, but particularly at schools in neighborhoods that have been traditionally underserved. The District’s 504 Coordinator is Barbara Parker, located at 746 Grand Ave., Room 15, Oakland CA, 510-273-1510. See page 27 for further information on Equity and We’re developing a STEM Corridor in West Oakland that leverages the Nondiscrimination. BOARD POLICY 0410, 4030, 5145.3 neighborhood’s industrial heritage by creating continuum of learning beginning in the area’s elementary schools, and progressing through 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 middle and high schools, so all graduates benefit from a well-balanced for the policies and administrative regulations of the District. You can review the policies and regulations on education that prepares them to be successful members of society. our website, www.ousd.k12.ca.us. © 2014 Oakland Unified School District. Editor: Rebecca Hopkins. Design: slimgim designs. Select photos © Hasain Rasheed.

OVERVIEW: Community Schools, Thriving Students Where We Have Been, Where We Are Now, Where We Are Going When we began our work together following return of local control to Oakland, we embarked on a four-phase, seven-year effort to give our community the public school system that we deserve. The time span for producing high-quality, durable systems that support high-quality schools in every neighborhood is July 2009 – June 2016. In the midst of this systemic structural change, student learning and instruction must be at the heart of our everyday work. A productive learning relationship between students, teachers, and families is the core of quality education.

In Phase 1: Initiation (2009-2010), we set about establishing a shared positive identity for OUSD. OUSD had drifted into a system of schools with independent and competitive practices and had lost a collective identity as a school system serving each Oakland child in each neighborhood well. Listening to people tell the many stories of Oakland, the versions of successes and the feelings of loss drove us. We heard from families, business leaders, faculty, community leaders, and Board members about a deep sense of separateness and a longing for real connection in service of children. So we crafted a framework that put children and schools at the center of our community. In June 2010, our School Board adopted this vision and set out a new course and established a clear identity for OUSD: Community Schools, Thriving Students. You can download a PDF of the Strategic Plan at www.thrivingstudents.org. In Phase 2: Design (2010-2011) Making the vision a reality required making the work real. To help shape this work, fourteen Task Forces engaged the community and experts in a process of inquiry, research, analysis, and recommendations. These efforts were essential to making new engagement systems and processes that will support our long-term efforts to build durable systems that produce trusting relationships and belief in the public school system’s ability to care for and educate Oakland’s children. The task force work was designed to require people to work in new ways that will produce new beliefs over time. This new way of working together is producing a culture of shared purpose and relational accountability. Phase 3: Implementation (2011-2014), started with coordinating, aligning, and leveraging all resources in order to organize all fiscal, human, and physical assets. With recently-developed performance management tools such as the Balanced Scorecard framework, we have started using this new accountability structure as a measure of performance and guide for professional and personal development. In this phase, we have engaged the significant work of aligning our talented human capital with organizational goals and needs. The core of this phase was focused on learning how to implement well and work well together. In Phase 4: Tuning & Sustaining (2014-2016), In the 2014-15 school year, we will move forward from the “year-three goals.” The year-one and year-three goals are evidence of progress and reveal where the strengths, weaknesses, opportunities, and threats were in our original theory of action. One of our five-year goals is to produce a new five-year plan for our School Board to consider for adoption in June of 2016. That plan will build on the work of the preceding six years and begin the next chapter of OUSD. This thoughtful consistency will allow us to maintain leadership continuity and improve our capacity as a stabilizing and catalyzing force for Oakland’s healthy future.

You can find more information about the OUSD Strategic Plan and the current work being done to implement the plan at www.thrivingstudents.org.

Community Schools — A Model for Change “A Community School is a strategy for organizing the resources of the community around student success. It is both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, services, supports and opportunities leads to improved student learning, stronger families and healthier communities. Schools become centers of the community and are open to everyone . . . These Community Schools are based on a “developmental triangle,” which calls for a strong instructional program, expanded learning opportunities through enrichment, and services designed to remove barriers to students’ learning and healthy development, so that they can thrive academically and socially.” —The Children’s Aid Society Our guiding framework is to develop each Oakland public school to become a Full-Service Community School. We built our model by looking at the Children’s Aid Society “developmental triangle” to ground the District’s strategic planning in the national work of community schools. To begin, we placed our thriving students at the center to make sure that everything connects back to that vision. As the task forces and community engagement surfaced different ideas and issues, we designed the sides of the triangle to reflect their emerging themes of ensuring a high quality instructional core, of developing social and emotional

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 5 health, and of creating equitable opportunities for learning. With these “sides” in place, we developed and mapped our major goal areas along these themes – emphasizing our Board’s priorities for children and youth (e.g., Safe, Healthy, and Supportive Schools; High Quality and Effective Instruction; and Prepared for Success in College and Careers) and then added major building and accountability priorities for organization (e.g., Building a Full-Service Community District, Accountability for Quality). Altogether, these five goal areas cover the range of ideas, issues, questions, and plans for the work ahead of us. What are Full-Service Community Schools and a Full-Service Community School District? The Oakland Unified School District has taken on a task that few other districts have attempted: the creation of a Full-Service Community School District populated by Full-Service Community Schools. OUSD will create a Full-Service Community School District that serves the whole child, eliminates health, social and educational inequity, and provides each child with a caring environment that supports student learning and success. Full-Service Community Schools’ effectiveness is based on the integration of academic learning with essential supports and opportunities. Using this strategy, cities and counties across the country have developed robust relationships with families and a host of community partners in order to create effective community schools. The last 20 years of hard work in a growing number of cities and counties has yielded data-based evidence that students in Full-Service Community Schools show significantly improved academic performance, especially in reading and math; improved attendance, stay-in-school rates, and graduation rates; and improved student behavior, family health, parent involvement, and youth community involvement. Participating students have also shown strong gains in youth assets, including gaining confidence in school subjects and teamwork. We are guided in this work by a set of general principles: 1. We believe that learning takes place in all contexts and does not privilege one learning environment over another. 2. We believe that families and teachers are the primary influences on student success and should be supported by the District, schools and community in creating learning opportunities for students during and outside of instructional classroom time. 3. We need to approach students and families in a manner that is strengths-based and rooted in child, youth and human development principles, with the belief that all students and families have the ability to succeed if provided with adequate support. 4. We need to respect and build upon the cultural and linguistic identity of students and their families. 5. We need to actively foster engagement, alignment and collaboration among diverse partners. 6. We need to use valid data to identify and prioritize needs and to measure success. 7. We need to ensure that support services are family-friendly and easy to access. School leaders have seen that in order for quality instructional programs to result in high academic achievement, they must address the needs of the whole child. Full-Service Community Schools and their partners recognize that children need a variety of coordinated academic and instructional supports in order to succeed in school and graduate college and career ready. A Full-Service Community School in Oakland serves the whole child; it invites the community in and extends its boundaries into the community in order to accelerate academic achievement. Adults at the school and in the community work collaboratively to create a common vision for the school and use data to regularly assess outcomes of academic and learning support services. The school shares responsibility for student, family and community success. As Diagram 3 on the following page illustrates, Full-Service Community Schools in Oakland: 1. offer a coordinated and integrated system of academic and learning support services; 2. become a safe and healthy center of the community; 3. foster trusting, intentional relationships and partnerships; 4. build the capacity of adults and students to share responsibility for leadership and decision-making; and 5. tailor the specific approach and mix of services to each community through a process of understanding and addressing inequities. A Full-Service Community School is a place and a set of partnerships connecting school, family and community to support student success. A Full-Service Community School has a strong academic core with an integrated focus on youth development, family support and engagement, health and social services, and community development. This creates expanded learning opportunities for students before and after school, during school breaks and summers; comprehensive health and social services which address barriers to learning; and family and community engagement that increases the involvement and contributions of parents to support their children’s education in school and at home. The Full-Service Community School also engages residents and community partners in the life of the school, and offers life-long learning opportunities to families. Collaborative leadership by representatives from all stakeholder groups in the school and community – educators and other school staff, parents, students, funders, community members, community partners and policymakers – is a key component to creating a durable and resource-rich environment for children and families. Collaborative leadership in a Full-Service Community School framework involves creating a multi-stakeholder leadership team at the site level and cross-boundary teams in the District and other public agencies, with a special emphasis on leadership opportunities for parents and students. This will involve a cultural shift away from a more hierarchical structure and an understanding that in a Full-Service Community Schools framework, the development of school-community relationships is vital to building a strong and sustainable network of resources for children and their families The transition to Full-Service Community Schools and a Full-Service Community School District begins by building understanding and trust in the process; it cannot move forward without community investment. Key figures from across the city, leaders in the school district and at sites, families, community partner service providers, and community members develop a shared understanding of the essential components of the Full-Service Community Schools strategy so that they can support implementation together.

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OUSD Overview Student Demographics IN THIS SECTION: During the 2013-14 school year, 37,040 students attended OUSD schools. See the Fast Facts on pages 10-11 for a detailed breakdown of student groups. VISION, Mission & Goal Areas ...... 7 OUSD boasts one of the most diverse student populations in California. The ACADEMIC PERFORMANCE ...... 7 rich cultural and linguistic diversity of our community is one of our greatest assets as we strive to prepare students for college and career. FINANCIAL OUTLOOK ...... 8 Of OUSD’s student population, 30 percent are English Language Learner About this Parent Guide (ELL) students, with more than 40 languages are represented. Other than English, the most widely spoken primary languages are Spanish, Cantonese, This year—and every year—your child will have the best opportunity for Vietnamese, Khmer (Cambodian), Mien (Yao), and Arabic. academic success if there’s a strong partnership between you and the school. Of all the factors that affect student achievement, research shows that parents’ expectations and support are among the most influential. The 2014- Academic Performance 2015 Parent Guide was developed with that in mind, to give you information “How is OUSD improving academically?” 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 teachers and counselors on their children’s progress, have meaningful roles We’re Graduating More Kids, in school decisions, and hold us accountable to our commitment to provide a Including African-American Male Students high-caliber education for every single child. The District overview that begins on this page provides general information about OUSD goals and strategies. Parent Resources, starting on page 13, covers everything from how to enroll your child in kindergarten to what courses are required for college admission. It also includes ways to encourage good study habits and how to advocate for improvements on school or District-wide issues. The final section of the guide contains a directory of phone numbers for District offices as well as for individual schools. Throughout this guide, the word “parent” refers to a parent or guardian. We hope you find this guide to be a helpful resource. Best wishes for a successful school year! OUSD OVERVIEW Over the past three years, the four-year cohort graduation rate for the VISION District overall has increased by 3.9%, and has increased by 5.4% for our African-American Male students. All students will graduate from high school. As a result, they are caring, competent, and critical thinkers, fully-informed, engaged and contributing citizens, and prepared to succeed in college and career. MISSION Fewer Students are Dropping Out (or Being Pushed Out) of School To create a Full-Service Community District that serves the whole child, eliminates inequity, and provides each child with excellent teachers for every day. GOAL AREAS Every student in the Oakland Unified School District will: • Attend a SAFE, HEALTHY, and SUPPORTIVE SCHOOL, that collaborates with civic and community partners to reduce violence in the community and schools, thereby creating secure campuses where a culture of calm prevails. • 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. Over the past three years, the cohort drop-out (or push-out) rate decreased • Have HIGH-QUALITY and EFFECTIVE INSTRUCTION with excellent teachers by 5.4% for the District overall and decreased by 7.5% for African-American for every day of the school year. Male students. This means more students are staying in school. The Oakland Unified School District will: • Become a Full-Service Community District that is in service of and fully supporting the success of community schools and thriving students. • Be ACCOUNTABLE for HIGH-QUALITY for its schools and in its work across the organization.

FINANCIAL OUTLOOK More Students are Staying in School Between 9th and 10th Grades The 2014-15 school year ushers in a bright and hopeful financial outlook. The State adopted the Governor’s new financial model for K-12 education, which will increase the per-student funding over the next eight years. Additional funding is awarded to school districts based on the number of students who are either low-income, English Language Learners (ELLs), or Foster Youth. OUSD greatly benefits from this model of funding based on the large number of students who are represented by the funding categories. Currently, 77.59 percent of our students qualify. To ensure that our funding is maximized, it is imperative that parents, guardians, and caregivers partner with us to do the following: 1) enroll and register students in our schools 2) complete and submit the Free & Reduced Lunch Application form or the LCFF form 3) bring your child to school every day

Before and during State Administration, OUSD’s high schools were losing The Oakland School Board has passed Board Policy 3150 on budgeting that hundreds of students as they went from 9th to 10th grade. Since the start of requires: our Strategic Plan, we’ve increased our holding power and kept many more 1) the allocation and expenditure of OUSD financial resources be aligned to students in high school. the achievement of continuous improvement in school quality and student outcomes; 2) the allocation of OUSD financial resources to schools shall be maximized; We’ve Increased the Quality of Our Schools 3) the distribution of OUSD financial resources to schools shall account for varying student needs and neighborhood conditions; 4) school governance teams shall be empowered to budget and expend OUSD financial resources; and, 5) the general public shall have timely access to accurate, comprehensive, and easily comprehensible OUSD financial management information at the 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. To view all school budgets for the 2014-15 school year, please visit our website at www.ousd.k12.ca.us/schoolbudgets. To access the District’s historical financial documents, please visit www. ousd.k12.ca.us/financedocs.

With a common vision for Full-Service Community Schools and a focus on LCFF and LCAP improving the quality of education for all students, more schools have In June of 2013 a new law regarding school finance was signed by Governor reached Academic Performance Index (API) scores of 800 or higher, indicating Jerry Brown, providing for a new funding model known as the Local Control high proficiency levels. Funding Formula (LCFF). The LCFF significantly changes the funding formula for school districts— providing more money for students who are historically underperforming. The LCFF identifies three categories of students requiring greater resources: 1) students who qualify for free or reduced priced meals, 2) students who are English Learners, and 3) foster youth. As part of the LCFF, school districts, county offices of education and charter schools are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP), beginning on July 1, 2014, using a template adopted by the California State Board of Education (SBE), and created with substantial community input. The LCAP is required to identify annual goals, specific actions, and measure progress for student subgroups across multiple performance indicators, including student academic achievement, school climate, student access to a broad curriculum, and parent engagement. School districts and charter schools are required to obtain parent and public input in developing, revising and updating LCAPs. For more information please visit www.ousd.k12.ca.us/LCFF. Oakland Unified School District Parent Guide 2012-2013 9

CORE Waiver Do You Know the Full Cost of Truancy? No Child Left Behind (NCLB), formally known as the Elementary and Truancy is a “gateway” crime that opens the door to deeper trouble. Secondary Education Act (ESEA), mandates that all students be academically It also costs Oakland schools millions of dollars per year, depriving all proficient by 2014. In 2011, the US Education Department told states that students of programs—not just the ones who skip school. they could apply for waivers pending a new law because the current law was “forcing districts into one-size-fits-all solutions that just don’t work.” The relationship between attendance and achievement is grounded in research and common sense. There are only 180 days of school each Although the state of California did not apply for a waiver, the California year and each one of these days is critical to a student’s academic Office to Reform Education (CORE), a collaboration among eight California success in school. However, many parents don’t know that student school districts (Fresno, Long Beach, Los Angeles, Oakland, Sacramento, San attendance is what generates schools’ revenue from the state. School Francisco, Sanger, and Santa Ana), was approved for a district-consortium district funding is anchored in enrollment multiplied by average daily request for a federal NCLB waiver on August 6, 2013 for one year with the attendance, which means that when students aren’t in school our possibility of a renewal. The CORE Waiver, or School Quality Improvement schools have less money to fund programs, buy supplies, and pay for System (SQIS), provides a more holistic view of school and student teachers. performance than under NCLB and aligns federal accountability with our OUSD Strategic Plan. Regardless of whether a student is absent for excused or unexcused reasons the District does not receive funding and the student misses out One of the primary impacts of the CORE waiver on OUSD activities is the on important instruction. Student absences cost our schools millions of partnering of “priority” schools with “rewards” schools to collaborate on dollars. Please make sure your child attends school every day. improvement strategies. The waiver also allows for flexibility in the use of Title I Funds that had previously been mandated for spending on non-OUSD service providers to be spent wherever they will have the greatest impact. The waiver plan directs OUSD’s focus towards a collective effort to prepare HOW EVERYONE IN OUR COMMUNITY PLAYS A ROLE IN all students for college and career while working to eliminate disparity and disproportionality. By applying for and receiving the waiver, CORE OUR STUDENTS’ SUCCESS districts (including OUSD) avoided certain penalties and sanctions for • Students show up and do their best in school every day. underperformance due to not achieving 100 percent proficiency. Schools will • Families hold high expectations and support students to do their very be held accountable to a more robust set of metrics that are not only about best in school every day and to graduate prepared for college. test scores, but that also take into account social and emotional learning and school climate. • Teachers focus on student achievement results, providing rigorous curriculum, utilizing proven instructional best practices, teaching with For more information please visit http://coredistricts.org. cultural relevance, and constantly reflecting on and learning how to improve their teaching practice. • Principals apply pressure and support to ensure that every classroom is focused on achievement, and teachers have the resources, data, and feedback they need to differentiate instruction to meet the needs of each student. • Whether OUSD staff work directly with students in the classroom, or in support of that work by creating a clean and safe learning environment, the focus of everyone’s efforts is to ensure that every student graduates high school prepared for college and career. • Community partners provide programs and services in our schools that are critical to supporting students and families, as well as play a role in reviewing data that helps identify and recruit resources to meet the needs of the school community. 10 Parent Guide 2014-2015 Oakland Unified School District

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 for college and career. 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, 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 middle and high school students, to explore interests and skills and connect to goals after high school graduation. • Working with 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 tenth graders. • 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. 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 in 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.k12.ca.us/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.k12.ca.us/HSO for phone and email contacts.

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.k12.ca.us/SARC. Unified allows any student to apply to any school in the District. The goal Parents can receive a copy of a SARC upon request at the school site. of this open enrollment practice—called the School Options Program—is to ensure all families have equitable access to high-performing schools across KEY MONTHS the city. August: Middle and high school registration Evaluating Your Choices December–January: Open enrollment Many resources are available to help you learn about and compare the March: Notification of new school assignments by mail District’s schools, including OUSD school score cards, state and federally April–May: Kindergarten registration at school sites and secondary required School Accountability Report Cards, and the OUSD website (www. student assignment confirmation. ousd.k12.ca.us). Attending open houses and going on campus tours are also great ways to get a feel for different learning communities. A list of open Check www.ousd.k12.ca.us/enroll for specific dates. houses will be available on the District’s website in November. Check www. ousd.k12.ca.us/enroll in the Fall and Winter for information about tours and open houses as it becomes available. You can also contact the schools Parents’ Right to Know directly about dates and times for these events (see the Directory on page 46 Parents have a right to request and be provided with the following for school contact information). information regarding qualifications of their child’s classroom teachers: 1. Whether the teacher has met State qualification and licensing criteria MEASURING SCHOOL QUALITY BY TEST SCORES for the grade levels and subject areas in which the teacher provides instruction. School performance data is an indicator of instructional quality at a school, but test scores don’t tell the whole story. Test scores provide a 2. Whether the teacher is teaching under emergency or other provisional picture of a school on one day, and many factors can affect the scores. status through which State qualification or licensing criteria have been We recommend using the test scores as a starting point to formulate waived. questions about a school, then visiting schools, talking to parents and 3. The baccalaureate degree major of the teacher and any other graduate staff, and asking for supplementary data. certification or degree held by the teacher, and the field of discipline of the Student results will be reported for the 2014 CST/CMA Science and certification or degree. CAPA tests as usual. However, no student, district, or state level score 4. Whether the child is provided services by paraprofessionals and, if so, their reports will be produced based on the new Smarter Balanced (SBAC) qualifications. 2014 field tests in English Language Arts and Math. The SBAC student results will be reported for the first time following the Spring 2015 test Parents must also be provided: administration. 1. Information on the level of achievement of the parent’s child in each of the State academic assessments required under 34 Code of Federal Regulations Section 200.2. School Accountability Report Cards The purpose of the state and federally required School Accountability The Application Process Report Card (SARC) is to provide parents and the community with specific Under the School Options open enrollment program, all entering information about each public school. Although the design of the SARC kindergarten, middle, and high-school students must submit an application varies from school to school, each one starts with a profile that provides to attend a school in the fall, even if it’s the school in their neighborhood. background information about the school, its students, and the school’s The open enrollment period begins in December and usually ends in mid- mission, goals, and accomplishments. For schools with 15 percent or January (check www.ousd.k12.ca.us/enroll for specific dates). Requests for more students of the same language other than English, the SARC must be transfer to other OUSD schools in the fall are also accepted during the open

from another OUSD school. This office is at 746 Grand Avenue. Placement WHAT TO CONSIDER WHEN CHOOSING A SCHOOL specialists are available from 8 a.m. to 2 p.m. Monday through Friday, or by appointment. Language testing for students whose primary language is not • How far away is it from your home and how will your child get there? English is also provided. For more information or to make an appointment, Will the commute take a large portion of his or her day? Will it be dark contact the office at 273-1600 or 434-7780, or email [email protected]. when your child arrives home? Parents of new enrollees and students from charter, private, or out-of- • Is the size of the school appropriate for your child? District schools should bring the following when enrolling their students: • What electives or academies are offered? What about extracurricular 1. Verification of residence: Students must have three of the following sports, student clubs, or community service opportunities? documents with their parent’s, guardian’s or caregiver’s name and address. • What kinds of access do students have to library and technology • A utility bill dated within 45 days: PG&E, EBMUD resources? • In combination only, automobile registration and automobile insurance. • How are the arts integrated into learning? These documents must be provided together. • What are the school norms, rules, and expectations for students and • Homeowner’s/renter’s insurance policy. parents? • Lease agreement with owner’s documentation • What is the school’s discipline policy and practice? • Property tax statement. Current property tax bill from Alameda County Tax • How is student progress monitored and communicated to parents? Collectors’ Office. • How does the school help students who are struggling academically or • Official letter from a social services/government agency within 45 days. socially? Who are not fluent in English? Who have special needs? • Transitional families only: Transitional families reside at a non-permanent • Do students seem engaged in their classes? How are teachers address such as a motel/hotel, shelter, car, or are otherwise in transition. managing their classrooms? How do they engage parents with student Transitional families who are unable to establish a permanent residence academics? can go to the Transitional Students and Families Program at 746 Grand • Do students take pride in their school? Avenue, Portable 3, for residency verification and assistance. • Are the buildings and grounds clean, safe, and pleasant-looking? Is 2. Age verification documentation (new students): Families must provide a student work displayed in the classrooms and hallways? Birth Certificate (preferred), a Hospital record of Birth may be accepted • What are the opportunities for parent involvement at the school? Is until a Birth Certificate can be provided. there an active parent-teacher group? 3. Grade level verification (Grades 2-12): Families need to provide a • How is information about school events, activities, and decision- transcript, promotion certificate, or the child’s most recent report card to making communicated to parents? verify grade level. • At elementary schools, is on-site daycare available before and/or after 4. Verification of ID: parent’s, guardian’s or caregiver’s California driver’s school? Are afterschool programs available? license or official California ID Card from the Department of Motor Vehicles (DMV) or a Passport, in conjunction with documents in form of Birth • At middle and high schools, are afterschool programs available? Certificate, guardianship papers or court documents must be used for • At middle and high schools, are counselors available to help students verification of custody. make decisions about classes and/or college planning? The District reserves the right to request any additional proofs of residency • Does the school promote college goal-setting/preparation? as necessary. • What does the school offer in the way of honors or advanced Transfers from school to school within OUSD during the school year are placement classes? limited to documented health and safety concerns and to families who move a significant distance from their current school assignment. Transfer requests • Where do students go after they are promoted/graduate? How many resulting from complaints or issues at the school site will be reviewed by the attend four-year colleges? Regional Executive Officer and by school site administrators. At the middle and high school level, transfers due to a change of address are highly limited, enrollment period. Students already enrolled at a school do not need to and typically only permitted at the semester break if space is available. reapply each year to continue attending there. EDUCATION CODE SECTIONS 48980 (H), 48980 (I); ADMINISTRATIVE REGULATION 5111.1, 5116.1; BOARD POLICY 5116.1, BP 5117. See the Appendix on page 46 for the full text of these policies. Kindergarten, Middle, and Interdistrict Transfers High School Enrollment State law requires students first be released by their home school district During open enrollment, applications for kindergarten can be picked up before they can apply to be admitted to another city’s public school district. from any OUSD school or from the Student Assignment Center and returned Transfers are generally permitted due to employment (K–6), childcare (K–6), to either location with the required documents (see page 16). Fifth and bullying, or continuing in same school even though the student does not live eighth graders who attended OUSD schools for the previous year will be in that school’s city (K–12). Families wishing to exit OUSD for another school given personalized applications for selecting their middle and high schools, district must bring documentation supporting their request (for example, a respectively. They should return the completed forms to their current pay stub for an employment-based request or a report card for continuing schools. students) to the Student Assignment Center. Families wishing to enter OUSD should bring their approved transfer permit from their district of residence along with documentation supporting their request. Non-Oakland families New Enrollees and Transfer Students are admitted to Oakland schools after we are sure that we can accommodate The Student Assignment Center can help you through the entire enrollment all of our Oakland families. Transfer requests will take an average of 15 days process, whether your child is brand new to OUSD; returning to OUSD from to review and notify the family of a decision. Decisions involving employment a charter school, private school, or school in another city; or transitioning status may be considered immediately.

Admissions and Appeals CHARTER SCHOOLS Students are admitted to the schools of their choice if space is available. If Charter schools were established under California law in 1992 as there are more applicants than spaces, a series of priorities based on OUSD public schools of choice. Compared with other public schools, they Board of Education policy and state and federal laws is used to determine enjoy greater autonomy in their operation in exchange for greater admissions. The Board reviews this policy yearly—please check accountability for their outcomes. Parents who reside in California may www.ousd.k12.ca.us/enroll for updated criteria. choose to enroll their children at any charter school in California if there Late applications are processed in the order received, and students are is space available, or may withdraw if dissatisfied, regardless of what assigned on a space-available basis after consideration of space, grade level, city they live in. siblings, and residence. If we are unable to accommodate your child at any of Like all public schools, charter schools may not charge tuition, teach a your school choices, or if you don’t submit an application for your child, he or religious curriculum, or violate anyone’s civil rights in their operations. she will be assigned to the school closest to home that has space. Assignment Each charter school that OUSD authorizes has an agreement (charter) decisions may be appealed to the Student Assignment Center. We try our with the District that describes what grades it will offer, how the school best to accommodate preferences and will work with you to find the best will provide learning opportunities to its students, and how the District possible match for your child within the available possibilities. will measure its success. The charter school principal or director makes Please contact the Student Assignment Center at 273-1600 or 434-7780 if most daily decisions at a charter school, in consultation with teachers you have any questions about admissions policies. The office is located at 746 and parents. But the charter school’s governing board is ultimately Grand Avenue. BOARD POLICIES 5116.1, 5117 responsible for what happens at the school. Over 10,000 students attend the 33 charter schools located in Oakland. Registration No two are the same. If you are considering a charter school, try to You must confirm and register your student at the assigned school to retain visit while school is in session; interview school leaders, parents, and his or her placement. All students should bring their assignment letter to students; and review the charter document. Decide whether the confirm and register at the assigned site. New students should also bring a school is a good fit for you and your child. For more information about birth certificate, recent report card (grades two through eight), transcript oversight of charter schools, please contact the Office of Charter (grades 9-12) and immunization records, as well as any medical or dental Schools at 336-7572. form included in the assignment letter. All confirmations happen in March or April. Most Kindergarten registrations are in March. Middle and high schools presented in a structured and nurturing afterschool environment, with usually hold registrations and orientations in August. Contact your school to the intention of complementing the traditional hours of their school-day find out when and where your registration will be held. instruction. Our afterschool program helps children gain self-confidence and improves their success in school. We strive to increase academic Early Childhood Education achievement by aligning standards, curriculum, instruction, and assessment to meet the District’s goals for all children to read, write, communicate, and The OUSD Early Childhood Education Department provides high-quality compute on grade level by the end of third grade. early education programs that prepare children for success in kindergarten and beyond by providing students with curriculum that is developmentally, For more information about OUSD SPROUT programs and the application culturally, and linguistically appropriate. The curriculum, includes instruction process, please contact our Preschool Eligibility and Enrollment Office at in early literacy, math, science, art, physical development, and social/ 273-1590. emotional development and is rooted in the California Preschool Learning Foundations. It is our goal to provide each child with individual attention Transitional Kindergarten that is essential during the early years, an engaging curriculum and a safe, In 2010, California passed a new law, The Kindergarten Readiness Act (SB 1381), nurturing environment in which students thrive. changing the age when children are eligible to enter kindergarten. Under this new law, children must turn five-years-old on or before September 1 in OUSD SPROUT Preschool and School-Age Programs order to enroll in traditional kindergarten. Previously, children could enter There are currently 89 OUSD SPROUT classrooms in 30 centers throughout kindergarten so long as they turned five-years-old by December 2. Oakland: For the 2014-15 school year, students who turn five-years-old between • 28 – Full Day preschool classrooms September 2 and December 2, 2014 (date of birth falling between • 50 – Three-Hour preschool classrooms September 2 and December 2, 2009) have priority to register for Transitional • 11 – School-Age classrooms Kindergarten. TK is a bridge between preschool and traditional kindergarten, and is a Preschool Program full-day class offered through the TK-12 public education system. TK is Our Full Day and Three-Hour preschool programs are designed to support taught by a multiple-subject, California credentialed teacher and offers a each child’s optimal early learning and development through experiential developmentally responsive, inquiry- based curriculum that is designed to learning and exploration. The OUSD SPROUT preschool program is support the social, emotional, physical, cognitive, and academic needs of four thoughtfully designed to offer students and families a seamless transition and five-year-olds. from preschool to elementary school by implementing current research This year, OUSD offers transitional kindergarten programs at 26 elementary and early learning science relevant to the earliest years of children’s lives. schools distributed across the city. Transitional kindergarten is part of Our pre-kindergarten early literacy, mathematics, and social emotional California’s public school system and is free to all participating students and development curriculum is aligned to the Transitional Kindergarten-12 families. elementary standards, instruction, and assessment materials; all of which serve to provide children and families in our District with a strong foundation For more information about the OUSD transitional kindergarten for future college and career success. program and the application process, please visit www.ousd.k12.ca.us/ transitionalkindergarten or contact the Student Assignment Center at School-Age Program 273-1600. Our school-age students receive engaging, hands-on experiences that are

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 attempting to create partnerships with all families—not just those who write down important dates for assignments and tests. Select one are already visible in the school—so that all students can achieve at that’s 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 pieces. • 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 Lexile Level. Make your home a place where reading is part of everyday life: Read to your child or have your • programs and activities for parents to share parenting successes and child read to you, in English and/or your primary language. Select challenges books at your child’s Lexile 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 that 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. Project INSPIRE, (www.alameda-coe.k12.ca.us/ 5. Get a study buddy. Ask your child’s teacher to find a classmate acoe/EdServices/ProgramsandServices/ParentFamily/ProjectInspire to work with your child as a “study buddy”—another student he or 510-670-7728), and the California Parent Center (http://parent. or she can call for the homework assignment or to double-check sdsu.edu or 619-594-4756), also provide excellent trainings for staff understanding. This kind of practice helps develop children’s and families in this area. For information about home visits, contact the responsibility for their own learning as well as their collaboration Parent-Teacher Home Visit Project (www.pthvp.org or 916-448-5290). skills. 6. Plan for college. It’s never too early to plan for college whether your please contact the Afterschool Programs Office at 273-1550. child is in preschool, elementary, middle or high school. Find out what courses are required for high school graduation and college admission Partnering for Success (see page 23). Ask your child’s teacher how to support college readiness at home. Research shows that students do better in school—and schools perform better overall—when families are engaged in their children’s education. By 7. Support grade-level standards at home, visit being actively involved, you can have a positive influence on your own child’s www.parenttoolkit.com. learning and also help your school increase the academic achievement of all students. Parent involvement takes many forms, ranging from understanding what your HOMEWORK TIPS child is learning so you can help at home, to volunteering at the school, to • Provide a quiet place for your child to complete homework every day. collaborating with school or District personnel on large-scale improvements. It has the greatest effect on raising achievement when it is focused on • Establish a routine by setting a specific time each day for homework. student learning, though other forms of involvement are invaluable for Check in while he or she works. creating positive school climate, greater efficiency in the school office, and • Have someone check your child’s work with him or her: a parent, many other benefits. Ultimately, we want parents and other caregivers another adult, an older brother or sister, etc. to have co-ownership of our schools so that together we can help all the • Make notes about homework problems your child is struggling with children become successful and healthy adults. so you can talk about them with the teacher and find ways to provide additional help. Support Your Child’s Learning Being involved starts with knowing what your child is supposed to learn. Afterschool Care When you understand what’s expected and are in regular contact with the OUSD also offers comprehensive afterschool programs at a majority teacher, you can help monitor and support your child’s progress—and seek of elementary, middle, and high schools throughout the District. These additional help if it’s needed. Parent guides on the Common Core state programs are funded by state and federal afterschool grants, and are free standards are available for kindergarten through eighth grade math and or low-cost. Local community organizations partner with schools to provide English Language Arts at www.ousd.k12.ca.us/ParentRoadmaps. afterschool homework assistance, tutoring, enrichment activities, and physical activities until 6 p.m. daily. Each program serves a limited number of Attend Back-to-School Night students. Students are selected to participate based on enrollment priorities Each school has at least one Back-to-School Night early in the school year for detailed in a school’s Afterschool Enrollment Policy. For more information,

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 conference 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 conference, 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. parents to meet their child’s teachers and classmates’ parents, learn about the curriculum and classroom expectations, and hear how parents can help. Oakland Community Resource Directory This is a great opportunity for parents to visit the school, get teacher contact OUSD works in partnership with many community-based organizations information, and receive information about the grade-level standards that and social service agencies to provide students and families with the your child is expected to achieve in each subject. resources they need to be successful. To find services and support for your child and/or family, please access out new web-based resource Participate in Parent-Teacher directory. It can be found on the OUSD website under “For Our Community” at www.ousd.k12.ca.us/communityresourcedirectory. Conferences Take advantage of the regularly scheduled parent-teacher conferences during SPEAK TO THE BOARD 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 The Oakland Board of Education, the elected policy-making body of about how to support your child’s learning at home. For more on parent- OUSD, meets twice a month to hear and rule on issues ranging from teacher conferences, see the box on page 19. school attendance boundaries to District food policies. Meetings are open to the public. For the schedule and other information about Talk to the Teacher Regularly the Board, see the Directory beginning on page 46 or visit the OUSD website. All regular Board meetings are broadcast live on OUSD- You don’t have to wait for a parent-teacher conference or until a report card operated KDOL (Comcast cable channel 27, UVerse cable channel 99) comes out before talking to a teacher. Staying in frequent contact can alert and rebroadcast twice a week—typically Fridays at 6 p.m. and Sundays you to potential problem areas before they grow. Anytime your child’s grades at 4 p.m. KDOL also broadcasts a variety of student produced programs drop, ask for a meeting to discuss possible reasons and ways that you, your including ONews, Youth Focus, and Muse, along with other educational child, and the teacher can work together to raise the grades. Teachers often programs including the KDOL Spotlight and the OUSD Community can also recommend books your child might enjoy reading or additional study Bulletin Board which has important District announcements, events, aids. and deadlines. You can check programming schedules for KDOL online at www.ousd.k12.ca.us/KDOLschedule. Participate in Home Visits At some schools, teachers make visits to students’ homes to develop and what your child likes and doesn’t like. connections and relationships of trust with families. If you are interested, contact your principal about participating in your school’s program or about Visit the School creating one (see “Creating Family-friendly Schools”). 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— Talk to Your Child Regularly including parents—must first obtain a visitor’s pass from the principal’s Show that you value learning by making a habit of talking about school: Ask office. Visitors are welcome as long as they don’t disrupt the school what your child is doing in school, what he or she is learning, what’s difficult, environment. A principal or designee may direct a visitor to leave the school

and not return for seven days or more if it is determined that the visitor has interfered with the good order or peaceful conduct of the school. WHAT SHOULD I DO IF MY CHILD IS HAVING TROUBLE IN SCHOOL? Read Your School’s Newsletter • Talk with your child. There is usually a reason why a student is not Many schools now have websites, in addition to newsletters, with succeeding academically. Engage your child in conversation, be information about upcoming events, volunteer opportunities, District observant of him or her at home, and involve trusted family members deadlines, and other information. Each school has its own approach. Check and friends as allies to find out what’s going on. with your principal or your school’s parent-teacher group for details. • Meet with your child’s teacher(s). Don’t wait for teachers to call you— take the initiative to set up meetings to review your child’s academic Automated Phone Messages from OUSD progress. Ask teachers what they view as the academic priorities for OUSD uses SchoolMessenger, a recorded telephone message system, to your child and to share how they’re addressing these areas in class contact families about events in individual school communities and across and through homework. Ask for specific recommendations about the entire District. SchoolMessenger will also be used, on occasion, to what you can do at home to help your child strengthen particular provide emergency response notification to parents and caregivers. academic skills. From time-to-time during the school year, you will receive pre-recorded • Check with your family physician. A doctor’s visit may help rule out phone messages at the number listed on your child’s enrollment forms. health issues that can interfere with learning, such as hearing or vision Depending on the phone, voicemail, or answering service which receives problems or other concerns. the call, you may need to press the “one” (1) key on your device to play the • Ask for a Student Success Team (SST) meeting. Parents or teachers can message. request a meeting where the student, parents, and educators work Please listen carefully when you receive one of these calls, as they include together to review the student’s progress and recommend ways to important information about your child’s education. If you have questions improve learning. Talk to your principal to set one up. about SchoolMessenger or need to change the phone number on record, • Explore the need for special education, a Section 504 plan, alternative please contact Troy Flint at [email protected]. education, or other supports. If students have physical or mental disabilities that substantially interfere with their ability to learn, Update Your Contact Information they are entitled to special education testing and services. Some students will learn better in an alternative education setting with If you change jobs, move, or change phone numbers, it is critical to your fewer students or more structured, flexible, or customized learning child’s safety and well being that you provide the teacher and/or the school conditions. See the teacher, school counselor, or principal for office with your most current information. assistance. You can also contact the Programs for Exceptional Children (Special Education) Office at 874-3700. Advocate for School Improvement Every school can always improve, and there are many opportunities for Strategic Site Plan (CSSSP) or Single Plan for Student Achievement (SPSA). parents to work with teachers, staff, students, and community members Contact your principal to get involved with your school’s SSC. on a range of issues and projects. Whether you are working as a school • Parents of Children of African Descent (PCAD). Some schools have PCADs community to improve the achievement of a particular subgroup of students, that organize parents to work on issues such as educational equity. If your or you are advocating to improve facilities, begin an afterschool program, or school does not currently have a PCAD and you would like to start one, talk create a school garden, start by speaking to your school principal, or another to your principal. parent leader involved in the PTSA, SSC, Parent Leadership Team, or other group (see below for more information). • Community Advisory Committee for Special Education (CAC). Some schools have SPEACs composed of parents, guardians, and teachers that School Committees provide support to the special education community. This committee also 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: • GATE Advisory Committee (GAC). Each school is encouraged to have a Gifted and Talented Education (GATE) Advisory Committee composed of • Parent-Teacher Association (PTA), Parent-Teacher-Student Association parents, guardians, teachers and administrators who provide support for (PTSA), or other parent-teacher group: Activities vary from group to the GATE program at the site level. This committee also advises the School group, but at schools where these groups are active they generally organize Site Council regarding GATE concerns. If your school does not currently volunteer efforts and raise money for projects of schoolwide benefit. have a GAC and you would like to start one, contact your principal. For Some also publish newsletters, offer adult education opportunities, fund information about GATE and the District GATE Advisory Committee, please school enrichment classes, and more. If you’re interested in forming a call 336-7567. PTA at your school, contact Peralta District PTA at 670-4109 or www. peraltadistrictpta.org. It oversees all PTAs and PTSAs in Alameda County. District Committees • Parent Leadership Team (PLT). Some schools have PLTs comprising parent Just as broad parent involvement in leadership is important at a school, it is representatives from each classroom who collectively give voice to parent also important across the District to ensure the interests of different school concerns and issues. If your school does not currently have a PLT and you communities are represented and that parent input is included in District would like to start one, talk to your principal. decisions. Parent leaders are on the District Gifted And Talented Education • School Site Council (SSC). A School Site Council must be established at (GATE) Advisory Committee, Community Advisory Committee (CAC) for all Title I Schools. The elected members of the SSC represent parents, Special Education, and the Local Control Accountability Plan (LCAP) Advisory students, and community members, and school staff in school governance. Committee. To learn more about CAC, email [email protected] or call By state law, the SSC must oversee the site based budgeting of categorical 874-3700; for GATE please call 336-7567; and for LCAP please call 273-1562. funds and the development and monitoring of the Community Schools

Summer Learning District-wide Opportunities Parents and community volunteers are needed in a variety of roles OUSD recognizes the importance of summer as a time for students throughout the District: as classroom volunteers, literacy tutors, library or to continue their learning, whether it involves academics, sports, art, garden volunteers, testing or registration volunteers, mentors, and guest music, or enrichment activities. To help support students during the speakers. For more information, call 273-1562. summer, OUSD provides a diverse offering of Summer Programs for students of all ages, which are funded through a variety of sources, ranging from school site funds to outside grants and city funding. Report Cards, Tests, and Summer activities include such programs as High School Academic Recovery for high school students in need of recouping credit, Promotion/Graduation Transition Programs for students entering kindergarten, middle school When we set our sights on preparing students to graduate from high school and high school, Summer Prep Programs for students performing below with the courses and grades required to enter college, we need to make sure benchmark, Enrichment Programs, as well as the Oakland Fine Arts we’re building a foundation along the way that will help them successfully Summer School funded by Measure G. finish college. Report cards and standardized assessments and tests are Please visit www.ousd.k12.ca.us/summerlearning to see specific measures of the sturdiness of that foundation. This section explains what offerings, or contact your child’s school for additional information. grades and test results are necessary for students to advance to the next grade level, as well as what’s required for high school graduation and college eligibility. The Nutrition Advisory Committee (NAC) helps to determine the meal program improvement plans implemented by Nutrition Services. The work is guided by the District’s Wellness Policy. Nutrition Services invites parents, Report Cards students, teachers, principals, community organizations, and all other All OUSD students receive report cards evaluating their schoolwork. Students interested parties to participate in these meetings. If interested, please in grades K–5 get standards-based report cards rather than letter grades. contact Nutrition Services at 434-3335 for more details. Middle and high school students receive letter grades at the end of each semester and also have six “marking periods,” or grading intervals, during the Community Organizing Groups year. Many parents participate in community organizing with non-OUSD groups that work on a variety of school improvement issues; for example, funding Elementary School Report Cards for public schools, adequacy of school facilities and buildings, and safety and In grades K–5, students receive report cards three times a year, usually in quality of schools in specific neighborhoods. Some local education organizing conjunction with a parent-teacher conference. Report cards for each grade groups include Oakland Community Organizations, Parent Leadership Action level are preprinted with the state-mandated standards that students are Network, East Bay Asian Youth Center, and West Oakland Educational Task expected to meet by the end of the year. Each trimester, the teacher will Force. For more information about working with these groups, contact 273- indicate your child’s mastery of the standards using a scale of 1 to 5 (1 = far 1562. below basic, 2 = below basic, 3 = approaching grade level, 4 = proficient, and 5 = advanced). You’ll also see plusses, checks, and minuses indicating your Volunteer child’s performance in specific math and language skills, other subjects, work habits, and social skills. Additionally, you will see the number of tardies or Many people say that educating children takes a village. With California absences. currently ranking 47th in the nation in education spending, the contributions of parents and community members are vital in supporting student academic These report cards show exactly what skills and knowledge your child is achievement. Not only do volunteers help school staff meet students’ needs supposed to master over the course of the year, which ones he or she has better and more efficiently, but the presence of volunteers tells children that learned, and where improvement is needed. Generally speaking, elementary adults in their community care about them and the quality of their learning students who are “approaching grade level” or above in math and English experience. Some companies give their employees paid time off to volunteer Language Arts, as indicated on their report cards and standardized tests, will in a school; check with your employer’s human resources department to see progress to the next grade level. if your company provides this benefit. All volunteers need to provide a negative TB test. Volunteers who interact Middle and High School Report Cards with students and who are not under the immediate supervision of staff need Your child will receive letter grades for each class in middle and high school. to complete the pre-volunteer clearance process (requiring fingerprinting for Grades for the three marking periods in each semester determine semester both the California Department of Justice and the FBI). Supervised volunteers grades, and only those become part of a student’s permanent record, called may also need to undergo fingerprinting depending on the frequency of their a transcript. Each of the six report cards also shows tardies, absences, and visits as described further in Administration Regulation 1240. TB test results are work habits. The number of academic credits earned in each course shows up good for four years and fingerprinting results are good for three years. at the end of each semester and will be placed on the student’s transcript. You can pick up a volunteer application at your school or complete the online Your child should strive to achieve a “C” grade or better in each academic volunteer application at www.oaklandschoolvolunteers.org/yes. For more course (math, English, science, social studies, world language, visual or information email [email protected] or call 253-1562. performing arts), as this grade will provide your child with a GPA of 2.0 or above and make him/her eligible for a California State University. In order School-based Opportunities to be eligible for the University of California your child must have an overall GPA of 3.0 and above, which means that most of his/her grades are Bs or As. Contact your principal or PTA about volunteer opportunities in your child’s Furthermore, it is important to note that students earn credits in high school school to directly improve attendance, reading, and school culture, or other when they pass a class, and your child must earn approximately 60 credits per opportunities such as driving or chaperoning on field trips, serving as a room year in order to reach the necessary total for graduation (230) in four years of parent, assisting in the office, serving in a school’s cafeteria, or helping with high school. If your child does not pass a class or receives a “D” letter grade, fundraisers or other special projects or events. we strongly encourage you to contact your student’s counselor, assistant principal or principal to find out how your child can make up the class and

state tests measuring grade level mastery in English Language Arts (ELA), THE REPORT CARD CONVERSATION Mathematics, and Science. All students take these state tests, including students learning English and students with disabilities. Here are some suggestions for how to respond positively to information in your student’s report card: The California assessments for Spring 2014 were a mix of computer-based and paper-based assessments. The computer-based one is the Smarter • Look over the report card privately first and decide what you want to Balanced Field Test. The paper-based tests include a mix of existing STAR focus on before talking with your child. tests based on the old California State Standards. • In your conversation with your child, focus on both the positive areas This year, California is transitioning away from the STAR testing program and any problem areas. to a new state testing program called the California Assessment of Student • Let your child talk about his or her success. Performance and Progress (CAASPP). CAASSP for Spring 2014 included the • Go over each trouble spot; ask what happened. following four assessments: • Stay calm, even if the report is bad. 1. Smarter Balanced (SBAC) Field Test All students in grades 3-8 and 11 will participate in the 2014 SBAC Field Test • If the report card is good—especially if there have been big which includes both English Language Arts and Mathematics content areas. improvements from the last one—celebrate with your child! These tests are administered online except for one required classroom Tip: Ask your child about how things are going in classes regularly—not activity. just at report card time. You’re less apt to be surprised at the grades and No student scores will be produced for the 2014 field test. However, starting you’ll also be sending the message that school is important. in spring 2015, SBAC will generate scores for students in grades 3-8 and 11. 2. California Standards Tests (CSTs) stay on track to graduate. Students in grades 5, 8, and 10 take the CST for Science. The District offers workshops to help parents understand report cards Students in grade 11 take the EAP Essay, the CST for ELA, and/or the CST for and transcripts. If you are interested, please ask your principal for more Algebra II or Summative High School Mathematics. information, call 253-1562, or check www.ousd.k12.ca.us. CST Science scores will be collected and reported as usual. 3. California Modified Assessment (CMA) Standardized Assessments Students in grades 5, 8, and 10 take the CMA for Science if their individualized In combination with grades, schools use various assessments to measure education program (IEP) requires this test instead of the CST Science Test. student learning, determine placement in English and math classes, and CST Science scores will be collected and reported as usual. make promotion and graduation decisions. The state also uses test results to determine each school’s Academic Performance Index (API), which blends the 4. California Alternate Performance Assessment (CAPA) results of all students into a single score. The API score is one measure of the Students in grades 2 through 11 who have significant cognitive disabilities quality of student learning at a school, and scores are widely used to make and who are unable to take either the CSTs or the CMA with accommodations comparisons between schools. The state also measures district performance take the CAPA for ELA and math. using the API for all District and charter shools. For Oakland’s API scores, see Students in grades 5, 8, and 10 who have been assigned to take the CAPA will page 8. take the CAPA for Science. CAPA test scores will be collected and reported as usual. Consider these District Assessments scores along with student work and grades when you talk with your child’s Students take District assessments in math and English Language Arts several teacher about his or her strengths and areas that need improvement. times a year to measure their progress toward grade-level mastery. Work In addition, students may participate in one of the following non-CAASPP with your child’s teacher to review assessment results and identify the state tests: highest-priority skills and concepts to work on with your child at home. 5. Physical Fitness Exam (PFT) State Assessment of Students in Grades 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, 2-11 body composition, abdominal strength and endurance, trunk strength and flexibility, upper body strength and endurance, and overall flexibility. Each spring, the state requires student in grades 2-11 to take one or more 6. California English Language Development Test (CELDT) 2014-15 CAHSEE Administration Dates English Language Learners in grades K-12 take the CELDT in September- October each year to assess their progress in mastering listening, speaking, English Language Arts Mathematics reading and writing English. July 22, 2014 July 23, 2014 A score of 4 or 5 indicates proficiency. It is very important to speak with teachers or the principal if your child does not improve from one year to the October 7, 2014 October 8, 2014 next. November 4, 2014 November 5, 2014 7. California High School Exit Exam (CAHSEE) Students in grades 10-12 take the CAHSEE for English Language Arts and December 6, 2014 December 13, 2014 math, including students learning English and students with disabilities. February 3, 2015 February 4, 2015 Students with disabilities take CAHSEE with accommodations or modification prescribed in their IEP or 504 Plan. March 17, 2015 March 18, 2015 Passing both the ELA and math sections of the CAHSEE is required to May 12, 2015 May 13, 2015 graduate from high school. If you have more questions about the state testing program, visit the For questions about CAHSEE, please call 336-7551. California Department of Education website at www.cde.ca.gov/ta/tg.

WEB RESOURCES FOR University of CAlifornia (UC) AND California State University (CSU) ADMISSIONS REQUIREMENTS — http://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. — http://www.universityofcalifornia.edu/admissions/freshman/requirements/index.html This is a “one-stop shop” for everything you need to know about UC admissions requirements for incoming freshmen. — http://www.calstate.edu/admission/ This site provides all CSU admissions requirements for incoming freshmen. — http://www.csumentor.edu/planning/high_school/ CSUMentor is an online student ‘portal’ designed help students plan for college while they’re in high school.

California High School Exit Exam Subject Area OUSD Graduation and “a-g” Meets or Requirements for UC/CSU Exceeds UC/ All tenth grade students are required by state law to take the California Admission CSU Admission High School Exit Exam (CAHSEE). This test assesses student achievement in Requirements? English Language Arts (ELA) and mathematics. All students, including those with disabilities, are required to pass both the ELA and the math tests in a: Social Studies 30 credits (3 years): World 4 order to graduate from high school. When provided for in their Individualized History; US History; Government/ 20 credits Education Plan (IEP) or 504 plan, disabled students will be given appropriate Economics (2 years) accommodations and/or modifications as determined by the IEP or 504 team. b: English 40 credits (4 years): College-Prep 4 The ELA section of the tests includes multiple-choice questions and a writing English (Only ELD 5 is college 40 credits task. It covers vocabulary, informational reading, literary reading, writing preparatory) strategies, writing applications, and writing conventions. The mathematics (4 years) portion consists of multiple-choice questions covering statistics, data c: Math 30 credits (3 years): Algebra I; 4 analysis, probability, number sense, measurement, geometry, algebra, Geometry; and Intermediate 30 credits functions, and mathematical reasoning. The report includes your child’s Algebra or Advanced Algebra (3 years; 4 scores, the scores required to pass, and your child’s pass/fail status. It also recommended) includes a breakdown of how he or she performed in specific areas of ELA and math. d: Lab Science 30 credits (3 years): Biology; 4 Chemistry or Physics; and one All students have additional opportunities to take this test in grades 11 and 20 credits additional course 12 if they do not pass either or both sections of the test in grade 10. If your (2 years; 3 child needs to retake the test, speak with your child’s counselor and teachers recommended) to understand the skills and concepts he or she most needs to improve in e: World Language 20 credits (2 years): Must be two 4 order to pass. Check www.cde.ca.gov/ta/tg/hs/ for additional information years of the same language on CAHSEE, including test questions and study guides, or with your child’s 20 credits teacher, counselor, or principal. EDUCATION CODE SECTIONS 48980 (E), 60851; BOARD POLICY (2 years) 6162.52; ADMINISTRATIVE REGULATION 6162.52 f: Visual/ 10 credits (1 year) 4 Performing Arts Promotion and Graduation g: College-Prep* 10 credits (1 year) 4 Requirements Elective Other Electives 50 credits Students in Oakland are promoted to the next grade when they demonstrate (ex: Career Technical Education, ------the mastery of key subject areas in each grade. It is important that students Leadership, Journalism) come to class every day, in order to have access to as much instruction as possible. Students who do not pass four core subjects in middle school will Physical Education 20 credits (2 years) ------not participate in promotion ceremonies, but will be allowed to progress to Other 2.0 Grade Point Average SAT or ACT Test high school. Requirements Check www.ousd.k12.ca.us for updated Board policy on elementary and Completion of Senior Project Grades of “C” middle school promotion and retention requirements. or higher in all Passage of CAHSEE ELA & Math High School Promotion and Graduation “a-g” courses TOTAL 230 Credits 15 courses High school students must meet the following four minimum requirements in order to graduate: * University of California Office of the President (UCOP) approves certain courses as “college-prep” level. See OUSD Doorways list for additional • 230 credits in required subjects information: http://www.ucop.edu/doorways/ (semester course = 5 credits, year course = 10 credits) • Grade Point Average (GPA) of 2.0 Students may enroll in Advanced Placement (AP) classes and take the national AP exams. Students who earn a 3, 4, or 5 on the AP exam may earn college • Completion of a senior project (requirements determined by school) credits.

• Passage of the California High School Exit Exam (CAHSEE) in both math and EDUCATION CODE SECTIONS 48980 (K), 52244; BOARD POLICY 6141.5, ADMINISTRATIVE REGULATION English Language Arts 6141.5. EDUCATION CODE SECTIONS 51229, 48980(L); BOARD POLICIES 6143, 6146.1; ADMINISTRATIVE A chart showing the courses required for high school graduation is on page REGULATION 6146.1 21. Students who fail core course work are expected to attend afterschool programs, summer school, or an alternate option to make up course credits. 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 graduation requirements. To be eligible for application to any University of California (UC) or California State University (CSU) college, a student must complete the “a–g” requirements by earning a grade of C or better in a specific set of courses (see the chart below). It is very important to monitor your child’s progress in fulfilling the “a–g” requirements for college eligibility.

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 and Rudsdale. GED assessment and testing services are provided at McClymonds High School. 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. Applications can be found online at www.ousd.k12.ca.us/SummerRecovery. For more information, call the Linked Learning Office at 273- 2360. 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 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 an 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.k12.ca.us/home&hospital, or call 597-4294.

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

enter the appropriate number. The messages are offered in English, Spanish, Rights and Responsibilities Cantonese, Vietnamese, Arabic, and Cambodian. Parents must respond by 3 IN THIS SECTION: p.m. the following day for the absence to be cleared. ATTENDANCE, CHRONIC ABSENCE, AND TRUANCY ...... 25 Absences EQUITY AND NONDISCRIMINATION ...... 26 Absences from school are excused only in cases of illness, quarantine, HEALTH AND SAFETY ...... 31 medical appointments, funeral services of an immediate family member, jury INFORMATION AND PRIVACY ...... 36 duty, spending time with an immediate family member who is an active duty service member, and certain justifiable personal reasons. For the full text of PERSONAL APPEARANCE AND PROPERTY ...... 37 the absence policy in EDUCATION CODE SECTION 48205, including rights to make up SCHOOL CLIMATE AND DISCIPLINE ...... 37 assignments and tests, see Appendix G. EDUCATION CODE SECTIONS 46014, 48205, 48980 (J); BOARD POLICIES 5113, 6154; ADMINISTRATIVE REGULATIONS 5113, 6154 Rights and Responsibilities Students in grades 7–12 may be excused from school to obtain confidential medical services without the consent of their parent. EDUCATION CODE SECTION The District is committed to creating and maintaining safe, positive learning 46010.1 communities that nurture and inspire every child to achieve academic excellence. To ensure that both adults and children are treated with respect Excused and/or unexcused absences may affect a student’s academic and dignity, we have rules and regulations to help us work together. Following standing and may result in no credit being earned for a course in middle or are some of those rules and regulations. Where required by law, the specific high school. EDUCATION CODE SECTION 49067 sections of the state Education Code, Oakland Board of Education policies, or other government regulations are either cited or printed in full. Late Students Throughout the Parent Guide, “parents” refers to both parents and Students who arrive in class after the bell has rung are considered tardy. guardians. Tardy students, especially at the secondary level, may be required to attend afterschool or weekend detention. Students who are 30 minutes late without Attendance, Chronic Absence, a valid excuse three or more times are considered truant. Students who regularly arrive late to school may be excluded from extracurricular activities, and Truancy including proms, athletics, and graduation ceremonies. Students who are alert and ready to learn in school each day make the most of the learning opportunities offered. Regular attendance is important to Truancy Consequences student success in school and beyond. Parents will also receive a Notification of Truancy (NOT) letter in the mail Student attendance also contributes to school resources, because each from the District alerting them of their child’s truancy. A parent who receives school’s budget is based on its average daily attendance from the previous a first NOT letter in the mail may be invited to a Student Attendance Review year. Team (SART) meeting, to be held at the school site with school personnel. An attendance contract is signed at that meeting. If the contract is subsequently Chronic Absenteeism describes a student who is absent 10% or more during broken, the school may refer the student to the School Attendance Review the school year. Chronic absence includes both excused and unexcused Board (SARB) for a hearing. If attendance still does not improve, SARB may absences. Our attendance goals as a Full-Service Community School District refer the parent and/or student to the district attorney for prosecution and/ are as follows: or disposition of the matter. EDUCATION CODE SECTIONs 48263, 48263.5 1. Reduce chronic absence to 5% of students at a school. 2. 85% of OUSD students will attend school for 95% of school days annually. Dollars are lost when students are absent. School funding is based on 3. Schools reach an Average Daily Attendance (ADA) rate of 98%. the average daily attendance of students from the prior school year. Even when an absence is excused, the school will still lose money. 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. Parents’ Legal Responsibility Truancy Retrieval Students who are out of school during school hours without a valid pass or for Attendance permit may be transported by any peace officer to their school. Truancy is a serious offense and may result in a criminal complaint against a parent who Parents are legally responsible for ensuring that each child between 6 and 18 fails to comply with the state attendance requirement. EDUCATION CODE SECTIONs years old attends school during the entire school year. Anyone age 16 or 17 48260, BOARD POLICY 5113.1 may be permitted to enroll in continuation classes (see page 21 for a listing of Alternative Education programs.) Parents of truant students may be held civilly and criminally accountable for their children’s truancy. EDUCATION CODE Daily School Schedule SECTION 48200 Each school has its own daily schedule. Check with the main office at your child’s school for the schedule so that you know when school begins and Attendance Communication ends. When a child is absent from school, his or her parent must call the school each day to validate the absence. In addition, at the start of school or during Minimum Days middle or high school registration, parents who have not already enrolled in On minimum days students are released an hour or so earlier than usual the automated calling system should select a Personal Identification Number so that teachers may plan together or hold parent conferences. Minimum (PIN) that allows them access to the system. Each evening, the system days are often held on Wednesdays, but dates and times vary from school calls parents of students who were absent that day. Parents enter student to school. Be sure to find out your school’s minimum-day schedule. information for a security match, listen to a menu of excuses, and then It is especially important for parents of elementary students to make

arrangements for early pickup of their children. School staff members are not available to provide supervision. BOARD POLICY 6111 Oakland Eats Garden Fresh Nutrition Services is focusing on increasing the amount of locally Closed vs. Open Campus During Lunch sourced fresh fruit and vegetables served and consumed in the The following high schools have closed campuses during lunch, that is cafeterias. Part of the effort is Oakland Eats Garden Fresh, a joint students stay on campus for lunch: Castlemont, Fremont, McClymonds, venture of OUSD Nutrition Services and Alameda County Public Health Madison Park, Dewey, Bunche, Oakland High, Oakland International, Life, Department, which connects the classroom to the cafeteria, linking CCPA, Skyline, and Rudsdale. nutrition education with the produce served at school to maximize impact. To learn more please visit us at www.ousd.k12.ca.us/ Oakland Tech and MetWest permit students to leave the school grounds gardenfresh. during the lunch period. All students who leave the school are required to return by the end of lunch. Neither the school district nor any officer or Oakland Fresh employee of the District will be liable for the conduct or safety of any student Oakland Fresh is a network of 21 school produce markets throughout who has left the school grounds for the open lunch period. Please contact Oakland Unified School District (OUSD) that sell fresh, mostly locally your child’s high school for its lunch policy and/or www.ousd.k12.ca.us for grown and pesticide-free fruits, vegetables, eggs, nuts, honey and other the updated Board policy. EDUCATION CODE SECTION 44808.5 healthy foods at public schools. Produce is purchased from local family farmers and produce distributors, and sold by parents and students Equity and Nondiscrimination during after-school hours every week at each school site. Oakland Fresh School Produce Markets are open to parents, students, staff and Our goal is to create a supportive and nurturing learning environment in community residents, and many also accept EBT food cards. All school every school, where all students, parents, teachers, principals, and other staff produce markets offer monthly cooking demonstrations and tastings, a are treated with respect and dignity. Student Buyer Card program, and a Market-to-Classroom Lesson Toolkit for teachers. Please visit www.ousd.k12.ca.us/markets for information Nondiscrimination/Harassment and about specific locations. Transgender Policy If you are interested in volunteering at a school market, please email [email protected]. 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. Student Meal Menus The Governing Board desires to provide a safe school environment that Meal menus for all schools are available online at www.ousd.k12.ca.us/ allows all students equal access and opportunities in the District’s academic mealmenus. The menus are updated monthly. For more information, and other educational support programs, services, and activities. The Board please email [email protected]. 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, reflect a change in legal name or gender upon receipt of documentation citizenship, age, religion, marital or parental status, physical or mental that such legal name and/or gender have been changed pursuant to disability, medical condition, status as a veteran or disabled veteran, California legal requirements. sex, sexual orientation, gender, gender identity, or gender expression; • Restroom Accessibility: Students shall have access to the restroom that the perception of one or more of such characteristics; or association corresponds to their gender identity exclusively and consistently at school. with a person or group with one or more of these actual or perceived characteristics. • Locker Room Accessibility: Transgender students shall not be forced to use the locker room corresponding to their gender assigned at birth. The Governing Board recognizes that the District is responsible for ensuring that it complies with state and federal laws and regulations governing • Sports and Gym Class: Transgender students shall not be denied the educational programs. Further, the Board shall ensure equal opportunities opportunity to participate in sports and gym. for all students in admission and access to academic courses, guidance and • Dress Codes: Students shall have the right to dress in accordance with counseling programs, athletic programs, testing procedures, vocational their gender identity that is exclusively and consistently asserted at school, education and other activities. within the constraints of the dress codes adopted at their school site. Transgender Policy • Gender Segregation in Other Areas: As a general rule, in any other circumstances where students are separated by gender in school activities, California law prohibits gender-based discrimination in public schools. students shall be permitted to participate in accordance with their gender The California Code of Regulations defines “gender” as: “a person’s actual sex identity exclusively and consistently asserted at school. or perceived sex and includes a person’s perceived identity, appearance or Complaint forms are available at school sites and at the Office of the behavior, whether or not that identity, appearance, or behavior is different Ombudsperson, located at 1000 Broadway, Suite 680, Oakland, CA 94607. from that traditionally associated with a person’s sex at birth.” For more information, call 879-4281. The District’s EEO/Reasonable This policy is meant to advise school site staff and administration regarding Accommodations & Leaves Specialist is Michael McGrath located at Human transgender and gender non-conforming student concerns in order to create Resources Services & Support (HRSS), 1000 Broadway, Suite 295, Oakland, CA a safe learning environment for all students, and to ensure that every student 94607, 879-8842. BOARD POLICIES 0410, 4030, 5145.3 has equal access to all components of the District’s educational program. Schools are expected to implement this Policy as follows: Freedom of Expression • Names/Pronouns: Students shall have the right to be addressed by a name All students have the right to freedom of speech and press within the school and pronoun corresponding to their gender identity that is exclusively and environment, including but not limited to the use of bulletin boards; the consistently asserted at school. distribution of printed materials or petitions; the wearing of buttons, badges, or other insignia; and the right of expression in official publications, whether • Official Records: The District shall change a student’s official records to

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 27 or not these publications are supported financially by the school or by use of school facilities. Prohibited expression is that which is obscene, libelous, or Prohibition on School Fees slanderous; or that which incites students to commit unlawful acts on school Schools may not require students to pay fees, deposits, or other charges for premises or violate lawful school regulations, including nondiscrimination participation in educational activities unless specifically authorized by law. policies, or substantially disrupt the orderly operation of the school. EDUCATION The solicitation of voluntary donations is still permissible. Complaints about CODE SECTION 48907 student fees can be made to the Office of the Ombudsperson through the Uniform Complaint Process. Board Policy 3260; Administrative Regulation 3260 Sexual Harassment Sexual harassment is prohibited by federal and state law and District policy. Foster Youth Program Sexual harassment is unwanted sexual advances, requests for sexual favors, The District offers services for foster youth (including youth who are or other verbal or physical contact of a sexual nature that is made a condition supervised by a county probation agency) such as assistance with enrollment, of learning or that seriously interferes with a student’s ability to learn or transfers, and educational advocacy. These services are provided by creates an offensive, hostile, or intimidating learning or work environment. Transitional Students and Families specialists. Students involved in the foster Students who feel that they have been sexually harassed by students or care system may receive tutoring, case management, connections with District employees should report the incident to their principal or other adult county agencies, and supplemental educational materials. To speak with a authority. Parents should report incidents to the principal and the executive specialist please call the Foster Youth Program at 273-1659. The office is part officer assigned to the student’s school. Complaint forms are available at of the Transitional Students & Families Unit at 746 Grand Avenue. EDUCATION school sites and the Office of the Ombudsperson. Students found to have CODE SECTION 42920, BOARD POLICY 6173.1 sexually harassed a student or an employee may be suspended and/or expelled from school. BOARD POLICY 5145.7, ADMINISTRATIVE REGULATION 5145.7, EDUCATION McKinney-Vento/Homeless CODE SECTIONS 231.5, 49880 (G). Please refer to the Appendix for the full text of the first two policies. For Students and Families Program policies addressing the sexual harassment of employees, see BOARD POLICIES The McKinney-Vento Program, which is part of the Transitional Students 4119.11, 4219.11, 4319.11; AND ADMINISTRATIVE REGULATIONS 4119.11, 4219.11, 4319.11. & Families Unit, supports the transition and success of students in the District with unstable/uncertain housing. The District offers services as Free/Reduced-Price Meals mandated through the McKinney-Vento Law to students (ages 3-22) who lack a fixed, regular, and adequate nighttime residence. These persons may Children from families whose income is at or below levels specified on the be temporarily sharing housing with more than one family due to eviction California Eligibility Scale are eligible for meals free or at reduced prices. or economic hardship, living in emergency or transitional shelters, hotels or Requirements and an application are available at all schools. For more information, call Nutrition Services at 434-3334. EDUCATION CODE SECTIONS 49510– 49520, BOARD POLICY 3553, ADMINISTRATIVE REGULATION 3553 TIMELINE FOR ENGLISH LANGUAGE LEARNERS Meal applications are important to schools and families because through the Upon entry to the District, any student who lists a language other than application process: English on the home language survey will be given two assessments to 1. Students can qualify for free or reduced nutritious meals. determine language proficiency: an initial California English Language 2. Students can qualify for reduced price AP (Advanced Placement) and SAT Development Test (CELDT) and primary language testing. These testing. assessments will be administered within 30 days of the student’s first day of school, either at the school site or at the Student Assignment 3. Students can qualify for free afterschool programs. Center. 4. Teachers may have their student loans waived when they work for a school Based on the results, the District will mail home a Parent Notification serving students receiving free and reduced-price meals. Letter recommending one of the following programs, subject to parent 5. The District and sites will qualify for millions of dollars in funding like Title I approval: and eRate which enhance the education experience for students. • sheltered English immersion instruction Parents don’t need to have a Social Security number to apply and the • mainstream English instruction information provided on the application is kept confidential. Families can also • bilingual instruction apply online at www.ousd.k12.ca.us/free-reducedmeals. 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 Local Control Funding Formula (LCFF) Forms school and October 30 for reassessment. Parents will receive updated Provision 2 schools serve meals to students at no charge. Provision 2 schools Parent Notification Letters in April or May for the following school year. do not have to collect and process school meal applications, but Provision 2 To be reclassified as English proficient, students must meet the schools are required to complete the LCFF form. The LCFF form determines following criteria: which students meet the income eligibility as an alternative process to completing the meal applications. LCFF funding calculations are not the only • CELDT scores: 4 overall, 3 or higher in each area reason this requirement exists, these applications are important for the • California Standards Test (CST) results in English Language Arts: 324 or following reasons as well: higher • Grades: C- or higher in core subjects (English, math, science, social Supports accurate tracking of the academic achievement of studies) socioeconomically disadvantaged student groups. Students’ records are reviewed for reclassification twice a year—once Increases funding to school districts based on the percentage of students that in October and again in February. Parents of students reclassified are low income, foster youth and English Language learners. as proficient will be notified by mail in October–November and/ To learn more about LCFF, please visit www.ousd.k12.ca.us/LCFF. or February–March. For more information, contact the Student Assignment Center at 434-7752. The office is located at 746 Grand Avenue.

motels, trailer parks, camping grounds, or places not designed for sleeping such as garages, attics, cars, or parks, etc. The McKinney-Vento law also OUSD Central Family Resource Center includes unaccompanied youth who are not in the physical custody of a OUSD now has a Central Family Resource Center (CFRC) at the Family, parent or guardian. Services available may include tutoring, transportation Schools and Community Partnerships office at 746 Grand Ave. Portable assistance, school supplies, enrollment assistance, and referrals to #1, across the parking lot from the Student Assignment Center. The community programs and parent/student workshops. For more information, CFRC is here to support families and provides referrals for needed speak with a Transitional Students and Families specialist at 273-1662. The services, health insurance and food assistance enrollment, workshops office located at 746 Grand Avenue. ADMINISTRATIVE REGULATION 5111.13 on issues facing Oakland families, and help navigating OUSD and Alameda County departments. Families can call 273-1516 or come by Refugee and Asylee Student if they need assistance or are interested in getting involved. The CFRC is coordinated by the East Bay Agency for Children in partnership with Assistance Program OUSD, Alameda County, and East Bay Innovations. The OUSD Refugee & Asylee Student Assistance Program, which is part of the Transitional Students & Families Unit, supports the transition and of the students at a school speak a primary language other than English. success of refugee and asylee students into OUSD. The program provides • Student-specific documents sent to a parent or guardian about their child supplementary educational programs, services, (summer school, parent must be translated into a language the parent or guardian can understand, workshops, afterschool programs, and recreational programs); enrollment regardless of the percentage of students in the school or District who speak assistance and orientation to the U.S. school system; and educational that language. advocacy and support for refugee and asylee students, their families, and their teachers. For more information, please call 273-1661 or visit the Interpretation services must be provided as follows: Transitional Students & Families Unit at 746 Grand Avenue, Portable 2. • Interpretation must be provided where necessary to enable parents and guardians to participate in school and District-level activities such Board Pregnant and Parenting Students meetings or School Site Councils. Pregnant students may choose to remain in their current school or transfer • Interpretation must also be provided to enable parents and guardians to to the District’s Independent Study program or the Alameda County Cal-SAFE understand specific communications with staff concerning their own child, program, which offers parenting classes in addition to the regular curriculum. including communications related to student discipline, academic progress, For information about transferring to either of these programs, please call and special education services. Betty McGee at 273-1621. Children should only be used as interpreters in an emergency or for informal communications when there is no risk that confidential information may be Excuse from Dissection disclosed. of Animals Parents and guardians can request translation or interpretation services by submitting the “Parent Request Form for Primary Language Assistance” to a A student who morally objects to dissecting or otherwise harming or site administrator at least two weeks prior to the need for such services. destroying animals may be excused provided the objection is substantiated by a note from his or her parent. The teacher may work with the student See Board Policy 5124 and Administrative Regulation 5124 to develop and agree on an alternative project. The student will not be Language and Information Programs discriminated against based on this decision. EDUCATION CODE SECTIONS 32255–32255.6, BOARD POLICY 5145.8, ADMINISTRATIVE REGULATION 5145.8 The District offers each student identified as an English Language Learner (ELL) English language development and instruction to provide him or her Parent Notification for Title III (LEP) with equal access to the core curriculum, in accordance with the Oakland School Master Plan for English Learners, federal and state regulations, and Within 30 days of the beginning of each school year, parents must be notified legal mandates. Parents will be notified, in English and in their primary of a child’s assessment as Limited English Proficient (LEP), the reasons for that language, of their child’s test scores and instructional options, including assessment, the method of instruction to be used, how this method will help the parents’ right to participate in school advisory councils and to request the child learn English and meet academic standards, procedures for exiting a waiver for their children from the program, if they so wish. Parents may the program, the student’s expected rate of transition to English, and his or request primary language instruction for their child. For further information her expected rate of secondary school graduation. To the extent possible, all or assistance, contact your principal or the Student Assignment Center, notifications must be provided in a language parents can understand. BOARD located at 746 Grand Avenue, phone 434-7752. POLICY 6174 Some English Language Learner (ELL) students are designated as LEP. Uniform Complaint Procedures Education for English Language Learners The District encourages the early, informal resolution of complaints at the site level whenever possible. Please contact your Principal or Executive Translation Services Officer, if you have a concern. The District maintains a policy that, to the fullest extent practicable, English The District shall use the Uniform Complaint Procedures (UCP) to resolve learners and parents who speak languages other than English are provided any complaint alleging unlawful discrimination, harassment, intimidation, translation and interpretation services when necessary. or bullying in district programs and activities based on actual or perceived characteristics of race or ethnicity, color, ancestry, nationality, national Written translation must be provided as follows: origin, ethnic group identification, age, religion, marital or parental status, • District-wide documents must be translated whenever 15 percent or more physical or mental disability, sex, sexual orientation, gender, gender identity, of the students in the District speak a primary language other than English. gender expression, or genetic information, or any other characteristic identified in Education Code 200 or 220, Penal Code 422.55, or Government Code 11135, or • Certain “universal” documents must be translated into additional languages based on association with a person or group with one or more of these actual as described in Administrative Regulation 5124. or perceived characteristics. • School-wide documents must be translated whenever 15 percent or more

A student, parent, or guardian may file a complaint of bullying verbally or in Level 2 Appeals will be investigated within ten (10) days. All appeals must be writing with the principal, principal’s designee, or the District Ombudsperson. filed within five (5) days of receiving the Level I Complaint response. Uniform Complaint Procedures shall also be used to address any complaint The Office of the Ombudsperson is located at 1000 Broadway, Suite 680, alleging the district’s failure to comply with the prohibition against Oakland, CA 94607. requiring students to pay fees, deposits, or other charges for participation For more information, please call 879-4281 or send a fax to 879-3678. in educational activities and any complaint alleging failure to comply with Information about Uniform Complaint Procedures can be found on our state or federal laws in the requirements for the development and adoption website at www.ousd.k12.ca.us/UCP. BOARD POLICY 1312.3 of a school safety plan, and state and/or federal laws in Adult Education, Consolidated Categorical Aid Programs, Migrant Education, Career Technical and Technical Education and Career technical and Training Programs, Child Williams Uniform Complaint Procedures Care and Development Programs, Child Nutrition Programs, and Special The District shall follow the Williams Uniform Complaint Procedures for Education Programs. complaints related to sufficiency of textbooks or instructional materials; The District prohibits any form of retaliation against any complainant in the emergency or urgent facilities conditions that pose a threat to the health complaint process. Participation in the complaint process shall not in any way or safety of students or staff; unclean, unmaintained and/or or unopen affect the status, grades, or work assignments of the complainant. restrooms during school hours; and teacher vacancies or misassignments. Williams Uniform Complaint Procedures will also be followed for complaints Gabriel Valenzuela, Ombudsperson and Title IX Coordinator, is responsible related to pupils who have not passed the CAHSEE (California High School Exit for the intake and monitoring of all formal District complaints. Additionally, Exam) by the end of grade 12, who were not provided with the opportunity the Ombudsperson will investigate complaints concerning discrimination, to receive intensive instruction pursuant to EDUCATION CODE 37253 (D)(4) and (5) after the program for English Language Learners (ELL), and retaliation for or the completion of grade 12. interference with ELL program advocacy. All Williams Complaints will be investigated within forty-five (45) working If a complainant is unable to put a complaint in writing due to illiteracy or days. Only facilities concerns regarding unsafe conditions may be appealed to other disabilities, District staff shall help him or her file the complaint. A the State Superintendent of Public Instruction. copy of the Uniform Complaint Procedures shall be available free of charge. The District’s Uniform Complaint Procedures policy and administrative The Williams Uniform Complaint Procedure (UCP), is available at www. regulation shall be posted in all district schools and offices, including staff ousd.k12.ca.us and is posted in the main office of each school. In addition, lounges and student government meeting rooms. If 15 percent or more of the Notice of Complaint Rights for Parents/Guardians/Pupils and Teachers students enrolled in a particular school speak a single primary language other must be posted in every classroom of every school. Contact the Office of the than English, the district’s policy, regulation, forms, and notices concerning Ombudsperson, located at 1000 Broadway, Suite 680, Oakland, CA 94607; Uniform Complaint Procedures shall be translated into that language. phone 879-4281, fax 879-3678. ADMINISTRATIVE REGULATION 1312.4 (Education Code 234.1, 48985) Complaints alleging discrimination, harassment, intimidation, or bullying Oakland School Police Department must be filed within six months from the date the alleged discrimination, harassment, intimidation, or bullying occurred or the date the complainant (OSPD) Complaint Procedures first obtained knowledge of the facts of the alleged discrimination, Oakland School Police Department (OSPD) complaint procedures can be used harassment, intimidation, or bullying unless the time for filing is extended by to report situations where an individual believes an officer did not treat the the Superintendent or his or her designee. complainant or someone else appropriately. Complaint forms are available in the main offices of schools, at the Office of the Ombudsperson (1000 Complaints will be investigated and a written decision or report will be sent Broadway, Suite 680, Oakland, CA 94607), and online at www.ousd.k12. to the complainant within 60 calendar days from the receipt of the complaint. ca.us/ospdcomplaint. The 60 day time period may be extended by written agreement of the complainant. The District person responsible for investigating the complaint OSPD is located at 1011 Union Street, Oakland, CA 94607, phone 874-7777, shall conduct and complete the investigation in accordance with 5 CCR 4680-4687 fax 874-7787, email:[email protected]. and in accordance with local procedures adopted under 5 CCR 4621. Police complaints will be investigated within 45 to 240 days. If dissatisfied with the District’s decision, the complainant may appeal in writing to the California Department of Education (CDE). The complainant Students with Physical or shall file his/her appeal within 15 calendar days of receiving the District’s decision and the appeal shall specify the basis for the appeal of the decision Mental Disabilities and whether the facts are incorrect and/or the law has been misapplied. The appeal must include a copy of the complaint filed with the District and a copy OUSD prohibits discrimination and harassment in any program or activity of the District’s decision. on the basis of mental or physical disability. Parents or students who have questions or complaints regarding eligibility, program modifications, or A complainant may pursue available civil law remedies outside the District’s accommodations for individuals with mental or physical disabilities should complaint procedures. Complainants may seek assistance from mediation contact their child’s school site administrator or the Programs for Exceptional centers or public/private interest attorneys. Civil law remedies that may be Children (Special Education) at 874-3700. BOARD POLICY 6164.6, BOARD POLICY 6159.1 imposed by a court include, but are not limited to, injunctions and restraining PROCEDURAL SAFEGUARDS & COMPLAINTS FOR SPECIAL EDUCATION orders. In addition, any decision concerning a discrimination complaint based on state law shall include a notice that the complainant must wait until 60 Reasonable Accommodation/ calendar days have elapsed from the filing of an appeal with the California Section 504 Services Department of Education before pursuing civil law remedies. Section 504 is part of a U.S. law that requires schools to meet the educational The California Department of Education may directly intervene in a complaint needs of students with disabilities as adequately as they meet the without waiting for action by the District when one of the conditions listed educational needs of students who don’t have disabilities (or schools must in 5 CCR 4650 exists, including cases in which the District has not taken action provide students with disabilities the same chance to benefit from school within 60 calendar days of the date the complaint was filed with the District. programs, services, and activities as students without disabilities). All complaint allegations must be filed within six (6) months of the alleged If a student with a disability meets certain requirements, the school can incident(s). Level I Complaints will be investigated within forty-five (45) days.

develop a 504 Plan for the student. A 504 Plan tells what the school will do neurological, and circulatory functions. to help make sure that the individual educational needs of a student with a What are some examples of disabilities that might disability are being met. In order to have a 504 Plan, a student must meet substantially limit a major life activity? both of these requirements: • Attention Deficit Disorder 1. The student must have a physical or mental impairment that gets in the • Cancer way of learning or participating in school programs or activities. • Chronic Asthma 2. The student’s impairment must substantially limit at least one “major life • Cystic Fibrosis activity.” The impairment must substantially limit a major life activity. • Diabetes • Physical disabilities Frequently asked questions about Section 504 • Seizure Disorder What is a “major life activity”? • Severe Allergies • Sickle Cell Anemia “Major life activities” include such things as seeing, hearing, eating, sleeping, • Temporary disabilities breathing, speaking, walking, thinking, learning, and working. “Major life activities” also include the operation of major bodily functions such as How do I request accommodations for my child? normal cell growth; the immune system; and bowel, bladder, endocrine, To get things started, talk with the 504 Coordinator at your child’s school (call the office at your child’s school and ask for the 504 Coordinator). The HEALTH IMMUNIZATIONS school 504 Coordinator will help you with the paperwork for requesting a 504 Assessment to see if your child meets requirements to have a 504 Plan. The State law requires that all students have the following immunizations school 504 Coordinator will review your request for a 504 Assessment and in order to enroll in school. Show this list to your health care provider get back to you within 15 days. to make sure your child has the immunizations he or she needs. For information on free clinics, call the Alameda County Immunization Who decides if my child receives accommodations? Project at 267-3230. During the 504 Assessment, the school 504 Coordinator will gather Preschool information from you, including any written documentation about your child • Polio - 3 doses that you wish to share, your child’s school records, and school staff who are • Diptheria, Pertussis, and Tetanus (DPT) - 4 doses familiar with the needs of your child. School staff might also arrange for • Measles, Mumps, Rubella (MMR) - 1 dose administered on or after the testing to get a better understanding of your child’s educational needs. child’s first birthday The next step is to have a 504 team meeting to review all of the information • Haemophilus influenzae type B (Hib) - 1 dose administered on or after about your child’s needs and decide whether your child meets the the child’s first birthday requirements to have a 504 Plan. This meeting will include you, the school • Hepatitis B - 3 doses 504 Coordinator, your child’s teachers, and other school staff who work with • Varicella (chicken pox) - 1 dose or documentation of varicella disease your child, such as the school counselor or school nurse. If your child meets by the health care provider the requirements, the team will develop a 504 Plan for your child during the Kindergarten–12th grade meeting. • Polio What are examples of Accommodations that can be provided – 4 doses meet the requirement or in a Section 504 plan? – 3 doses for ages 4–6 years if at least 1 was given on or after the 4th birthday or • Seating in the front of the class – 3 doses meet the requirement for ages 7–17 years if 1 was given on • Creating a behavior support plan or after the 2nd birthday • Testing accommodations • Diptheria, Pertussis, and Tetanus (DPT) • Alternative formats of classroom materials – 5 doses meet the requirement or • Providing additional time for homework assignments – 4 doses meet the requirement for ages 4–6 years if 1 dose was given What right do parents/guardian have under Section 504? on or after the 4th birthday or As a parent or guardian, you have the right to: – 3 doses meet the requirement for ages 7–17 years if 1 dose was given on or after the 2nd birthday • have the school staff consider whether your child might need a 504 Plan, – Pertussis (Tdap): 1 dose given after the 7th birthday is required for based on information from a variety of sources. 7th grade students and students new to the District in grades 8-12. • get all information in your native language in the main way that you • Measles, Mumps, Rubella (MMR) communicate. – 2 doses meet the requirement; both must be given on or after the • examine all records about your child’s 504 Plan or request for a 504 Plan. first birthday (one dose can be measles vaccine only; 1 dose must be • be told ahead of time about any actions the school is planning to take that MMR) are related to your child’s 504 Plan or request for a 504 Plan. • Hepatitis B • have your child’s 504 Plan reviewed and evaluated on a regular basis. – 3 doses meet the requirement or You have the right to be told before any major changes are made to the – 2 doses of 2-dose formulation meet the requirement for ages 11–15 services. (must be documented as a 2-dose formulation of Hepatitis B vaccine) • an impartial hearing (a fair hearing) if you disagree with a decision or with • Varicella (chicken pox) something the school plans to do, you. You have the right to have a lawyer – 1 dose required in kindergarten through sixth grade (2010-2011 with you at the hearing if you want to. school year) or students under age 13 entering a California school for • appeal the decision if you have a hearing and you disagree with the decision the first time or made by the official who conducts the hearing. – No dose is required if a physician or clinic has documented on the How is a Section 504 complaint made? child’s immunization card “had disease” Local school site resolutions are encouraged. However, if the complaint HEALTH AND SAFETY CODES 120325-120380; EDUCATION CODE SECTIONS 48216, 49403; BOARD POLICY 5141.31 cannot be resolved, a written complaint may be filed with the District 504 Coordinator through the District Ombudsperson. Please note that complaints

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 31 generally must be filed with the Ombudsperson within six months from the date of the incident. Complaint forms are available at school sites, the TIPS FOR HEALTHY SNACKS AND CELEBRATIONS District’s webpage under Departments, Office of the Ombudsperson. The The District’s Wellness Policy calls for all food at school, including Office of the Ombudsperson is located at 1000 Broadway, Suite 680, Oakland, food served at celebrations, events, and fundraisers, to follow healthy CA 94607. The telephone number is 879-4281, fax 879-3678, and you can guidelines. Please advise school staff if your child has peanut or other email the Ombudsperson at: [email protected]. food allergies. Here are some suggestions for healthy snacks to bring to Where can I obtain further information or assistance? celebrations and school events: Ask for more information at your child’s school site, or contact: Barbara • Water or 100% fruit or • Mixed nuts and seeds or trail Parker, Health Services Coordinator/District 504 Coordinator, 746 Grand vegetable juice (NO SODA) mix Avenue, Room 15, Oakland, CA 94610. Email: [email protected], phone 273-1510. • Fresh fruit or vegetables • Salads/coleslaw • Pita bread and hummus • Sandwiches with whole grain bread Special Education • Whole grain crackers or pretzels The District provides free and appropriate public education to children who with peanut butter or cheese • Corn tortillas/sopas qualify for Special Education and related services. • Veggie pizza with whole grain • Fruit smoothies crusts and lowfat cheese Identification Process • Hominy • Dried fruits/fruit leather Students are eligible for Special Education when testing determines the • Rice or soba noodles student has a disability that adversely affects academic performance and that • Low sugar yogurt products cannot be corrected without special education or related services. Students • Low sodium jerky may be referred for testing by a parent, teacher, other school staff, or agency personnel to the following teams, based on students’ ages: The following are popular unhealthy snacks to avoid serving on a school campus: • birth to 5 years—Infant/Preschool Diagnostic Team, 729-7762 • school-age students attending Oakland Public Schools—Resource Specialist • cookies, doughnuts, cake and • chips, Cheetos, Doritos, pork at the school of attendance other baked goods and pastries rinds and nachos Special education assessments are conducted by qualified District staff within • candy (i.e. chocolate, lollipops, • soda, fruit drinks, coffee drinks 60 days of receiving the parents’ written consent to a formal assessment gummy bears/ worms, sugary and sweet teas plan. A written report of the testing results is shared with the parents at an gum) Individualized Education Plan (IEP) meeting. The assessments must identify As of July 2014 all foods sold on campus (including fundraisers) must any suspected disability, any adverse effects on the student’s achievement meet OUSD nutrition guidelines. (e.g., low performance), and any areas of need. Using this information, the IEP team determines eligibility, goals, and objectives for the educational program and an appropriate special education program or service for the student. Wellness Policy The OUSD Wellness Policy identifies several areas of health as contributing to Programs and Services student success, both in and out of the classroom, including: Nutrition (access Every public school in Oakland has a Resource Specialist Program (RSP). A to healthy food and nutrition education), School Gardens, Physical Education resource specialist is a case manager for referrals and provides services for and Physical Activity, Comprehensive Health Education, Positive School students who need less than half a day of special education support. For Climate, Healthy Physical School Environment, Access to and Coordination of students requiring very specialized instruction (hearing impaired, visually Health Services, and Staff Wellness. There are many programs and activities impaired, autistic, etc.), the District offers Special Day Class (SDC) and at the community, District, and school level that provide opportunities for Emotionally Disturbed (ED) programs at all grade levels throughout the support and involvement. For more information, please contact the Program District. Many students who received special education require related Manager of Coordinated School Health at 273-1676 or visit www.ousd.k12. services in one or more areas in order to benefit from their educational ca.us/schoolwellness. Please see the OUSD Health and Wellness Information program. Some of these services are speech and language, orientation and Guide for more resources. BOARD POLICY 5030 mobility instruction, physical or occupational therapy, assistive technology, adaptive physical education, and brailing. For further information, call the Meals for Students with Special Needs Programs for Exceptional Children at 874-3700. The office is in the Marcus Foster Building, 2850 West Street. EDUCATION CODE SECTIONS 56000, 56030–56050, 56301, All sponsors of child nutrition programs are required to offer meals to 56325; BOARD POLICY 6164.4 children with disabilities and children with special dietary needs whenever meals are served. Bus Passes The district provides bus passes and/or transportation services to special Children with Disabilities education students who have transportation services as part of their IEP. Call the Programs for Exceptional Children at 874-3705 for additional information. Requiring Special Meals Whenever a child with disabilities is unable to eat or drink one or more meal Health and Safety components, we must have a medical statement signed by a physician. Helping students stay healthy is critical to their ability to perform well in A medical statement must identify the following: school. The District offers a number of health, health education, and safety • The handicap and an explanation of why the handicap restricts the child’s services to students and their families. Several OUSD schools have nursing diet services and on-campus health clinics for students. Contact your principal to find out about services at or coming to your school. • The major life activity affected by the disability • The food or choice of foods that must be omitted or substituted

which is can be accessed at www.ousd.k12.ca.us/allergentool. This tool will SCHOOL-BASED HEALTH CENTERS IN OUSD help to determine the allergens in different menu items. This information is subject to change and is updated periodically. Did you know there are fifteen School-Based Health Centers on campuses in Oakland? Emergency Card School-Based Health Centers are open to all of the students at the schools where they are located. The services they provide come at This card contains vital information should we need to contact you in an no cost to the students. Some even serve family members or other emergency or disaster. At the start of school each fall, parents are legally students who live in the nearby community but attend other schools. required to complete the card. Please be sure to update the information These health centers provide basic medical services, counseling, and during the school year if your place of work, phone number, or home address many other important services that help keep students healthy and changes. You can pick up a card in your school office. ready to learn. Current sites with School-Based Health Centers: Physical Examination • Calvin Simmons Campus serving United for Success and Life Academy Proof of a health checkup is required for enrollment in kindergarten and first (436-3009) 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 • Castlemont High School (428-3556) months before entry into first grade and no later than 90 days after entry. • Elmhurst Campus serving Elmhurst Community Prep and Alliance The Report of Health Examination for School Entry form is available at all Academy (639-3287 and 639-1479) elementary schools. It is included in the kindergarten registration packet. If parents wish their child to be exempt from any physical examinations, • Fremont High School (879-1600) they must sign a waiver. For information on how to obtain free health • Frick Middle School (639-3386) examinations for entry into school, call the Alameda County Public Health Department’s Clearinghouse at 888-604-4636. CALIFORNIA HEALTH AND SAFETY CODES • Havenscourt Campus serving Coliseum College Prep Academy and 124085, 124040; EDUCATION CODE SECTION 49451; BOARD POLICY 5141.3 ROOTS International Academy (632-1675) • La Escuelita Education Center serving Dewey Academy, MetWest High Dental Examination School, La Escuelita Elementary, Yuk Yau Child Development Center, and Centro Infantil Child Development Center (879-1568) An examination by a dentist is required 12 months or less before entering kindergarten or first grade or by May 31 of the first year in school, using the • Madison Middle School (636-4210) form provided by the school. To find a dental provider who accepts Medi-Cal/ • McClymonds High School (835-1393) Denti-Cal insurance, call 800-322-6384; for Healthy Families, call 800-880- 5305. If your child is not insured, call the Alameda County Public Health • Oakland High School (879-1868) Department Clearinghouse at 888-604-4636. EDUCATION CODE SECTION 49452.8 • Oakland Technical High School serving Oakland Tech, Oakland International High School, and Street Academy (450-5421) Screenings • Roosevelt Middle School (535-2893) Vision and hearing screenings are conducted upon first entry into a California • Skyline High School (531-5016) school and every three years thereafter until the child has completed tenth grade. EDUCATION CODE SECTIONS 49452, 49455 • Urban Promise Academy Middle School (535-6440) • West Oakland Middle School (874-7272) Medication For more information about our School-Based Health Centers, please If your child requires medication during the school day, as prescribed by contact Mara Larsen-Fleming, Program Manager for School-Based a licensed medical provider, school staff can assist a student only when a Health Centers, at [email protected] or 684-6549. completed and signed Medication Authorization form is on file with the school. The Medication must be in the original container. Children with Special Dietary Needs Parent/Guardian Responsibilities For participants with food allergies or food intolerances that are supported The parent/guardian of any student who may need medication during the by a statement signed by a recognized medical authority, we will make school day is responsible for: substitutions. 1. Providing updated information on the student’s emergency card each year For non-disabled participants the supporting statement must include: and whenever there is a change. • An identification of the medical or other special dietary needs, which 2. Each year, providing required parent/guardian and authorized health care restrict the child’s diet provider written orders. In addition, the parent/guardian shall provide a new authorized health care provider’s orders if the medication, dosage, • The food or foods to be omitted from the participant’s diet and the food or frequency of administration, or reason for administration changes. choice of foods that may be substituted 3. If the student is on a continuing medication regimen for a non-episodic Copies of the required form is available from the Nutrition Services Office or condition, informing the school nurse or other designated certificated online at www.ousd.k12.ca.us/specialmealsform. employee of the medication being taken, the current dosage, and the Send completed and signed Medical Statements to Amy Glodde, Menu name of the supervising physician. With the consent of the parent/ Planner in Nutrition Services Office at 900 High St., Oakland, CA 94601. guardian of the student, the school nurse may communicate with the Menus that meet the child’s dietary prescription and/or texture modification physician and may consult with the school personnel regarding the will be developed. Nutrition Services staff will be trained on how to prepare possible effects of the drug on the child’s physical, intellectual, and social these special meals. behavior, as well as possible behavioral signs and symptoms of adverse side effects, omission, or overdose. For your convenience, Nutrition Services has also developed the Allergen Tool

4. If the student suffers from epilepsy, notifying the principal or designee • threat of suicide whenever the student has had an emergency antiseizure medication • threat of homicide administered to him/her within four hours before a school day. (Education • issues of physical, sexual, emotional, or other child abuse Code 49414.7) 5. Providing medications in properly labeled, original containers along with Free and Low-Cost Health Care the authorized health care provider’s instructions. For prescribed or ordered medication, the container also shall bear the name and telephone Enrollment through OUSD number of the pharmacy, the student’s identification, and the name and OUSD is now helping families sign up for free and low-cost health coverage, phone number of the authorized health care provider. as well as other social service benefits like CalFresh. Families that have 6. If the parent/guardian wishes their children to carry and self administer questions or want to come in for assistance with applying can contact the inhaled asthma medication or prescription auto injectable epinephrine OUSD Central Family Resource Center (CFRC) at 273-1516. Families can also (Epi Pen), they must each year provide a completed Permission to Carry check out the website for more information and to see if they qualify for and Self Medicate form and a completed Medication Authorization form. Medi-Cal, the state’s Medicaid program that serves low-income families The medication orders must be completed annually and when there is www.ousd.k12.ca.us/healthinsurance. any change in the medication orders. These forms can be found online In addition to Medi-Cal and CalFresh, the CFRC helps families sign up for at www.ousd.k12.ca.us/healthforms, or at each school. Parents of any HealthPAC, a health program in Alameda County that serves undocumented student on a continuing medication regimen must provide this information immigrants. During the open enrollment period, families can also get support on the emergency card and notify the school nurse or designated school signing up for Covered California and the Kaiser Child Plan. Families are personnel of the medication taken, current dosage, and the name of the welcome to drop into the office at the Family Resource Center, 746 Grand child’s medical provider. EDUCATION CODE SECTIONS 49423, 49480; BOARD POLICY 5141.21, Ave, Portable #1, across the parking lot from the Student Assignment Center. Administrative Regulation 5141.21 In order to help families maintain their coverage in health insurance and other public benefit programs, the Alameda Social Services Agency may share Students with Chronic Health Conditions certain information with OUSD, such as renewal dates. OUSD may contact Parents of students with chronic health conditions are encouraged to notify families at risk of losing their coverage in order to assist with the renewal the school site. A health care plan will be developed by a school nurse or process. designated school personnel in conjunction with the family and the medical provider. In order to help us better support your child, please provide Head Lice written medical updates to the school regarding your child’s health status, your child’s medications, and your pediatrician’s contact information. We Students will not be excluded from school if they have nits or head lice, as encourage you to notify your child’s school whenever you have a change head lice are not a disease and do not carry any disease; nor should students of address, phone numbers or emergency contact persons. In addition, we with head lice stay home from school. Unnecessary absences can negatively recommend the following in case of emergency: 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 • Provide a three-day supply of medication to your child’s school as contact. Schools are not a common place for the spreading of head lice, and prescribed by your child’s medical provider using the Medication head lice cannot fly, jump, or swim. Hats and helmets alone have not been Authorization form (available at each school). found to transfer head lice or nits, and they are not usually spread by shared • Provide a three-day medical equipment supply for your child’s medical combs or hair accessories. procedure (nebulizer, catherization tubing, GT feeding). Studies show that screening for lice in schools does not decrease the • Provide a three day supply of special dietary foods for your child. incidence of head lice, so screening is no longer done in OUSD. If a parent or staff member believes a student has head lice, he or she may contact Health Please send the current medical orders, medication, supplies and/or food Services. A student who has nits or lice will be sent home at the end of the to the school office within one week. If you have any questions regarding day with information to the parent on how to manage lice and a referral to emergency preparedness measures for your child, please contact your child’s the student’s health care provider for assistance. Staff shall maintain the school. privacy of students identified as having head lice. For more information on head lice or its treatment, please contact the school office or call Health Consent for Medical Services Services at 273-1510. BOARD POLICY 5141.33, ADMINISTRATIVE REGULATION 5141.33 California state law allows students to have access to the following health services with or without parental consent: Dismissal from School Due to Illness • diagnosis and treatment of sexually transmitted diseases or infectious, Students may be sent home if they are believed to be suffering from a contagious or communicable diseases required to be reported to local recognized infectious or contagious disease. Parents, guardians, or those health officials (12 years or older) authorized to be called in case of emergency will be contacted to take an ill • pregnancy testing, contraceptives, and referral for pregnancy options student home. HEALTH & SAFETY CODE SECTIONS 120335, 120365; EDUCATION CODE SECTION 49451 counseling and prenatal care (minors of any age) • mental health and substance abuse counseling (12 years or older can Exclusions consent but parents must be notified under most circumstances) • alcohol and substance abuse counseling diagnosis and treatment (12 years The superintendent may exclude from school attendance children who or older) have not been immunized properly, who are suffering from contagious or infectious diseases, and/or those who constitute a clear and present danger CALIFORNIA FAMILY CODES 6920-6929 to the life, safety, or health of a student or school personnel. ADMINISTRATIVE Minors using the District’s school-based clinics or nurse’s offices will be REGULATION 5112.2 offered confidential services as permitted by state law. While parent involvement is preferred, the minor’s preference is respected except in the following instances: • emergency situations when danger to life is imminent

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

notification of individual applications at the school site. Those persons listed Home/Hospital Instruction for on the school’s registry will be notified at least 72 hours before pesticides Temporarily Disabled Students are applied. Even if you have registered in the previous school years, please complete the Request for Notification of Individual Pesticide Application Once the appropriate physician has certified that a student will be unable form available in the back of this guide, or online at www.ousd.k12.ca.us/ to attend regular school or alternative classes due to a temporary disability, pesticideform. Completed forms should be submitted to your school’s main parents may request home/hospital instruction by filing a written request office if you wish to be notified when a pesticide will be applied at your with the student’s principal. For information call 597-4294. EDUCATION CODE school site. SECTION 48206.3, ADMINISTRATIVE REGULATION 6183 On the prior page is a list of pesticides has been approved for possible use If your child is hospitalized outside Oakland and you are an Oakland resident, at District sites this school year. You can find more information regarding he or she is entitled to a public education from the district in which the these pesticides and pesticide use at the California Department of Pesticide facility is located. EDUCATION CODE SECTION 48207, ADMINISTRATIVE REGULATION 6183 Regulation’s Web site at www.cdpr.ca.gov. If this is the case, parents are responsible for notifying and requesting services from the school district in which the hospital or other residential California Healthy Kids Survey treatment health facility is located. EDUCATION CODE SECTION 48208, ADMINISTRATIVE The California Healthy Kids Survey (CHKS), along with the California School REGULATION 6183 Parent Survey for staff and the California School Staff Survey, are the annual OUSD surveys of the health and wellness of our students and our Tobacco-Free District schools. Together, these three surveys help schools and the District to All tobacco products, including e-cigarettes, vaping devices, flavored identify areas of student and school strengths and weaknesses. The survey cigarettes, cigars, and chewing tobacco, are prohibited on District property results guide improvement of school climate and learning supports, as well as and in District vehicles. This prohibition applies to all employees, students, student and parent engagement. They help to improve the quality of health visitors, and other persons at any school or school-sponsored activity or and wellness, prevention, and youth development programs in our emerging athletic event and on any property owned, leased, or rented by or from the Full-Service Community Schools. District. As stated in the CHKS website: At the heart of the CHKS is a broad range of key learning and health-related Asbestos in Schools indicators that are used to collect student data on attitudes, behaviors, The District developed its Operations and Management plan to eliminate and experiences related to school and learning. School connectedness, potentially harmful asbestos exposures to students, teachers, employees, developmental supports and opportunities, safety, violence and harassment, other workers, and visitors to our school sites. You may review a site’s substance use, and physical and mental health are some of the key areas Operations and Management plan, located in the principal’s office, during assessed by the survey. regular school hours. Call the Risk Management Office at 535-2750 if you All students in grades 5, 7, 9 and 11, as well as all Continuation School have further questions. students, take the California Healthy Kids Survey in February. Parent permission is required for children under the age of 12. Before the survey is Annual Pesticide Use Notification given, parents will receive written notice with an offer to review the survey questions. The District has adopted an Integrated Pest Management (IPM) policy, Board Policy No. 3511.2, which provides stricter restraints on the use of pesticides. Parents will take the California School Parent Survey and principals, teachers, The policy includes notifying parent/guardians and staff of pesticide use. and other school staff take the California School Climate Survey. 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 California School Parent Survey during school hours. Spraying will be completed during holidays or breaks in the school year. The California School Parent Survey collects information directly from parents that will be used to promote positive learning environments, parent Signs will be posted 72 hours before pesticide application at each affected engagement, as well as student achievement, health, and well-being. This school site. Parent/guardians or employees may also request prior

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 35 short survey aligns with the content of the student and staff surveys for of each child named in the court order; and Oakland Unified School District, comparison. Office of the General Counsel, 746 Grand Avenue, Portable 6. Parents should confirm receipt by staff at the school site by checking in with their child’s The parent survey is available in many languages: English, Spanish, Tagalog, teacher or principal. Vietnamese, Chinese, Arabic, Hmong, Khmer (Cambodian), Korean, Lao, Russian, Ukrainian, Farsi (Persian) German, Hebrew, Hindi, Korean, Japanese, Accidents, Injuries, Medical and Hospital Services, Punjabi, Samoan, Somali, Urdu, Western Armenian, Eastern Armenian, Continental Portuguese, and Brazilian Portuguese. Insurance We hope that all Oakland public school parents will make their voices If an accident occurs at school, first aid for minor injuries will be provided heard by participating in this survey, and influence school and district- and parents notified. In cases requiring an ambulance, effort will be made level programs, policies, and practices by sharing their observations and first to contact the parent named on your child’s emergency card. The experiences. District typically does not provide medical or hospital services or insurance for accidents or injuries to students injured at school or during school- For more information about these surveys, call 273-1592 or go to sponsored trips or activities. We encourage parents to purchase optional www.ousd.k12.ca.us/chksurvey. student accident insurance. Applications are available online at www. studentinsuranceusa.com. Please contact OUSD Risk Management at 879- Health Education 1612 if you would like more information. EDUCATION CODE SECTION 49472, BOARD POLICY 5143 Drug Education In accordance with state law, all students in elementary and secondary Disaster Plan schools receive instruction on drug refusal skills, as well as the effects of the If a disaster occurs during school hours, school will not be dismissed without use of tobacco, alcohol, narcotics, dangerous drugs, and other damaging the express approval of the Superintendent or his designee. Students will substances, appropriate to the students’ grade level. EDUCATION CODE SECTION 51260 remain under the supervision of school authorities until released to parents OUSD has adopted the state-approved Too Good for Drugs curriculum, which or their pre-authorized representative. Check with the principal for details is taught in fourth grade. Project Alert is taught in the seventh grade, and about your school’s disaster plan. Please become familiar with the plan and Project Towards No Drug Abuse is taught in high school. Secondary students discuss with your child how you will connect after a major earthquake or also receive classroom presentations from Peer Education Student Teams other disaster. and from our Intervention Counselors. Call 482-7125 for information, or visit Parents are also asked to complete the annual Emergency Card and Student www.ousd.k12.ca.us/drugeducation. Earthquake/Disaster Form. Children will be released only to individuals listed Sexual Health and HIV/AIDS Prevention Education on the Emergency Card and/or the Student Earthquake/Disaster Form. It is absolutely imperative that the Emergency Card and Earthquake/Disaster Upon written request of a parent, students may be excused from any part Form at school be kept current and accurate. Please be sure to update the of instruction in sex education or health education that conflicts with information during the school year if your place of work, phone number, or religious training and beliefs. Parents are notified in writing whether District home address changes. You can pick up a card in your school office. personnel or outside consultants will be providing the instruction and may request a copy of EDUCATION CODE CHAPTER 5.6, which explains their rights under Fire and Earthquake Safety the law. Parents will be offered the opportunity to inspect and review the Telephone systems quickly become overloaded in an emergency, so please instructional materials. They may request in writing that their child not do not try to phone the school in the case of an emergency. Instead, come to attend the class. Such requests may be withdrawn at any time. EDUCATION CODE school or send a person listed on your Emergency Card to pick up your child. SECTIONS 51938, 51939, 51240; BOARD POLICY 6142.1; ADMINISTRATIVE REGULATION 6142.1 Check your local radio and television stations for information during local All students in seventh grade Life Science classes and high school Biology disasters and emergencies. classes receive HIV/AIDS prevention instruction appropriate to their grade, unless there is a request in writing from a parent asking that the student be Fire and earthquake drills are held regularly by all schools. Please encourage your child to practice these drills responsibly and to follow all procedures excused from instruction. EDUCATION CODE SECTION 51934, BOARD POLICY 6141.2, 6142.1, ADMINISTRATIVE REGULATION 6141.2, 6142.1 required by school officials. For more information contact your principal or science teacher or call Julia Students with Special Health Care Needs Feldman at 482-6781. Students with special health care needs should have a back-up of vital medication, equipment, or supplies with them or at their schools. Those Safety students or their teachers should be prepared to bring the extra medication or supplies if evacuation from the school premises is ordered. Students Parent Responsibility for Dropping Off and Picking up should have in their possession an individual Emergency Card describing Children at School their special needs. The cards should list information such as: disability, medications and their application frequencies, mobility constraints, Parents are responsible for their children’s safe arrival to school and return attendant needs, allergies, and primary physician. home. Parents are responsible for arranging before- and afterschool child care for their children. Dropping off your child at school before staff Visually impaired or blind students should have an extra cane at school even supervision officially begins or leaving your child at school after the school if they have a Seeing Eye Dog. day ends may be considered neglect and can result in a referral to Child Protective Services or the Oakland Police Department. Refer to the Directory Sex Offender Notification for schools with child-care programs. Parents can locate registered sex offenders by visiting www.meganslaw. ca.gov to search their geographic areas of interest, or contact your local law Child Custody Court Orders/Restraining Orders 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

Administrative Regulation 6163.4 on Internet Safety and Student Use of Information and Privacy Technology, and sign OUSD’s Acceptable Use of Technology Agreement and Access to personal information, media rights and responsibilities, and Consent Form (see BP 6163.4 and AR 6163.4 in Appendix). students’ use of the Internet are subject to the following regulations. The Agreement and Consent form is distributed at registration and must be completed and submitted to the school site. You can view it online through Parents’ Rights Concerning Student the link provided at www.ousd.k12.ca.us/internetAUP. OUSD may provide Records student email accounts to supplement academic programs. The Internet and other online resources, including student email accounts, The Family Educational Rights and Privacy Act of 1974 (20 USC SECTION 1232G) provided by the District are revocable privileges intended to support the and CALIFORNIA EDUCATION CODE SECTION 49063 require the District to inform parents instructional program and further student learning. Students must not that they and other persons authorized by law have the right to inspect and access, post, submit, publish, or display harmful matter or material that review any and all official records, files, and data concerning pupils. The is threatening, obscene, disruptive, or sexually explicit or that could be District does not allow access to those records to those not so authorized. construed as harassment or disparagement of others as prohibited by the Refer to ADMINISTRATIVE REGULATIONS 5125, 5125.1 for additional information. District’s nondiscrimination policy. Bullying, including bullying committed by • Parents have the right to inspect and review any and all school records, means of electronic communication (“cyberbullying”), will not be tolerated files, and data related to their minor child. The school will make these and is grounds for disciplinary action up to and including suspension or documents available for inspection no later than five school days following expulsion. Harmful matter includes that which to the average person depicts the date of request. EDUCATION CODE SECTION 49069 or describes in a patently offensive way sexual conduct and lacks serious literary, artistic, political, or scientific value for minors. The principal at • Parents may obtain up to two copies of their child’s academic transcripts at the student’s school will decide whether a user of Internet resources has no cost. EDUCATION CODE SECTION 49065 violated any of these conditions. The principal may revoke or suspend a • Following inspection and review, parents with legal custody of their child student’s access to the Internet at the school site at any time. The decision may challenge the content of pupil records. See Administrative Regulation of the principal or his or her designee will be final. Inappropriate use of 5125.3 for additional information. technological resources in violation of school or district policy or regulations may result in disciplinary action and/or legal action in accordance with law • Parents who have legal custody of their child may consent in writing to and district policy. BOARD POLICY 6163.4 the release of their child’s records to any person or institution. EDUCATION CODE SECTION 49061 Press Coverage Release of Personal Information As a policy, the District tries to facilitate requests for press coverage of school OUSD uses contractors, consultants, volunteers, etc. as agents to provide activities without jeopardizing either the learning process or student and certain institutional services and functions. To that end, we occasionally employee privacy. All media requests should be coordinated through the disclose education records to outside service providers (FERPA notification). 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. Under the federal No Child Left Behind Act, the District is required to release Parental permission for reporters to interview or photograph students is not to the Military Recruitment Office the names, addresses, and telephone legally required, but parents may complete a Media Opt-Out Form if they numbers of students age 16 or older. Parents can opt out of this requirement wish for their child to not be photographed or filmed. The opt-out form in by completing the Military Exemption on the Emergency Card and returning the back of this Parent Guide is also available online at www.ousd.k12.ca.us/ the Emergency Card to the school by the first Friday in September. After that mediaoptoutform. Whenever possible, teachers and principals will inform date, the information will be released to the military upon request unless and parents in advance of scheduled interviews. BOARD POLICY 1112 until the parent/guardian returns the Military Exemption and it is inputted by the school. Military opt out requests generally take at least two weeks to input and process. You can pick up an Emergency Card to complete in your Distribution of Material at School Sites school office. Distribution of fliers and other materials to students or staff through the schools must first be approved by the Communications Office. According Directory information may also be provided to qualified employers, to the District’s distribution policy, all such material should support the college recruiters, and school-based parent-teacher-student committees education of students and not be of a religious, political, or commercial unless parents provide their objection in writing to the principal. Refer to nature. Approved material will contain a stamp noting that it has met the ADMINISTRATIVE REGULATION 5125.1 for additional information. EDUCATION CODE SECTIONS District’s policy requirements. For details, call 473-5832 or go to www. 49061, 49073 ousd.k12.ca.us/flyerdistribution. Publications of official parent-teacher In order to help families maintain their coverage in health insurance and organizations are exempt from this policy. other public benefit programs, the Alameda Social Services Agency may share certain information with OSUD, such as renewal dates. OUSD may contact families at risk for losing their coverage in order to assist with the renewal School Photos process. The principal at your child’s school site is responsible for arranging professional photography for your child’s class as well as individual student Tests on Personal Beliefs pictures. Please contact the principal for additional information. Students will not be questioned on surveys or examinations about their or their parent’s personal beliefs or practice in sex, family life, morality, Requests for District Records or religion unless the parent is notified first in writing and gives written The public may request access to existing non-confidential District records. permission for the student to answer such questions. EDUCATION CODE SECTION Requests must be made in writing and emailed, mailed, or faxed, or hand- 51513 delivered to the Communications Department, located at 1000 Broadway, Suite 680, Oakland, CA 94607. Emailed requests are preferred. Please email Internet Use requests to [email protected]. If you send your records request via other means, please confirm receipt with Rebecca Hopkins All students and parents must read OUSD Board Policy 6163.4 and at [email protected]. The District will respond in writing

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 37 within 10 working days acknowledging receipt of your request, asking for and emotional needs. clarifications if necessary, and giving you a time frame in which it will produce • reviewing and promoting national best practices for reducing racially the information if it is not readily available. You will be asked to cover the cost disproportionate suspensions. of copying records. Before you make a request, check first on the District’s website at www.ousd.k12.ca.us or call the Communications Department at • focusing on reducing “defiance” as a basis for suspension. 473-5832 to see if the information is readily available. • rejecting zero-tolerance strategies as counter-productive. • adopting Restorative Justice principles that change the approach from Personal Appearance and punitive discipline to restorative practices, emphasizing the harm caused Property and supporting the offender in providing reparations to the victim. • introducing Positive Behavioral Intervention and Support Strategies to Consistent with the District’s goal of providing safe and respectful school teach and reinforce positive school-wide behavioral expectations that are communities, students are to dress and conduct themselves in a manner that fair and equally applied to all students in all contexts. demonstrates the seriousness appropriate in a learning environment. • piloting Manhood Development classes to help black males better manage Dress and Grooming peer and adult relationships, producing a positive impact in attendance rates, discipline and GPA among program participants. In accordance with BOARD POLICY 5132, OUSD students must follow guidelines for dress and grooming at all regular school activities. Current guidelines apply to To learn more about the findings and the steps OUSD is taking to address shoes; writing, pictures, and insignia on all personal items; and hats and head disproportionate discipline, visit: www.thrivingstudents.org/47/voluntary- coverings. For school-site policies on uniforms and/or restrictions on gang- resolution-agreement-address-suspensions-black-males. related apparel, talk to the principal. Social Emotional Learning (SEL) Personal Property Social and Emotional Learning (SEL) teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically. SEL Students are discouraged from wearing expensive clothing or jewelry points of emphasis include managing emotions, developing concern for and from bringing expensive personal items to school. The District is not others, establishing positive relationships, making responsible decisions, and responsible for the loss of students’ personal property. handling challenging situations constructively. These traits allow children to calm themselves when angry, resolve conflicts respectfully, solve problems Cell Phones and Other and make safe and ethical choices. SEL is not just a method for personal growth and strengthening community; Electronic Equipment it’s also a framework for school improvement. SEL skills help create and Use of cell phones, pagers, and other electronic equipment is prohibited maintain learning environments that reduce discipline problems like truancy, during class. Prohibited equipment may be confiscated from a student and violence and bullying while producing a greater affinity for school among held until the end of the class period, school day, or activity. BOARD POLICY 5131 students and higher rates of work satisfaction for staff. This, in turn, results in better academic outcomes, deeper understanding of subject matter, richer School Climate and Discipline collaboration and increased student engagement. Every student has the right to learn in a safe and secure school environment. Researchers believe addressing psychological factors that influence learning Board Policy 5144 calls for the use positive, preventative, and restorative is a critical step in boosting academic achievement. This is reinforced by approaches to managing student behavior in order to minimize the need quantitative studies demonstrating that SEL has a profound effect on for discipline and maximize instructional time for every student. Copies of achievement as reflected in higher standardized test scores and grade point policies and procedures for student conduct and discipline are available average, and a reduced incidence of violent or risky behavior. at www.ousd.k12.ca.us/discipline. BOARD POLICIES 5144, 5144.1; ADMINISTRATIVE The most beneficial SEL strategies are reinforced in the classroom, during REGULATIONS 5144, 5144.1, 5144.2. out-of-school activities, at home, and across the learning continuum from Complaints about the implementation of the District’s discipline policies can preschool to 12th Grade. Social and Emotional Learning is not a diversion be made with the Office of the Ombudsperson, which is located at Lakeview from the educational mission or an adjunct to it. Instead, it’s an integral part Campus, Cafeteria, first floor, 746 Grand Avenue, Oakland, CA 94610, phone: of instruction and student learning; a strategy for accelerated achievement, 273-3243, fax: 273-3252. enhanced problem solving and the development of workplace and life skills. For more information about SEL in OUSD, please contact kristina.crestetto@ Voluntary Resolution Plan between the District and ousd.k12.ca.us. the Office for Civil Rights (OCR) On Thursday, September 27, 2012, the Oakland Board of Education ratified Positive School Climate and Anti-Bullying a Voluntary Resolution Plan (VRP) with the U.S. Department of Education, Office for Civil Rights (OCR), to address OUSD’s disproportionate discipline Policies of African-American students. OCR had initiated a compliance review to The Positive School Climate Policy promotes a caring community through investigate whether the District disciplined African American students more the development of mutually respectful relationships, high expectations harshly than white students. The result is a two phase agreement which for all students, and opportunities for meaningful participation. A positive covers the school years from 2012-13 to 2016-17. school climate helps to build student attachment to school, which research This decision was made in recognition of the District initiatives to prioritize links closely with academic success, reducing risky behaviors, and increasing improved outcomes for black males since 2010, when OUSD created the healthy decision-making. OUSD is committed to developing discipline and Office of African-American Male Achievement (AAMA). Specifically, AAMA classroom management strategies that promote youth development, equity, and District-wide initiatives to address the issue of disproportionality include: and personal and social responsibility. BOARD POLICY 5137 • developing Full-Service Community Schools that, in addition to high-quality Bullying affects all children—whether they are victims, academics, provide wrap-around services and attention to students’ social bullies, or bystanders:

The Oakland Unified School District (OUSD) recognizes the harmful effect Unified Schools to build community and respond to student misconduct, of bullying on student learning and school attendance and desires to with the goals of repairing harm and restoring relationships between those provide safe school environments that protect students from physical and impacted. Restorative practices are used in the classroom to help create a emotional harm. The District takes a strong position against bullying or any caring and supportive environment with a focus on relationship building. behavior that infringes on the safety and well-being of students, employees, Restorative Justice is also used to re-enter students into school after or interferes with learning or teaching. The District prohibits retaliatory suspension, expulsion or incarceration. Learn more about our Restorative behavior against anyone who files a complaint or who participates in the Justice program by contacting the Program Manager for Restorative complaint investigation process. Justice at [email protected] or visit www.ousd.k12.ca.us/ violenceprevention. Bullying is defined in Education Code 48900(r) as a physical, verbal, or electronic act that is severe or pervasive and causes one the following effects on a reasonable student: (1) fear of harm to person or property; Grounds for Disciplinary Action (2) a substantially detrimental effect on physical or mental health; or The following acts—whether occurring on school grounds, during lunch on or (3) substantial interference with academic performance or the ability to off campus, while going to or from school, at a school function, or off campus participate in school. if it is likely to cause a substantial disruption of school activity—may result in Any student engaging in bullying, including cyberbullying, on school disciplinary action: premises, or off campus in a manner that causes or is likely to cause a • causing, attempting to cause, or threatening to cause physical injury to substantial disruption of a school activity of school attendance, may be another person subject to discipline. • willfully using force or violence upon another person, except in self-defense Cyberbullying is a form of bullying. Cyberbullying is the use of any electronic • possessing, selling, or otherwise furnishing any firearm, knife, explosive, or communication technology to embarrass, humiliate, spread rumors, and other dangerous object make direct threat or intimidation. Cyberbullying also includes breaking into • unlawfully possessing, using, selling or otherwise furnishing, or being under another person’s electronic account and assuming that person’s identity the influence of any controlled substance, alcoholic beverage, or intoxicant in order to damage that person’s reputation. Cyber bullying that occurs of any kind off-campus but compromises the safety or instructional environment of the • unlawfully offering, arranging, or negotiating to sell any controlled school may fall under District jurisdiction. substance, alcoholic beverage, or intoxicant of any kind, and then either selling, delivering, or otherwise furnishing that substance to another Sexting is the posting and distribution of sexualized images or messages. The person, or selling, delivering, or otherwise furnishing to a person another word is a combination of the words sex + texting. Posting, possession and substance or material and representing it to be a controlled substance, distributing sexual images could constitute sexual harassment, or possession alcoholic beverage, or intoxicant or distribution of child pornography, which is a crime. • committing or attempting to commit robbery or extortion If you believe your child may be the target of harassment or bullying, • causing or attempting to cause damage to school property or private including cyberbullying, you are encouraged to report your concerns directly property to an administrator or staff person at your child’s school. For information • stealing or attempting to steal school property or private property or assistance with parent/guardian or student concerns, or for a copy of • possessing or using tobacco or nicotine products, including but not limited the OUSD Bullying Incident Report Form, contact Behavioral Health Unit to cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, at Family, Schools, & Community Partnerships Department located at 746 snuff, chew packets, and betel, unless by prescription Grand Avenue, Oakland, CA 94610, 273-1528, [email protected]. For • committing an obscene act or engaging in habitual profanity or vulgarity answers to questions about resources and implementation of Cyber Safety • unlawfully possessing or offering, arranging, or negotiating to sell any drug curriculum, please contact [email protected] or chen.kong-wick@ paraphernalia ousd.k12.ca.us. For any anti-bullying related concerns/questions, please • disrupting school activities or otherwise willfully defying the valid authority contact [email protected]. of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties Call 639-3340 for more information. BOARD POLICIES 5137, 5170, & ADMINISTRATIVE • knowingly receiving stolen school property or private property REGULATION 5170. • possessing an imitation firearm (something that would lead a reasonable person to conclude that the replica was a firearm) Conflict Resolution/Peer Restorative • committing or attempting to commit sexual assault or committing sexual battery Justice (RJ) Programs • harassing, threatening, or intimidating a student who is a complaining At many OUSD school sites, student Restorative Justice Youth Leaders are witness or a witness in a student disciplinary proceeding, for the purpose of selected and trained to resolve nonphysical conflicts among their peers. preventing the student from being a witness, retaliating against the student The OUSD Conflict Resolution program provides an opportunity for a for being a witness, or both representative group of students to use communication skills to manage • for students in grades 4 to 12, committing sexual harassment and resolve interpersonal conflicts through mediation and/or restorative • for students in grades 4 to 12, participating in, causing, attempting, or justice practices. This program enables students, parents, and staff to threatening to cause hate violence engage in peacemaking processes to resolve conflicts that might otherwise • for students in grades 4 to 12, intentionally engaging in harassment, result in harm and interfere with learning throughout the school day. The threats, or intimidation against school district personnel or another student conflict resolution program is at many of the OUSD middle school sites; peer that is severe enough to disrupt the other student’s class work, creates mediation programs are being implemented at an increasing number of high substantial disorder, or invades the rights of a student or students by school sites as well. For information about the curriculum or setting up a creating an intimidating or hostile educational environment Conflict Resolution program, contact the Program Manager for Restorative • engaging in, or attempting to engage in hazing Justice at [email protected], or visit www.ousd.k12.ca.us/ • making terroristic threats against school officials or school property violenceprevention. Board Policies 5138. • unlawfully offering or arranging to sell, negotiating to sell, or having sold the prescription drug Soma Restorative Justice • aiding and abetting, as defined by Section 31 of the Penal Code, the Restorative Justice is a set of principles and practices employed in Oakland infliction or attempted infliction of physical injury to another person • engaging in an act of bullying, including, but not limited to, bullying

committed by means of an electronic act, as defined in subdivisions (f) misconduct listed under “grounds for disciplinary action” (preceding), a and (g) of Section 32261, directed specifically toward a pupil or school teacher can: personnel. • suspend a student from class for the day and the next day —this does not EDUCATION CODE SECTIONS 48900, 48900.2–48900.4, 48900.7, 48915 constitute suspension from school • keep a student after school for not more than one hour at the end of the Due Process Rights school day • refer the student to the appropriate school administrator All school staff members are expected to treat all students in a consistent, • require, following written notice, the student’s parent to attend a fair, and equitable manner and to assure due process for all students. Parents conference with the teacher regarding the suspension and students have the right to: EDUCATION CODE SECTION 48910 • be informed of the policies and rules governing student conduct and discipline The use of corporal punishment is prohibited in all Oakland Public Schools. • be informed of charges of misconduct and the evidence used as a basis for the charges Contacting the Police • present their version of the facts and any supporting evidence or testimony When students are alleged to have broken the law, school officials are to the appropriate school administrator prior to disciplinary action being obligated to contact and report the incident to the police. Situations that taken, unless the administrator deems it an emergency situation require contacting the police include physical attacks upon students or staff; • have a conference with school staff students or others in possession of firearms or other weapons; threats of • be notified in advance of any disciplinary hearing violence by anyone; and the possession or selling of drugs. Once a situation is • subpoena witnesses, and appear and be represented in disciplinary reported, it is the responsibility of the police department to decide whether hearings to investigate. • appeal expulsion decisions to the Alameda County Board of Education within 30 days Police Interviews with Students Disciplinary Actions Police officers may question a student at school in connection with their investigation of a school-related matter or an incident of suspected child Students found to have committed any act of misconduct listed as “grounds abuse or molestation, or in an emergency situation. School officials will for disciplinary action” (preceding) may be suspended, involuntarily summon the student to the office for the interview. BOARD POLICY 5145.11 transferred to an opportunity or continuation school (see Alternative Education programs in the Directory), or expelled from school following a hearing. This includes students enrolled in special education programs or Suspension receiving educational services pursuant to Section 504. A student may be removed from regular school activities for up to five Five actions will result in immediate suspension and recommendation for school days at a time and not more than 20 school days in any school year. expulsion if a student commits any of them at school or at a school activity: If a student enrolls in or is transferred to another comprehensive school, an opportunity school or class, or a continuation school or class, the student 1. possessing, selling, or otherwise furnishing a firearm may not be removed from school for more than 30 days in any school year. 2. brandishing a knife at another person Parents must be notified in writing in their primary language of the reasons 3. selling a controlled substance for suspension. EDUCATION CODE SECTION 48903 4. committing or attempting to commit sexual assault or battery 5. possessing explosives Suspended students may not be present on any school property or attend any school activity, whether at a public or private facility, during the entire EDUCATION CODE SECTION 48915 time period of suspension. Students are required to complete all assignments For other actions, OUSD supports alternatives to suspension and expulsion. and tests missed during the period of suspension. Except in emergencies, Such solutions can address possible causes of the behavior, including before students are suspended they will meet with a site administrator misdirected goals and unmet needs on the part of the student. In some to discuss the misconduct and present their version of the incident and cases, these alternatives may include making restitution to those affected or evidence in their defense. Suspension and the length of the suspension shall harmed by the behavior. Some alternatives used by OUSD schools include the be determined on a case-by-case basis with the administrator imposing the following: suspension, taking into account any mitigating or aggravating circumstances. • restorative justice practices, such as circles of support and accountability • Saturday school Involuntary Transfer • opportunity transfers If it is determined that a student has committed any act of misconduct • peer accountability systems, such as McCullum Youth Court listed under the “grounds for disciplinary action” in BOARD POLICY 5144.1 (see • conflict resolution programs the Appendix), or that the student has been habitually truant or irregular • community service activities in attendance, the student may be involuntarily transferred for adjustment • behavioral contracts purposes to another comprehensive school or to an opportunity or • home visits and/or conferences with family members continuation school (please see the information about our Alternative • on-campus suspension Education Programs on page 21). EDUCATION CODE SECTION 48432.5 • loss of privilege (such as recess) • changes in schedule Mandatory Expulsion Recommendation If you have further questions about discipline, please contact your school site The principal or the superintendent shall recommend a student’s expulsion or the office of the Pupil Discipline Hearing Panel at 879-2702. BOARD POLICIES 5142, 5144.1, 5145.12 for violation of EDUCATION CODE SECTIONS 48900 (A)–(E), unless the principal or superintendent finds, and so reports in writing to the Pupil Disciplinary Hearing Panel (PDHP), that expulsion is inappropriate due to the Discipline by Teacher particular circumstances of the incident. Once a student is referred for an Should other means to correct student behavior fail for any acts of expulsion hearing, the PDHP meets to hear the matter and determine if a

recommendation for expulsion to the superintendent is appropriate. The student and parents are notified of their due process rights. The findings and recommendations of the PDHP are submitted to the superintendent, who makes the final decision. Any student who is expelled has the right to an education and may be referred to the Alameda County Office of Education for that service. Mandatory Expulsion In cases where the principal or superintendent determines that a student has committed any of the following actions on school grounds or at a school activity off school grounds, the student must be suspended and recommended for expulsion: (1) possessed, sold, or furnished a firearm; (2) brandished a knife or other weapon at another person; (3) unlawfully sold a controlled substance; (4) committed or attempted to commit a sexual assault or committed a sexual battery, as defined in EDUCATION CODE SECTION 48900 (N); or (5) possessed explosives. Liability for Damages and Losses The parent or guardian of any student shall be liable for damages caused by the student’s willful misconduct, including death or injury to persons or property damage. The parent may also be liable for a reward of up to $10,000 adjusted for inflation posted by the District for the apprehension and successful prosecution of the responsible student. The parent or guardian of any student shall also be liable for all textbooks, musical instruments, or other school property loaned to the student and not returned upon request. The District may withhold grades, diplomas, or transcripts of a student for failure to pay damages only if the student willfully caused the damage or willfully refused to return school property and the District provided due process in conformance with the Education Code’s procedures for expulsion. A voluntary work program can be arranged in lieu of payment of monetary damages. EDUCATION CODE SECTION 48904 Expungement of Student Discipline Records Under a new Board Policy, students may request the expungement (or removal) of a suspension or expulsion from discipline records. This might help students pursue college and career goals. Discipline Records Might Be Removed If: • 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. • The student can demonstrate a pattern of positive behavior by submitting letters of recommendation or references. How to Apply • A student must complete and submit an application form. • The Discipline Office will review the application and notify the student once the application has been granted or denied (which might take several months). • If the request is denied, the student must wait one year before reapplying.

See Board Policy and AR 5144.3

If any district employee reasonably believes that the needs and preferences of students and becomes available. Appendix the parent/guardian of a student has provided parents/guardians before making an assignment, false or unreliable evidence of residency, but is not obligated to accept the parent/ 6. Late applications, including transfer requests the Superintendent or designee shall make guardian’s preference if the assignment is after the open enrollment window, for the In the following texts, “Board” and following year will be treated within the appeal “Governing Board” refer to the reasonable efforts to determine whether the not feasible due to space constraints or other student meets legal residency requirements. considerations. Upon assignment, the transfer process. Transfer requests for documented Oakland Board of Education. All shall be completed as soon as possible. If safety reasons, family relocation, or PI status Board policies and administrative Legal Reference: parents/guardians decline the assigned school, during the academic year will be handled by the the student may remain in his/her current school. Student Assignment & Bilingual Testing Office regulations can be viewed online at EDUCATION CODE pursuant to Board Policy. All other transfer www.ousd.k12.ca.us. 35351 Assignment of students to particular This temporary transfer shall remain in effect as requests will be determined by the school’s schools long as the student’s school of origin is identified supervising Network Executive Officer. ENROLLMENT & REGISTRATION (See page 13). as “persistently dangerous.” Appendices A–D 48050-48053 Nonresidents 7. Assigned applicants must confirm their Siblings enrollment by registering at their assigned school Appendix A: Administrative Regulation 5111.1 — 48200-48204 Persons included (compulsory within the published May specified timeframe. District Residency education law) Pursuant to district policy, all siblings have the Failure to do so will forfeit their assignment and priority to attend the school that their sibling allow placement of those active on the waitlist. Criteria for Residency 48204.6 Evidence of residency is currently attending in order to keep families together. Pre-K, 5th grade and 8th Grade Once enrolled, a student shall not be required to Prior to admission in district schools, students 48206.3-48208 Students with temporary families must participate in the Intradistrict Open apply for readmission. Any complaints regarding shall provide proof of residency. disability Enrollment process for the following year by the selection process shall be submitted to the (cf. 5111 - Admission) 48980 Notification of parent or guardian completing an application for their neighborhood Superintendent or designee. schools within the open enrollment window. A student shall be deemed to have complied with 52317 Admission of persons including Upon assignment, they must confirm their (cf. 1312 - Complaints Concerning the Schools) residency requirements if he/she meets any of nonresidents to attendance area enrollment at the school site by the May 12/6/07; 12/19/07A; 6/25/08A the following criteria: FAMILY CODE confirmation date or forfeit their assignment. Appendix C: Board Policy 5116.1 — Intradistrict 1. The student’s parents/guardians reside within Priority is given first to students who already 6550-6552 Caregivers Open Enrollment district boundaries. (Education Code 48200) have a sibling attending the school. Second GOVERNMENT CODE priority is given to neighborhood residents. BP 5116.1 (cf. 5111.13 - Residency for Homeless Children) Any schools that have available space after 6205-6211 Confidentiality of residence for these priorities can receive additional students Students 2. A pupil who is a foster child who remains in his victims of domestic violence from outside of the neighborhood through or her school or origin pursuant to subdivisions the Intradistrict Open Enrollment process. Intradistrict Open Enrollment (d) and € of Section 48853.5. CODE OF REGULATIONS, TITLE 5 Intradistrict Open Enrollment priorities will be The Governing Board desires to provide 3. The student is placed within district 432 Varieties of student records considered after the siblings of the school’s enrollment options that meet the diverse boundaries in a regularly established licensed existing students, residents without siblings needs and interests of district students children’s institution, a licensed foster home CODE OF REGULATIONS, TITLE 22 who live in the neighborhood and residents within the constraints of school capacity. The or a family home pursuant to a court-ordered 87001 Definitions who reside within an elementary school’s Superintendent or designee shall establish commitment or placement. (Education Code mega boundary as defined by Board policy who procedures for the selection and transfer of 48204) Management Resources: have been re-directed from their overcrowded students among district schools in accordance neighborhood school. with law, Board policy and administrative 4. The student has been admitted through the CDE LEGAL ADVISORIES regulation. district’s interdistrict attendance program. Other Intradistrict Open Enrollment 0303.95 Verification of residency, LO: 1-95 (Education Code 48204) To implement Intradistrict Open Enrollment (cf. 5117 - Interdistrict Attendance) 1115.88 Application of residency requirements (cf. 5117 - Interdistrict Attendance) pursuant to Education Code 35160.5: for homeless children and youth, LO:5-88 The parents/guardians of any student who resides within district boundaries may apply to 5. The student is an emancipated minor residing 1. Pre-K, 5th grade, 8th grade students/families SECRETARY OF STATE enroll their child in any district school, regardless within district boundaries (Education Code and those who wish to change schools complete of the location of residence within the district. 48204) Letter re: California Confidential Address applications during the Intradistrict Open Program Implementation (SB 489) Enrollment window. Our process emphasizes (Education Code 35160.5) 6. The student lives with a care giving adult siblings first. within district boundaries. (Education Code WEB SITES (cf. 5111.1 - District Residency) 48204) 2. The Superintendent or designee shall identify California Secretary of State: www.ss.ca.gov those schools, which may have space available (cf. 5111.12 - Residency Based on Parent/ (cf. 5111.11 - Residency of Students with for additional students for the following school Guardian Employment) Caregiver) 7/14/04 year. A list of these schools and open enrollment (cf. 5111.13 - Residency for Homeless Children) 7. The student resides in a state hospital located Appendix B: Administrative Regulation 5116.1 — applications shall be available online and at within district boundaries. (Education Code Intradistrict Open Enrollment the Student Assignment Center during the The Board shall annually review this policy. Intradistrict Open Enrollment Window period. (Education Code 35160.5, 48980) 48204) AR 5116.1 –IntradistrictOpen Enrollment 3. Students of parents/guardians who submit Enrollment Priorities 8. The student is confined to a hospital or Enrollment under the No Child Left Behind Act other residential health facility within district applications to the district shall be considered for admission to their school of choice the following Priority for attendance outside a student’s boundaries for treatment of a temporary The Intradistrict Open Enrollment window allows attendance area shall be given as follows: disability. (Education Code 48207) all students in program improvement, corrective school year under the district’s open enrollment action or restructuring schools an opportunity to policy. 1. In recognition of the Governing Board’s stated (cf. 6183 - Home and Hospital Instruction) transfer to another OUSD school. The application 4. If the number of applicants exceeds the policy goal of keeping families and siblings District residency is not required for enrollment for Intradistrict Open Enrollment allows for number of available spaces, a lottery process together, siblings of students who are enrolled in a regional occupational center or program specific mention of this provision. from the eligible applicant pool shall determine in the school and who will be enrolled in the if there are openings in the program or class. enrollment in a school of choice. The lottery will school concurrently with their sibling in the same School Grounds that becomes dangerous for a school the following year, shall have first priority. (Education Code 52317) student prioritize neighborhood and non neighborhood siblings first, neighborhood students without (Education Code 35160.5) Proof of Residency Within a reasonable amount of time, not to siblings second, students residing within the 2. Elementary school students who are unable The Superintendent or designee shall retain a exceed 10 days after notification that a student elementary school’s mega boundary as defined to attend the school within their elementary copy of the document or written verification becomes the victim of a violent criminal offense by Board policy who have been re-directed from school boundary due to overcrowding of their offered as proof of residency. In addition, the while on school grounds, the student’s parents/ their overcrowded neighborhood school, PI neighborhood school, shall have priority to Superintendent or designee shall annually verify guardians shall be offered an option to transfer status of the student’s neighborhood school and attend an elementary school within their middle the student’s residency and retain a copy of their child to an eligible school identified by the random lottery for remaining applicants. school boundary as set forth in Board Policy 5116 the document or written statement offered as Superintendent or designee. The Superintendent 5. The Superintendent or designee shall inform – School Attendance Boundaries. verification. (5 CCR 432) or designee shall consider the student’s needs and parent/guardian preferences in making the applicants by mail their assignments from the Middle or high school students who are unable When presented with a substitute address school assignment. If the parents/guardians lottery. The Student Assignment Center will to attend the school within their attendance designated by the Secretary of State for victims choose to transfer their child, the transfer shall manage the appeal process. Students can be boundary due to overcrowding of their of domestic violence or stalking residing within be completed as soon as practicable. placed on a waitlist by appealing after the lottery. neighborhood school, shall have priority to district boundaries, the Superintendent or Students will only be placed on a waitlist if he/ attend the next closest school based on available designee shall accept and use the substitute After learning that a school has been designated she lives in the neighborhood, has a sibling at the space. address for all future communication and as “persistently dangerous,” within a reasonable school, or has other extenuating circumstances correspondence and in all public records. amount of time, the Superintendent or designee that will be handled on a case by case basis. 3. If a district school receiving Title I funds is (Government Code 6207) shall notify parents/guardians of the school’s Those who appeal will be informed of their identified for program improvement, corrective designation and of their option to transfer. approval, denial or waitlisted status within three action or restructuring, all students enrolled (cf. 3580 - District Records) weeks. After the enrollment confirmations occur in that school shall be provided an option to (cf. 0450 - Comprehensive Safety Plan) transfer to another district school or charter (cf. 5125 - Student Records) in May at the school sites, students on a waitlist The Superintendent or designee shall consider will be placed at their desired school as space school. (20 USC 6316)

(cf. 0420.4 - Charter Schools) 35351 Assignment of students to particular (3/93 10/93) 2/95 involve parents in the joint development of its schools district wide parental involvement plan under (cf. 0520.2 - Title I Program Improvement 07/28/04 section 1112 of the ESEA: Schools) 48980 Notice at beginning of term PARTNERING FOR SUCCESS (See page 16). Engage with parents on the District Advisory (cf. 6171 - Title I Programs) CODE OF REGULATIONS, TITLE 5 Appendix E Council in the evaluation of the district wide 4. Beginning in the 2003-04 school year, if while 11992-11994 Definition of persistently dangerous Board Policy 6020+ parental involvement plan, and in any necessary on school grounds a student becomes a victim schools revisions or additions to the plan. of a violent criminal offense, as defined by the Instruction UNITED STATES CODE, TITLE 20 Engage with parents on the District English State Board of Education, or attends a school Parent Involvement Learner Committee in the evaluation of the designated by the California Department of 6316 Transfers from program improvement PART I. GENERAL EXPECTATIONS district wide parental involvement plan, and in Education as persistently dangerous, he/she shall schools any necessary revisions or additions to the plan. be provided an option to transfer to another 7912 Transfers from persistently dangerous The district shall implement the following district school or charter school. (20 USC 7912; statutory requirements: Engage with parents at schools at meetings 5 CCR 11992) schools organized by Principals, Family Engagement CODE OF FEDERAL REGULATIONS, TITLE 34 The school district will put into operation Coordinators, School Site Councils, English (cf. 0450 - Comprehensive Safety Plan) programs, activities and procedures for the Learner Advisory Committees, PTAs, Parent 5. The Superintendent or designee may approve 200.36 Dissemination of information involvement of parents in all of its schools Leadership Teams, family centers, and other with Title I, Part A programs, consistent with parent leaders. a student’s transfer to a district school that is at 200.37 Notice of program improvement status, capacity and otherwise closed to transfers upon section 1118 of the Elementary and Secondary option to transfer Education Act (ESEA). Those programs, activities Engage with parent leaders of community based finding that special circumstances exist that organizations that have parent constituencies might be harmful or dangerous to the student in 200.39 Program improvement, transfer option and procedures will be planned and operated the current attendance area, including, but not with meaningful consultation with parents of 2. The district will take the following actions to limited to, threats of bodily harm or threats to 200.42 Corrective action, transfer option participating children. involve parents in the process of school review the emotional stability of the student. 200.43 Restructuring, transfer option Consistent with section 1118, the school district and improvement under section 1116 of the ESEA: To grant priority under these circumstances, the 200.44 Public school choice, program will work with its schools to ensure that the Superintendent or designee must have received improvement schools required school-level parental involvement Actively recruit and support parents to either: (Education Code 35160.5) policies meet the requirements of section authentically participate on School Site Councils 200.48 Transportation funding for public school 1118(b) of the ESEA, and each include, as a and English Learner Advisory Committees. a. A written statement from a representative of choice component, a school-parent compact consistent an appropriate state or local agency, including with section 1118(d) of the ESEA. Support PTAs and other parent groups to engage but not limited to a law enforcement official or COURT DECISIONS parents in promoting increased academic social worker, or a properly licensed or registered The school district will incorporate this district achievement. Crawford v. Huntington Beach Union High School wide parental involvement policy into its LEA professional, including, but not limited to, a District, (2002) 98 Cal.App.4th 1275 psychiatrist, psychologist or marriage and family plan developed under section 1112 of the ESEA. Provide opportunities for parent learning that therapist ATTORNEY GENERAL OPINIONS builds understanding and capacity of parents to In carrying out the Title I, Part A parental be involved in the process of school review and b. A court order, including a temporary 85 Ops.Cal.Atty.Gen. 95 (2002) involvement requirements, to the extent improvement restraining order and injunction practicable, the school district and its schools will Management Resources: provide full opportunities for the participation of Conduct SSC Summit to provide additional 6. Priority shall be given to students whose support to SSCs of program improvement schools U.S. DEPARTMENT OF EDUCATION GUIDANCE parents with limited English proficiency, parents parent/guardian is assigned to that school as his/ with disabilities, and parents of migratory with involvement of parents in school review and her primary place of employment. Public School Choice, December 4, 2002 children, including providing information and improvement school reports required under section 1111 of For all other applications for enrollment outside a Unsafe School Choice Option, July 23, 2002 Share information on each school’s progress in school’s attendance area, the Superintendent or the ESEA in an understandable and uniform meeting all accountability measures. designee shall use a random, unbiased selection WEB SITES format and, including alternative formats upon request, and, to the extent practicable, in a Provide leadership development opportunities process to determine who shall be admitted CSBA: www.csba.org whenever a school receives admission requests language parents understand. for parents, including annual training on budgets that are in excess of the school’s capacity. CDE: www.cde.ca.gov and budget development. The annual training If the LEA plan for Title I, Part A, developed under may be provided at the school site, the Regional (Education Code 35160.5) U.S. Department of Education: www.ed.gov section 1112 of the ESEA, is not satisfactory to level or parent engagement conferences. the parents of participating children, the school Enrollment decisions shall not be based on a 7/14/04; 8/9/06A; 6/25/08A district will submit any parent comments with the Use district communication tools (e.g. OUSD student’s academic or athletic performance, plan when the school district submits the plan to website) to publicize information about NCLB, except that existing entrance criteria for Appendix D: Board Policy 5117 — Interdistrict the State Department of Education. required notifications, and LEA addendum specialized schools or programs may be used Attendance provided that the criteria are uniformly applied The school district will involve the parents 3. The district will provide the following The Governing Board recognizes that students of children served in Title I, Part A schools in necessary coordination, technical assistance, to all applicants. Academic performance may be who reside in one district may choose to attend used to determine eligibility for, or placement decisions about how the 1 percent of Title I, and other support to assist Title I, Part A schools school in another district and that such choices Part A funds reserved for parental involvement in planning and implementing effective parental in, programs for gifted and talented students. are made for a variety of reasons. The Board (Education Code 35160.5) is spent, and will ensure that not less than 95 involvement activities to improve student desires to communicate with parents/guardians percent of the one percent reserved goes directly academic achievement and school performance: (cf. 6172 - Gifted and Talented Student Program) and students regarding the educational programs to the schools. and services that are available. The California School Parent Survey shall be used No student currently residing within a school’s The school district will be governed by the to help identify the specific needs for support in attendance area shall be displaced by another (cf. 5116.1 - Intradistrict Open Enrollment) following statutory definition of parental planning and implementing effective parental student transferring from outside the attendance (cf. 5117.1 - Interdistrict Attendance Agreements) involvement, and expects that its Title I schools involvement activities to improve student area except as specifically set forth in Board will carry out programs, activities and procedures achievement. Policy 5116 – School Attendance Boundaries. (cf. 5117.2 - Alternative Interdistrict Attendance in accordance with this definition: Program) District SSCs and ELACs will provide additional (Education Code 35160.5) Parental involvement means the participation feedback on parent involvement needs at the (cf. 5145.6 - Parental Notifications) of parents in regular, two-way, and meaningful sites. The SSCs and ELACs are encouraged to (cf. 5116 - School Attendance Boundaries) Legal Reference: communication involving student academic track in meeting minutes recommendations for Except as required by 20 USC 6316, for transfers learning and other school activities, including additional parent involvement and engagement. EDUCATION CODE ensuring- out of Title I program improvement schools, The SSC and ELAC, with the site administrators the district shall not be obligated to provide 46600-46611 Interdistrict attendance (A) that parents are valued for integral role in shall develop strategies to encourage parents/ transportation for students who attend school agreements assisting their child’s learning; guardians to sign and return the School Parent outside their attendance area. Compact required by the Community Schools 48204 Residency requirements for school (B) that parents are encouraged to be actively Strategic Site Plan (“CSSSP”). The School Parent However, upon request, the Superintendent attendance involved in their child’s education at school; or designee may authorize transportation Compact shall be available for signing at all contingent upon available space and funds. 48209-48209.17 Student attendance alternatives (C) that parents are full partners in their child’s school events and activities, including Back to Priority for any such transportation shall be education and are included, as appropriate, in School night. The signed compacts shall be based on demonstrated financial need. 48915 Expulsion; particular circumstances decision-making and on advisory committees to maintained by the school for the current school assist in the education of their child; year. (cf. 3250 - Transportation Fees) 48915.1 Expelled individuals: enrollment in another district (D) the carrying out of other activities, such as Provide training for SSC, ELAC, DAC, and DELAC (cf. 3540 - Transportation) 48918 Rules governing expulsion procedures those described in section 1118 of the ESEA. members Legal Reference: 48980 Notice at beginning of term PART II. DESCRIPTION OF HOW DISTRICT WILL Provide opportunities for learning and EDUCATION CODE IMPLEMENT REQUIRED DISTRICT WIDE PARENTAL professional development for school based 52317 Admission of persons including INVOLVEMENT POLICY COMPONENTS family engagement staff on planning and 35160.5 District policies; rules and regulations nonresidents to attendance area; workers’ implementing effective parental involvement compensation for pupils 1. The district will take the following actions to activities to improve student achievement 35291 Rules

Develop a learning community for school A. The school district will, with the assistance of ethnic, cultural, economic, and educational relationships in the school. With respect to based family engagement staff that promotes its Title I, Part A schools, provide assistance to backgrounds share common ground in being parents and caregivers, the school will: collaboration and coordination parents of children served by the school district involved in their children’s learning, and in or school, as appropriate, in understanding topics wanting their children to succeed in school be inviting and welcoming of them Provide training for site based administrators such as the State’s academic content standards, and in life. Families can and do have a positive respect their concerns Develop materials and resources to support the State’s student academic achievement influence on their children’s learning. Families schools standards, the State and local academic can and do influence achievement by holding honor their contributions assessments including alternate assessments, schools and school districts accountable for high We will recognize, respect and address: Provide support to schools in developing the requirements of Part A, how to monitor their performance. To achieve academic success for all parent centers by developing a centralized child’s progress, and how to work with educators students, we must tap the power of the family. Needs of the families and community comprehensive family center, and by incubating a network of satellite family centers by undertaking these activities: 1. The district and the schools within the Differences in socioeconomic class, and the district will provide families across the grades social dynamics and power imbalances these 4. The district will coordinate and integrate District wide Parent Leadership Conference, levels, from preschool through grade 12, with a differences create parental involvement strategies and activities including information pertaining to Title I broad range of opportunities for involvement, Differences in race/ethnicity/nationality/culture/ in Part A with parental involvement strategies Workshops for families such as: Understanding including in advocacy roles, leadership roles, and under the following programs: in learning. language and the social dynamics and power School Score Cards, Understanding Results imbalances these differences create Early Reading First Based Inquiry, Understanding the Standards Advocacy: families participate in sharing Based Report Card, Learn to Read your Child’s We will share power and responsibility with Reading First responsibility to advance learning and solve Transcript, etc. problems concerning families 5. The district will take the following actions To help parents understand the State content An individual child’s education 4. The district will provide professional to conduct, with the involvement of parents, standards, develop and offer Parent Friendly development opportunities for staff and an annual evaluation of the content and Standards (K-12) workshops, curriculum, and Academic success for all children in the school technical assistance to schools to enhance effectiveness of this parental involvement policy materials, including workshops on the Common understanding and effectiveness of family in improving the quality of its Title I, Part A Core curriculum and the Local Control Funding Leadership: parents and caregivers motivate engagement practices. schools. The evaluation will include identifying Formula. and support other people to work collectively barriers to greater participation by parents in to bring about school improvement and raise 5. The district and the schools within the parental involvement activities (with particular B. The school district will, with the assistance of achievement, including in school governance, district will be guided by the Community Plan for attention to parents who are economically its schools, provide materials and training to help grassroots leadership and shared decision Accountability in Schools (ComPAS) Standards disadvantaged, are disabled, have limited English parents work with their children to improve their making. in planning, implementing, and assessing Family children’s academic achievement, such as literacy Engagement programs and activities. proficiency, have limited literacy, or are of any Learning: learning for the whole family that racial or ethnic minority background). The school training, and using technology, as appropriate, to foster parental involvement, by: empowers parents and caregivers to boost ComPAS Standards district will use the findings of the evaluation student achievement about its parental involvement policy and Developing and offering programs such as Family 1. We will ensure that every student has activities to design strategies for more effective Math Nights, Reading Nights, Family Literacy Action oriented adult learning: Parents and learning opportunities that promote cultural parental involvement, and to revise, if necessary Programs, etc. caregivers are actively learning to become responsiveness and security (and with the involvement of parents) its parental effective advocates and leaders involvement policies. Providing families with information and materials 2. We will ensure that every student and family about how to work with their children to improve Student learning: Parent and caregivers engage is informed and can choose the educational Review relevant data from the district wide academic performance at events such as Back to with students in activities and practices at home programs that meet their needs. parent survey, School Portfolio Manager’s School Nights and Open Houses. that promote student learning throughout the census of schools, ongoing assessments and school-aged years 3. We will ensure that every student and family evaluations of implementation activities, family Provide materials and training to help parents has timely access to data about performance and engagement sections of school site plans, etc. work with their children on student goal setting. Participants in the School Community: Families satisfaction and provides input into key school attend broad school events and lend a helping and district priorities and decisions used to make Engage with parents about the effectiveness C. The school district will, with the assistance hand improvements in their school community. of family engagement practices and activities of its schools and parents, educate its teachers, in schools, at meetings organized by Principals, pupil services personnel, principals and other 2. Every school will address Family Engagement 4. We will ensure that students participate Family Engagement Coordinators, School Site staff, in how to reach out to, communicate with, and name particular strategic practices in its actively in multi-generational learning Councils, English Learner Advisory Committees, and work with parents as equal partners, in the Single Plan for Student Achievement (SPSA), communities and have in their lives adults who PTAs, Parent Leadership Teams, family centers, value and utility of contributions of parents, outlining programs that are comprehensive, well- pursue individual development and continued etc. District must provide translation services, as and in how to implement and coordinate parent planned, and long-lasting. learning opportunities. provided in Board Policy 5124 and Administrative programs and build ties between parents and Comprehensive 5. We will ensure that every student has a Regulation 5124 at parent/community meetings, schools, by: rigorous, personalized and fulfilling academic The district and school sites must provide all Have explicit connections to learning plan goals 1. Developing a curriculum and offering experience. appropriate documentation in all the standard Contain a variety of engagement activities and languages. training for district and school site staff about 6. We will ensure that every student learns in an how to engage families to increase academic practices environment that builds resiliency, where there Training for the principal, SSC, ELAC, and all other achievement Reach out to diverse families; provide translation are high expectations, caring and supportive interested parents on categorical funds. The 2. Producing and disseminating learning of materials, meetings, and other communication conditions, and meaningful opportunities for all documentation of this training shall be included into home languages to participate. in the current school site plan (CSSSP). materials on family engagement to staff 3. Normalizing family engagement as part of the Well-planned 7. We will ensure that there is clear, direct and Encourage the signing of the School Parent timely communication and space for members of Compact to support parent/guardian discourse on improving academic achievement Identify specific measurable goals that are at schools the school community to engage in meaningful involvement and engagement. monitored and productive dialogue. 4. Recognizing and publicizing OUSD family Encourage and support parent volunteers at Informed and guided by cycles of inquiry 8. We will ensure that every student has access school sites and include in the annual parent engagement successes and its impact on student achievement Be grounded in research and relevant school data to nutritious meals, clean learning environments, guide a statement about the importance of mental and physical health support, physical parent volunteers. 5. Assisting parents in supporting literacy Long-lasting education and adults who support healthy, Participate in the Annual Evaluation of the activities at home, e.g. understanding district sustainable living. programs such as Open Court Reading. Create permanent structures to support district Parent Involvement Policy, coordinate the engagement 9. We will ensure that every student is safe at collection and reporting of all district advisory D. The school district will take the following school, and has safe passage to and from school group evaluations by the District Advisory actions to ensure that information related to Align with a long term commitment and vision for and in the neighborhood surrounding the school. Council (DAC) for compensatory education the school and parent- programs, meetings, family engagement programs. and other activities, is sent to the parents of In the end, our vision is that every parent and Sustain existing parent leadership and build new caregiver in Oakland has a voice and decision- Participate in the revision of the district Parent participating children in an understandable and parent leadership uniform format, including alternative formats making power in their child’s education; that Involvement Policy, as needed, according to 3. The Board of Education recognizes the families and teachers work together towards evaluation results. upon request, and, to the extent practicable, in a language the parents can understand: importance of administrative leadership in their child’s achievement; that families Conduct District Advisory Council (DAC) review setting expectations and creating a climate understand what their child is being held of programs in the Consolidated Application with Translation Center conducive to family engagement. The district accountable for and by when; and that we are input for budget consideration. and the schools within the district will strive to holding families accountable for their role as they BCLAD teacher to document 10 hours of service hold us to ours. Ultimately, we want parents at schools create, grow, and sustain a relational culture 6. The district will build the schools’ and parent’s focused on learning with a common vision and caregivers to truly have co-ownership of capacity for strong parental involvement, in 15% or more students are English Learners about academic success for every student, and our schools so that together they can help our order to ensure effective involvement of parents a commitment among parents and caregivers, children become successful and healthy adults. and to support a partnership among the school PART III. DISCRETIONARY DISTRICT WIDE school staff, and community members to share PART IV. ADOPTION involved, parents, and the community to improve PARENTAL INVOLVEMENT POLICY COMPONENTS responsibility and hold one another accountable student academic achievement, through the The district recognizes that in the context of the for achieving that vision. This district wide Parental Involvement Policy has following activities specifically described below: been developed jointly with, and agreed on with, rich diversity of our city, families from all racial, We will strive to create trusting collaborative

parents of children participating in Title I, Part A (2) Due to quarantine under the direction of a complaint processes. record of all reported cases of sexual harassment programs, as evidenced by: county or city health officer. to enable the district to monitor, address, and (cf. 0410 - Nondiscrimination in District Programs prevent repetitive harassing behavior in the District Advisory Council meetings (3) For the purpose of having medical, dental, and Activities) (cf. 1312.3 - Uniform Complaint schools. optometrical, or chiropractic services rendered. Procedures) Presentations and discussions at school sites - Legal Reference: EDUCATION CODE School Site Council meetings, English Learner (4) For the purpose of attending the funeral (cf. 4119.11/4219.11/4319.11 - Sexual Advisory Committee meetings, PTA meetings, services of a member of his or her immediate Harassment) Instruction/Information 200-262.4 Prohibition of discrimination on the Parent Leaders meetings, Special Education family, so long as the absence is not more than basis of sex 48900 Grounds for suspension or Parents meetings one day if the service is conducted in California The Superintendent or designee shall ensure expulsion and not more than three days if the service is that district students receive age-appropriate District English Learner Committee meeting conducted outside California. instruction and information on sexual 48900.2 Additional grounds for suspension or harassment. Such instruction and information expulsion; sexual harassment 48904 Liability of Legal Reference: (5) For the purpose of jury duty in the manner shall include: parent/guardian for willful student misconduct provided for by law. EDUCATION CODE 1. What acts and behavior constitute sexual 48980 Notice at beginning of term (6) Due to the illness or medical appointment harassment, including the fact that sexual 11500-11506 Programs to encourage parental CIVIL CODE involvement during school hours of a child of whom the pupil harassment could occur between people of the is the custodial parent. same sex 51.9 Liability for sexual harassment; business, LABOR CODE (7) For justifiable personal reasons, including, 2. A clear message that students do not have to service and professional relationships 230.8 Time off to visit child’s school but not limited to, an appearance in court, endure sexual harassment 1714.1 Liability of parents/guardians for willful Management Resources: attendance at a funeral service, observance misconduct of minor GOVERNMENT CODE of a holiday or ceremony of his or her religion, 3. Encouragement to report observed instances CDE PROGRAM ADVISORIES attendance at religious retreats, attendance of sexual harassment, even where the victim of 12950.1 Sexual harassment training CODE OF at an employment conference, or attendance the harassment has not complained REGULATIONS, TITLE 5 SBE POLICIES at an educational conference on the legislative 4. Information about the district’s procedure 4600-4687 Uniform Complaint Procedures BP 6020 or judicial process offered by a nonprofit for investigating complaints and the person(s) organization when the pupil’s absence is to whom a report of sexual harassment should 4900-4965 Nondiscrimination in elementary and Parent Involvement in the Education of Their requested in writing by the parent or guardian be made secondary education programs UNITED STATES Children, 1994 and approved by the principal or a designated CODE, TITLE 20 (cf. 5131.5 - Vandalism and Graffiti) (cf. 5137 - 7/14/04; 6/14/06A; 6/27/07A; 01/15/14 representative pursuant to uniform standards established by the governing board. Positive School Climate) 1681-1688 Title IX, discrimination UNITED STATES Supports to help students graduate (See page CODE, TITLE 42 (8) For the purpose of serving as a member of (cf. 5145.3 - Nondiscrimination/Harassment) 24). 1983 Civil action for deprivation of rights a precinct board for an election pursuant to (cf. 6142.1 - Sexual Health and HIV/AIDS Appendix F: Education Code Section 58501 – Section 12302 of the Elections Code. Prevention Instruction) Complaint Process 2000d-2000d-7 Title VI, Civil Rights Act of 1964 Notice of Alternative Schools (9) For the purpose of spending time with a Any student who feels that he/she is being or has 2000e-2000e-17 Title VII, Civil Rights Act of 1964 member of the pupil’s immediate family, who been sexually harassed by a school employee, as amended CODE OF FEDERAL REGULATIONS, California state law authorizes all school districts is an active duty member of the uniformed to provide for alternative schools. Section 58500 another student, or a non-employee on school TITLE 34 services, as defined in Section 49701, and has grounds or at a school-related activity (e.g., a of the Education Code defines alternative school been called to duty for, is on leave from, or 106.1-106.71 Nondiscrimination on the basis of as a school or separate class group within a visiting athlete or coach) should immediately sex in education programs COURT DECISIONS has immediately returned from, deployment contact the Ombudsperson, the principal, school which is operated in a manner designed to a combat zone or combat support to: or any other district employee. Any student Donovan v. Poway Unified School District, (2008) position. Absences granted pursuant to this who observes an incident of discrimination 167 Cal.App.4th 567 Flores v. Morgan Hill Unified (a) Maximize the opportunity for students to paragraph shall be granted for a period of or harassment should report the incident School District, (2003, 9th Cir.) 324 F.3d 1130 develop the positive values of self-reliance, time to be determined at the discretion of the to the Ombudsperson, principal, or any Reese v. Jefferson School District, (2001, 9th Cir.) initiative, kindness, spontaneity, resourcefulness, superintendent of the school district. other district employee whether or not the 208 F.3d 736 courage, creativity, responsibility, and joy. victim files a complaint. An employee who (b) A pupil absent from school under this section Davis v. Monroe County Board of Education, (b) Recognize that the best learning takes place shall be allowed to complete all assignments receives such a complaint shall report it to the Ombudsperson or principal within two school (1999) 526 U.S. 629 Gebser v. Lago Vista when the student learns because of his desire and tests missed during the absence that can Independent School District, (1998) 524 U.S. 274 to learn. be reasonably provided and, upon satisfactory days. The investigation of such complaint shall be conducted in accordance with AR 1312.3 – Oona by Kate S. v. McCaffrey, (1998, 9th Cir.) 143 completion within a reasonable period of time, F.3d 473 (c) Maintain a learning situation maximizing shall be given full credit therefor. The teacher Uniform Complaint Procedures. student self-motivation and encouraging the of the class from which a pupil is absent shall (cf. 1312.1 - Complaints Concerning District Doe v. Petaluma City School District, (1995, 9th student in his own time to follow his own determine which tests and assignments shall be Cir.) 54 F.3d 1447 interests. These interests may be conceived by Employees) (cf. 5141.4 - Child Abuse Prevention reasonably equivalent to, but not necessarily and Reporting) him totally and independently or may result identical to, the tests and assignments that the Management Resources: in whole or in part from a presentation by his pupil missed during the absence. When the Superintendent or designee has OFFICE FOR CIVIL RIGHTS PUBLICATIONS teachers of choices of learning projects. determined that harassment has occurred, he/ (c) For purposes of this section, attendance at Sexual Harassment: It’s Not Academic, (d) Maximize the opportunity for teachers, she shall take prompt, appropriate action to end religious retreats shall not exceed four hours per the harassment and to address its effects on the September 2008 Revised Sexual Harassment parents and students to cooperatively develop semester. Guidance, January 2001 WEB SITES the learning process and its subject matter. This victim. opportunity shall be a continuous, permanent (d) Absences pursuant to this section are Disciplinary Actions California Department of Education: http://www. process. deemed to be absences in computing average cde.ca.gov daily attendance and shall not generate state Any student who engages in sexual harassment (e) Maximize the opportunity for the students, apportionment payments. of anyone at school or at a school-sponsored or U.S. Department of Education, Office for Civil teachers, and parents to continuously react to school-related activity is in violation of this policy Rights: http://www.ed.gov/about/offices/list/ the changing world, including but not limited to (e) “Immediate family,” as used in this section, and shall be subject to disciplinary action. For ocr/index.html the community in which the school is located. has the same meaning as set forth in Section students in grades 4-12, disciplinary action may 8/25/04; 10/26/11A 45194, except that references therein to include suspension and/or expulsion, provided In the event any parent, pupil, or teacher is “employee” shall be deemed to be references interested in further information concerning that, in imposing such discipline, the entire INFORMATION AND PRIVACY (See page 36). to “pupil.” circumstances of the incident(s) shall be taken alternative schools, the county superintendent of Administrative Regulation 5145.7 schools, the administrative office of this district, EQUITY & NONDISCRIMINATION (See page 27). into account. and the principal’s office in each attendance Appendices H, I (cf. 5131 - Conduct) Students unit have copies of the law available for your Appendix H: Board Policy 5145.7 — Sexual (cf. 5144.1 - Suspension and Expulsion/Due Sexual Harassment information. This law particularly authorizes Harassment interested persons to request the governing Process) Prohibited sexual harassment includes, but is board of the district to establish alternative Board Policy 5145.7 (cf. 5144.2 - Suspension and Expulsion/ not limited to, unwelcome sexual advances, school programs in each district. Due Process (Students with Disabilities)) unwanted requests for sexual favors, or other Students unwanted verbal, visual, or physical conduct of ATTENDANCE, CHRONIC ABSENCE, AND Confidentiality and Record-Keeping Sexual Harassment a sexual nature made against another person TRUANCY: Appendix G (See page 25) All complaints and allegations of sexual of the same or opposite sex in the educational Appendix G: Education Code Section 48205 — The Governing Board is committed to harassment shall be kept confidential except as setting, when made on the basis of sex and under Excused Absences maintaining an educational environment that is necessary to carry out the investigation or take any of the following conditions: (Education Code free from harassment and discrimination. The other subsequent necessary action. (5 CCR 4964) 212.5; 5 CCR 4916) CALIFORNIA EDUCATION CODE SECTION 48205 Board prohibits sexual harassment of students by other students, employees, or other persons, at (cf. 4119.23/4219.23/4319.23 - Unauthorized 1. Submission to the conduct is explicitly or 48205. (a) Notwithstanding Section 48200, a school or at school-sponsored or school-related Release of Confidential/Privileged Information) implicitly made a term or condition of a student’s pupil shall be excused from school when the activities. The Board also prohibits retaliatory (cf. 5125 - Student Records) academic status or progress absence is: behavior or action against persons who complain, The Superintendent or designee shall maintain a 2. Submission to or rejection of the conduct (1) Due to his or her illness. testify, assist, or otherwise participate in district

by a student is used as the basis for academic A copy of the district’s sexual harassment policy 3. Obscene shall have the meaning given such c. Prohibition of discrimination, harassment, decisions affecting the student and regulation shall: term in section 1460 of title 18, United States intimidation, and bullying on the basis of actual Code. or perceived protected characteristic, including 3. The conduct has the purpose or effect of 1. Be included in the notifications that are sent without limitation, disability, gender, gender having a negative impact on the student’s to parents/guardians at the beginning of each 4. Child pornography shall have the meaning identity, gender expression, nationality, race academic performance or of creating an school year (Education Code 48980; 5 CCR 4917) given such term in section 2256 of title 18, United or ethnicity, religion, sexual orientation or intimidating, hostile, or offensive educational States Code. association with person or group with one or environment (cf. 5145.6 - Parental Notifications) 5. Harmful to minors shall mean any picture, more of the actual or perceived characteristics; 4. Submission to or rejection of the conduct by 2. Be displayed in a prominent location in the image, graphic image file, or other visual and the student is used as the basis for any decision main administrative building or other area where depiction that: notices of district rules, regulations, procedures, d. Compliance with the E-rate requirements of affecting the student regarding benefits and the Children’s Internet Protection Act. services, honors, programs, or activities available and standards of conduct are posted (Education a. Taken as a whole and with respect to minors, at or through any district program or activity Code 231.5) appeals to a prurient interest in nudity, sex, or Following receipt of this training, the student will excretion; 3. Be provided as part of any orientation program acknowledge that he/she received the training, Examples of types of conduct which are understood it, and will follow the provisions of prohibited in the district and which may conducted for new students at the beginning b. Depicts, describes, or represents, in a patently of each quarter, semester, or summer session offensive way with respect to what is suitable the District’s acceptable use policies. Before constitute sexual harassment include, but are using the district’s on-line resources, each not limited to: (Education Code 231.5) for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or student and his/her parent/guardian shall 1. Unwelcome leering, sexual flirtations, or 4. Appear in any school or district publication perverted sexual acts, or a lewd exhibition of the sign and return an Acceptable Use Agreement propositions that sets forth the school’s or district’s genitals; and specifying user obligations and responsibilities. comprehensive rules, regulations, procedures, In that agreement, the student and his/her 2. Unwelcome sexual slurs, epithets, threats, and standards of conduct (Education Code 231.5) c. Taken as a whole, lacks serious literary, artistic, parent/guardian shall agree to not hold the verbal abuse, derogatory comments, or sexually political, or scientific value as to minors district responsible and shall agree to indemnify degrading descriptions 8/25/04; 10/26/11A 6. Hacking shall mean attempting to gain and hold harmless the district and all district 3. Graphic verbal comments about an individual’s Appendices J and K unauthorized access to computer and network personnel for the failure of any technology body or overly personal conversation systems connected to the Internet. protection measures, violations of copyright Appendix J: Board Policy 6163.4 restrictions, users’ mistakes or negligence, or any 4. Sexual jokes, derogatory posters, notes, Instruction 7. Technology protection measure shall refer to costs incurred by users. stories, cartoons, drawings, pictures, obscene the systems in place, managed by the district that gestures, or computer-generated images of a Student Use of Technology/ Internet Safety Policy blocks and/or filters Internet access. (cf. 6162.6 - Use of Copyrighted Materials) sexual nature The Governing Board intends that technological On-Line Services/Internet Access Staff shall supervise students while they are 5. Spreading sexual rumors resources used to access District equipment and using on-line services and may ask teacher aides networks whether provided by the district or The Superintendent or designee shall ensure that and student aides to assist in this supervision. 6. Teasing or sexual remarks about students the student be used in a responsible and proper all district computers with Internet access have enrolled in a predominantly single-sex class a technology protection measure that blocks or In order to help ensure that the district adapts manner in support of the instructional program to changing technologies and circumstances, the and for the advancement of student learning. filters Internet access to visual depictions that 7. Massaging, grabbing, fondling, stroking, or are obscene, child pornography, or harmful to Superintendent or designee shall regularly review brushing the body The following policy and corresponding minors, and that the operation of such measures this policy, the accompanying administrative regulations and procedures are intended is enforced. (20 USC 7001, 47 USC 254) Subject regulation and other procedures. He/she shall 8. Touching an individual’s body or clothes in a also monitor the district’s filtering software to sexual way to implement the legal requirements of the to staff supervision, technology protection district under The Children’s Internet Protection measures may be disabled for adults or, in the help ensure its effectiveness. 9. Impeding or blocking movements or any Act, (CIPA) (Public Law 106-554). Such policy, case of minors, minimized only for bona fide Legal Reference: physical interference with school activities when regulations and procedures shall be applied research or other lawful purposes. directed at an individual on the basis of sex to all students having computers or devices EDUCATION CODE with Internet access. It is the policy of the The Board desires to protect students from 10. Displaying sexually suggestive objects Governing Board to: (a) prevent user access access to harmful matter on the Internet or other 48980 Required notification at beginning of term Enforcement of District Policy over its computer network to, or transmission online services and to prevent inappropriate 51006 Computer education and resources of, inappropriate material via Internet, network access. The Superintendent or The Superintendent or designee shall take electronic mail, social media, or other forms of designee shall implement rules and procedures 51007 Programs to strengthen technological appropriate actions to reinforce the district’s direct electronic communications; (b) prevent designed to restrict students’ access to harmful skills sexual harassment policy. As needed, these or inappropriate matter on the Internet and unauthorized access and other unlawful online 51870-51874 Education Technology actions may include any of the following: activity; (c) prevent unauthorized online to prevent inappropriate network access including hacking, unauthorized disclosure, use, 1. Removing vulgar or offending graffiti disclosure, use, or dissemination of personal 51870.5 Student Internet access identification of minors; and (d) comply with the and dissemination of personal identification (cf. 5131.5 - Vandalism and Graffiti) Children’s Internet Protection Act. information regarding minors, and other 60044 Prohibited instructional materials unlawful activities. He/she also shall establish PENAL CODE 2. Providing training to students, staff, and (cf. 0440 - District Technology Plan) regulations to address the safety and security of parents/guardians about how to recognize (cf. 1113 - District and School Web Sites) students when using electronic mail, chat rooms, 313 Harmful matter harassment and how to respond instant messaging, and other forms of direct 502 Computer crimes, remedies (cf. 4131 - Staff Development) (cf. 4040 - Employee Use of Technology) electronic communication. 632 Eavesdropping on or recording confidential 3. Disseminating and/or summarizing the (cf. 6010 - Goals and Objectives) Disclosure, use and dissemination of personal identification information regarding students is communications district’s policy and regulation regarding sexual (cf. 6162.7 - Use of Technology in Instruction) harassment prohibited. UNITED STATES CODE, TITLE 47 (cf. 6163.1 - Library Media Centers) 4. Consistent with the laws regarding the The Superintendent or designee shall oversee 254 Universal service discounts (E-rate) The Superintendent or designee shall notify the education, supervision and monitoring of confidentiality of student and personnel records, CODE OF FEDERAL REGULATIONS, TITLE 16 communicating the school’s response to parents/ students and parents/guardians about authorized students’ usage of the online computer network guardians and the community uses of district computers and consequences for and access to the Internet in accordance with this 312.1-312.12 Children’s online privacy protection unauthorized use and/or unlawful activities. policy and applicable laws. The site principals (cf. 4119.23 - Unauthorized Release of or designated representatives shall provide age- CODE OF FEDERAL REGULATIONS, TITLE 47 Confidential/Privileged Information) (cf. 5125.2 - Withholding Grades, Diploma or appropriate training for students who use the Transcripts) District’s Internet systems. The training provided 54.520 Internet safety policy and technology (cf. 5125 - Student Records) protection measures, E-rate discounts (cf. 5144 - Discipline) shall be designed to promote the District’s 5. Taking appropriate disciplinary action commitment to: PUBLIC LAW 107-110 (cf. 5144.1 - Suspension and Expulsion/Due In addition, disciplinary measures may be taken Process) a. The standards and acceptable use of Internet 2401-2441 Enhancing Education Through against any person who is found to have made services as set forth in this Policy; Technology Act, No Child Left Behind Act, Title (cf. 5144.2 - Suspension and Expulsion/Due a complaint of sexual harassment which he/she b. Student safety with regard to: (1) safety on II, Part D knew was not true. Process: Students with Disabilities) the Internet, (2) appropriate online behavior, 2441 Internet Safety (cf. 4118 - Suspension/Disciplinary Action) (cf. 5145.12 - Search and Seizure) including interacting with other individuals on social networking sites and in chat rooms; Management Resources: (cf. 4218 - Dismissal/Suspension/Disciplinary Definitions and (3) cyberbullying awareness and response, CDE PUBLICATIONS Action) 1. Access to the Internet - A computer shall be including that “bullying” constitutes any severe (cf. 5144.1 - Suspension and Expulsion/Due considered to have access to the Internet if such or pervasive physical or verbal act or conduct, K-12 Network Technology Planning Guide: Process) computer is connected either wired or wirelessly including communications made in writing Building the Future, 1994 or by means of an electronic act that relates to a computer network which has access to the CDE PROGRAM ADVISORIES (cf. 5144.2 - Suspension and Expulsion/Due Internet. to school activity or attendance occurring Process (Students with Disabilities)) under the jurisdiction of the school district’s 1223.94 Acceptable Use of Electronic 2. Minor shall mean an individual who has not superintendent, including off-campus and/or Information Resources Notifications attained the age of 19. electronic acts. (cf. Students Conduct 5131); WEB SITES

Federal Communications Commission: http:// Code 313) to be caring, competent, critical thinkers and with parents/guardians. www.fcc.gov fully-informed, engaged, contributing members 4. Students shall not disclose, use or disseminate of society who are ready to succeed in college With the participation of community U.S. Department of Education: http://www. personal identification information about and career. The Board expects each school to stakeholders, each school may develop ed.gov themselves or others when using electronic mail, create a safe and positive school environment in disciplinary rules to meet the school’s particular chat rooms, or other forms of direct electronic which all students feel accepted, supported, and needs as described in AR 5144. The rules shall Commission on Online Child Protection: http:// communication. Students are also cautioned not be consistent with law, Board policy, district www.copacommission.org respected. The Board desires that its disciplinary to disclose such information by other means to policies further its mission of serving the whole regulations, and school-level discipline data. CDE: http://www.cde.ca.gov individuals located through the Internet without child, eliminate inequality in the use of punitive the permission of their parents/guardians. The Superintendent or designee shall provide American Library Association: http://www. consequences, and provide each child with professional development where appropriate to ala.org Personal information includes the student’s excellent teachers who are equipped to promote assist staff in developing classroom management name, address, telephone number, Social academic and behavioral learning. skills and implementing effective disciplinary CSBA: http://www.csba.org Security number, or other individually The Board desires the use of a positive approach techniques. identifiable information. 7/14/04; 6/27/12A; 6/14A to student behavior and the use of preventative To ensure that discipline is appropriate and 5. Students shall not use the system to encourage and restorative practices to minimize the equitable, schools and the District shall collect Appendix K: Administrative Regulation 6163.4 - need for discipline and maximize instructional Student Use of Technology the use of drugs, alcohol or tobacco, nor shall and review discipline data that is disaggregated they promote unethical practices or any activity time for every student. The Board recognizes by school, race, gender, status as an English The principal or designee shall oversee the prohibited by law or Board policy. If a user the importance of developing the social and Language Learner, status as a student with a maintenance of each school’s technological violates the Acceptable Use Agreement or any of emotional health of all youth and adults in our disability, and type of infraction on a monthly resources while following District standards set the District’s or a school’s policies, regulations organization. basis. The District will perform a centralized by the Technology Services department and procedures or guidelines, access to the District’s The Board desires the adoption of the Response review of school-level and District-wide may establish guidelines and limits on their use. educational technology resources may be denied to Intervention (RTI) framework wherein discipline data to measure progress toward the Instructional staff shall receive a copy of this and other legal or disciplinary action may be schools provide a tiered system of academic goal of eliminating disproportionate rates of administrative regulation, the accompanying taken. and behavioral supports to enable all students suspension and referral for African-American Board policy, and the district’s Acceptable students, and determine whether the site (cf. 3513.3 - Tobacco-Free Schools) to equitably access the core curriculum. Each Use Agreement describing expectations for school is responsible for adopting strategies, strategies require adjustment to meet the goal. appropriate use of the system and shall also 6. Students shall not use the system to engage in programs, and interventions within an RTI Site administrators, on a quarterly basis, shall be provided with information about the role of commercial or other for-profit activities. framework to facilitate a consistent approach meet with the site’s teaching staff to review the staff in supervising student use of technological for positive, pro-social behavior management in school site’s discipline data and discuss strategies resources. All students using these resources 7. Students shall not use the system to threaten, for teaching, encouraging and reinforcing intimidate, harass, or ridicule other students order to reduce student loss of instructional time shall receive training in their proper and due to disciplinary sanctions. positive student behavior that do not require appropriate use. or staff. engagement with the discipline system and loss 8. Copyrighted material shall not be placed on The Board recognizes that an opportunity gap of instructional time. (cf. 0440 - District Technology Plan) for significant portions of its student population the system without the author’s permission and Corporal Punishment (cf. 4040 - Employee Use of Technology) in accordance with copyright laws. Students may exists, namely amongst African American, Latino, and English Language Learner students Corporal punishment shall not be used as a (cf. 4131- Staff Development) download copyrighted material for their own use only and with proper credit given, as with any and students with disabilities. The Board disciplinary measure against any student. (cf. 4231 - Staff Development) other printed source of information. desires to identify and address the causes of Corporal punishment includes the willful disproportionate treatment in discipline to infliction of, or willfully causing the infliction (cf. 4331 - Staff Development) (cf. 5131.9 Academic Honesty reduce and eliminate the racial disparities of, physical pain on a student. (Education Code in the use of punitive school discipline, and 49001) (cf. 6162.7 - Use of Technology in Instruction) cf. 6162.6 - Use of Copyrighted Materials) any other disparities that may exist for other At the beginning of each school year, parents/ 9. Students shall not intentionally upload, under-served populations. Schools shall enforce For purposes of this policy, corporal punishment guardians shall receive a copy of the district’s download or create computer viruses and/or disciplinary rules fairly, consistently, and without does not include an employee’s use of force policy and administrative regulation regarding maliciously attempt to harm or destroy district discrimination. that is reasonable and necessary to protect the employee, students, staff or other persons access by students to the Internet and online equipment or materials or manipulate the data of The Board recognizes the importance of sites. (Education Code 48980) any other user, including so-called “hacking.” or to prevent damage to property or to obtain using school and classroom management possession of weapons or other dangerous (cf. 5145.6 - Parental Notifications) (cf. 5131.5 - Vandalism, Theft and Graffiti) strategies that keep students in school and in objects within the control of the student. the classroom. Missing too much school for (Education Code 49001) On-Line/Internet Services: User Obligations and 10. Students shall not read or use other users’ any reason has a direct impact on academic Responsibilities electronic mail or files. They shall not attempt achievement—both short-term and long- Effective July 1, 2014 to interfere with other users’ ability to send or term. Removal of students from the classroom Students are authorized to use district receive electronic mail, nor shall they attempt to (cf. 0450 - Comprehensive Safety Plan) equipment to access the Internet or on-line environment for misbehavior should be avoided. delete, copy, modify or forge other users’ mail. (cf. 3515 - Campus Security) services in accordance with user obligations The Board does not support a zero tolerance and responsibilities specified below and in 11. Students shall report any security problem or approach to discipline except where mandated (cf. 3515.3 - District Police/Security Department) accordance with Governing Board policy and the misuse of the services to the teacher or principal. by law. Schools may not adopt zero tolerance district’s Acceptable Use Agreement. policies or practices that conflict with District (cf. 3515.4 - Recovery for Property Loss or The district reserves the right to monitor the Damage) 1. The student, in whose name an on-line services use of the district’s system for improper use discipline policies. account is issued, is responsible for its proper without advance notice or consent. Electronic Except where suspension for a first offense (cf. 4158/4258/4358 - Employee Security) use at all times. Students shall keep personal communications and downloaded material, is permitted by Education Code 48900.5, as (cf. 5136 - Gangs) account numbers, passwords, home addresses including files deleted from a user’s account, further described in AR 5144.1, an administrator and telephone numbers private. They shall only may be monitored or read by district officials to or administrator’s designee may only impose (cf. 5144.1 - Suspension and Expulsion/Due use the system under their own account to which ensure proper use of the system. in-school and out-of-school suspension when Process) they have been assigned. (cf. 5145.12 - Search and Seizure) other means of correction fail to bring about (cf. 5144.2 - Suspension and Expulsion/Due 2. Students shall use the district’s system safely, proper conduct or the student’s presence causes Process (Students with Disabilities)) responsibly and primarily for educational Whenever a student is found to have violated a danger to persons. (Education Code 48900.5) purposes. Board policy, administrative regulation, or The other means of correction that have been (cf. 6164.5 - Student Success Teams) the district’s Acceptable Use Agreement, the attempted must be documented and evaluated 3. Students shall not access, post, submit, principal or designee may cancel or limit a for effectiveness prior to referring the student (cf. 6159.4 - Behavioral Interventions for Special publish or display harmful or inappropriate student’s user privileges or increase supervision for a disciplinary sanction that results in the Education Students) matter that is threatening, obscene, disruptive of the student’s use of the district’s technological student’s removal from an assigned classroom or (cf. 6182 - Opportunity School/Class/Program) or sexually explicit, or that could be construed resources, as appropriate. Inappropriate use the school site. as harassment or disparagement of others based also may result in disciplinary action and/or legal (cf. 6184 - Continuation Education) Other means of correction include, but are not on their race/ethnicity, national origin, gender, action in accordance with law and Board policy. (cf. 6185 - Community Day School) sexual orientation, age, disability, religion or limited to, conferences with students and their political beliefs. (cf. 5144 - Discipline) parents/guardians; use of student study teams (cf. 0410 - Nondiscrimination in District Programs or other intervention-related teams; enrollment and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5144.1 - Suspension and Expulsion/Due in a program teaching social/emotional behavior Process) or anger management; participation in a (cf. 5145.3 - Nondiscrimination/Harassment) (cf. 5145.7 - Sexual Harassment) restorative justice program or restorative circles; (cf. 5144.2 - Suspension and Expulsion/Due (cf. 4131 - Staff Development) (cf. 5145.9 - Hate-Motivated Behavior) Process (Students with Disabilities)) and positive behavior support approaches. (Education Code 48900.5) (cf. 4231 - Staff Development) Harmful matter includes matter, taken as a 7/14/04;4/14A whole, which to the average person, applying The Superintendent or designee shall provide (cf. 4331 - Staff Development) contemporary statewide standards, appeals to BP 5144 professional development as necessary to Legal Reference: the prurient interest and is matter which depicts Students assist staff in developing consistent classroom or describes in a patently offensive way sexual management skills, implementing effective CIVIL CODE conduct and which lacks serious literary, artistic, Discipline disciplinary techniques, eliminating unconscious bias, and establishing cooperative relationships 1714.1 Parental liability for child’s misconduct political or scientific value for minors. (Penal The Governing Board desires to prepare students

EDUCATION CODE 3. School administrators conversation/circle. then a student may be required to perform community service for the resulting suspension. 35146 Closed sessions 4. For junior high and high schools, students A positive behavior support approach with tiered (Education Code 48900.6) enrolled in the school interventions that occur during the school day 35291 Rules on campus. Referrals The rules shall be consistent with law, Governing 35291.5-35291.7 School-adopted discipline rules Board policy, and district regulations. The After-school programs that address specific The Board desires the adoption of the RTI 35294-35294.9 School safety plans development of the rules shall be informed by behavioral issues or expose students to positive framework to facilitate a consistent approach for school-level discipline data as described in BP activities and behaviors, including, but not positive, pro-social behavior management (BP 37223 Weekend classes 5144. limited to, those operated in collaboration with 5144). The District expects teachers to attempt 44807.5 Restriction from recess local parent and community groups. RTI interventions prior to making a referral out The school shall also solicit participants’ views of the classroom except where suspension for a 48630-48644.5 Opportunity schools on whether site-level and District-level discipline Detention after school hours as provided in the first offense is permitted or mandated by law as rules are being equitably and fairly applied. section below entitled “Detention After School.” described in AR 5144.1 pp. 8-9. 48900-48926 Suspension and expulsion The confidentiality of student records shall be maintained at all times. Community service as provided in the section When a referral out of the classroom is made, 48980-48985 Notification of parents or below entitled “Community Service.” site administrator or designee must ensure that guardians Alternative Means of Correction In accordance with Board policy and site staff completed the following: 49000-49001 Prohibition of corporal Each school is responsible for incorporating a administrative regulation, restriction Teacher completed universal referral form punishment Response to Intervention (RTI) framework into or disqualification from participation in (starting in the 2014-2015 school year); its Community Schools Strategic Site Plan (CSSSP) extracurricular activities. 49330-49335 Injurious objects to reduce referrals and suspensions through pro- Site administrator or designee reviewed universal Recess Restriction CODE OF REGULATIONS, TITLE 5 active intervention, positive behavioral support, referral form and, if warranted, assigned restorative practices, and other non-punitive A teacher may restrict a student’s recess time appropriate consequences; 307 Participation in school activities until approaches to discipline. RTI is a prevention only when he/she believes that this action is Site administrator or teacher contacted the departure of bus system focused on maximizing student the most effective way to bring about improved achievement, reducing behavior problems, and student’s parents/guardians and notified them of 353 Detention after school behavior. When recess restriction may involve any consequences; avoiding loss of instructional time through the the withholding of physical activity from a Management Resources: use of tiered interventions. student, the teacher shall try other interventions Site administrator or designee investigated the CSBA PUBLICATIONS Referral of students from the classroom before imposing the restriction. Recess reasons for the student’s conduct; restriction shall be subject to the following environment for misbehavior should be Site administrator or designee recorded the Protecting Our Schools: Governing Board avoided. The District expects that alternatives conditions: Strategies to Combat School Violence, 1999 classroom interventions and referral in the to suspension and progressive discipline The student shall be given adequate time to use District’s database. (Education Code 48900.5) CDE PROGRAM ADVISORIES approaches shall be utilized prior to referring the restroom and get a drink or eat lunch, as a student out of the classroom. The District appropriate. Notice to Parents/Guardians and Students 1010.89 Physical Exercise as Corporal expects that alternatives aligned with the Punishment, CIL 89/9-3 The student shall remain under the supervision At the beginning of the school year, the school’s RTI framework and District policies Superintendent or designee shall notify parents/ will be undertaken within the classroom except of an appropriate employee during the period of 1223.88 Corporal Punishment, CIL: 88/9-5 restriction. guardians in the Parent Guide about the where suspension for a first offense is permitted availability of district rules related to discipline. WEB SITES by Education Code 48900.5, as further described Teachers shall inform the principal of any recess (Education Code 35291, 48980) in AR 5144.1, or where it can be documented that restrictions they impose. CDE: http://www.cde.ca.gov the behavior violation imposes a clear danger to (cf. 5145.6 - Parental Notifications) USDOE: http://www.ed.gov persons. Classroom-based strategies include, (cf. 5030 - Student Wellness) but are not limited to: The Superintendent or designee shall also 7/14/04; 4/23/14 (cf. 6142.7 - Physical Education and Activity) provide written notice of the rules related to Explicit re-teaching of behavioral expectations; discipline to transfer students at the time of their AR 5144 Detention After School enrollment in the district. Separating students; Students Students may be detained for disciplinary Effective July 1, 2014 Writing an apology letter; reasons up to one hour after the close of the Discipline maximum school day. (5 CCR 353) 8/25/04; 4/23/14 Assignment of additional tasks; The District and staff are committed to If a student will miss his/her school bus on BP 5144.1 establishing positive learning environments Phone call to parent; account of being detained after school, or if Students that ensure that all students have access to Keeping students after class; the student is not transported by school bus, a quality education. The District recognizes the principal or designee shall notify parents/ Suspension and Expulsion / Due Process that a key aspect of maintaining a healthy and Restorative conference with student(s) or class; guardians of the detention at least one day safe environment is establishing order and The Governing Board has established policies Creation of a positive behavior contract; in advance so that alternative transportation maintaining discipline in our schools. This goal arrangements may be made. The student shall and standards of behavior in order to promote can only be achieved through the cooperative Conference with student; not be detained unless the principal or designee learning and protect the safety and well-being of efforts of our school personnel, students, notifies the parent/guardian. all students. In response to serious or repeated parents, guardians, and our community. Conference with parent and the student. violations of established policies and standards, In cases where the school bus departs more Parents should be notified if there is an it may be necessary to suspend or expel a student The District believes that developing strong than one hour after the end of the school day, from regular classroom instruction. relationships with families is the first step in escalating pattern of misbehavior that could students may be detained until the bus departs. establishing safe and healthy schools. The lead to classroom or school removal. Students (5 CCR 307, 353) (cf. 5144 - Discipline) District and staff desire to work collaboratively who exhibit a pattern of misbehavior should with families to establish positive relationships be provided more intensive support and Students shall remain under the supervision of The Board does not support a zero tolerance that aid in the development and achievement interventions. Appropriate school-based a certificated employee during the period of approach to discipline. The Board recognizes of all students. School staff members are strategies include, but are not limited to: detention. the importance of providing schoolwide positive supports, using discipline strategies that keep encouraged to contact parents early in the school A conference between school staff and the Students may be offered the choice of serving year to proactively establish positive school- students in school and in the classroom, and student and his/her parents/guardians. their detention on Saturday rather than after supporting students in learning to behave home communication and throughout the school school. year to share student successes and challenges, Referral to a school counselor or other school appropriately and solve conflicts peacefully. and develop plans to help students have access support service personnel for case management (cf. 6176 - Weekend/Saturday Classes) Before subjecting a student to disciplinary to a quality education. and counseling. Community Service sanctions that result in a loss of instructional The District is committed to eliminating disparity Referral for drug or alcohol counseling. time, the Superintendent or designee shall, to in school discipline with respect to its under- As part of or instead of disciplinary action, the the extent allowed by law, first use alternative served populations by reducing the number of Convening of a Student Study Team (SST), Board, Superintendent, principal, or principal’s strategies as described in AR 5144 - Discipline. referrals, suspensions, and expulsions. The staff Coordination of Services Team (COST), or other designee may, at his/her discretion, require a Except where suspension for a first offense is will engage in restorative practices that enhance intervention-related team to assess the behavior student to perform community service during permitted by 48900.5, as further described in AR school culture and improve discipline systems to and develop and implement an individual plan nonschool hours on school grounds, or, with 5144.1, in-school and out-of-school suspension address equity. to address the behavior in partnership with the written permission of the student’s parent/ shall be imposed only when other means of student and his/her parents/guardians. guardian, off school grounds. Such service correction fail to bring about proper conduct Site-Level Rules may include, but is not limited to, community or the student’s presence causes a danger to When applicable, referral for a comprehensive or school outdoor beautification, campus persons. (Education Code 48900.5) Expulsion In developing site-level disciplinary rules, the psychosocial or psychoeducational assessment, betterment, and teacher, peer, or youth is an action taken by the Board only for severe school shall solicit the participation, views, and including for purposes of creating an assistance programs. (Education Code 48900.6) breaches of discipline by a student. advice of one representative selected by each of individualized education program or a Section the following groups: (Education Code 35291.5) 504 plan. This community service option is not available (cf. 1020 - Youth Services) for a student who has been suspended, pending 1. Parents/guardians Enrollment in a program for teaching social/ expulsion, pursuant to Education Code 48915. (cf. 5138 - Conflict Resolution/Peer Mediation) emotional behavior or anger management. 2. Teachers However, if the recommended expulsion is not (cf. 5144 - Discipline) Participation in a restorative justice program or implemented or the expulsion itself is suspended,

(cf. 6142.4 - Service Learning/Community Service The Superintendent or designee shall present 261 Rape defined Drug-Free Schools: http://www.ed.gov/about/ Classes) a report to the Board on a bi-annual basis (in offices/list/osdfs August and February) regarding the use of 266c Unlawful sexual intercourse (cf. 6164.2 - Guidance/Counseling Services) 7/14/04; 4/23/14 suspension and expulsion in district schools 286 Sodomy defined (cf. 6164.5 - Student Success Teams) with the goal of determining whether revisions AR 5144.2 to Board policies and procedures must be made 288 Lewd or lascivious acts with child under Suspension and expulsion may not be imposed or training and support provided to reduce and age 14 Students for truancy, tardiness, or absence. Alternatives eliminate disproportionate rates of discipline to suspension or expulsion shall be used with 288a Oral copulation Suspension & Expulsion/Due Process (Students of African-American students. The report shall With Disabilities) students who are truant, tardy, or otherwise include, but is not limited to, outcome data 289 Penetration of genital or anal openings absent from assigned school activities. which the district is required by law to collect A student identified as an individual with 417.27 Laser pointers (cf. 5113 - Absences and Excuses) and data related to the effect of suspension disabilities pursuant to the Individuals with and/or expulsion on the district’s under-served 422.55 Hate crime defined Disabilities Education Act (IDEA) is subject to (cf. 5113.1 - Chronic Absence and Truancy) populations, including African American, Latino, the same grounds for suspension and expulsion and English Language Learner students as well as 422.6 Interference with exercise of civil rights which apply to students without disabilities. The grounds for suspension and expulsion and students with disabilities. the procedures for considering, recommending, 422.7 Aggravating factors for punishment (cf. 5144.1 - Suspension and Expulsion/Due and/or implementing suspension and expulsion (cf. 9320 - Meetings and Notices) 422.75 Enhanced penalties for hate crimes Process) shall be specified by administrative regulation and must be consistent with the requirements Effective July 1, 2014 626.2 Entry upon campus after written notice of (cf. 6159.1 - Procedural Safeguards and Complaints for Special Education) set forth here. Legal Reference: suspension or dismissal without permission Procedures for Students Not Yet Eligible for The Superintendent, Certificated Deputy EDUCATION CODE 626.9 Gun-Free School Zone Act of 1995 Superintendent, or Certificated Associate Special Education Services Superintendents may involuntarily transfer a 212.5 Sexual harassment 626.10 Dirks, daggers, knives, razors, or stun guns A student who has not been identified as an student to another school based on a finding that 233 Hate violence individual with disabilities pursuant to IDEA a student committed a violation of Education 868.5 Supporting person; attendance during and who has violated the district’s disciplinary Code Section 48900. The Superintendent will 1981 Enrollment of students in community testimony of witness procedures may assert the procedural safeguards develop fair and equitable procedures to govern school granted under this administrative regulation only the involuntary transfer process that recognize WELFARE AND INSTITUTIONS CODE 17292.5 Program for expelled students if the district had knowledge that the student the use of a positive approach to student 729.6 Counseling was disabled before the behavior occurred. (20 behavior and maximize instructional time for 32261 Interagency School Safety Demonstration USC 1415(k)(8)) every student. An involuntary transfer to a Act of 1985 UNITED STATES CODE, TITLE 18 continuation school must be made pursuant to The district shall be deemed to have knowledge Education Code section 48432.5. 35145 Open board meetings 921 Definitions, firearm that the student had a disability if one of the UNITED STATES CODE, TITLE 20 following conditions exists: (20 USC 1415(k)(8); District staff shall enforce the rules concerning 35146 Closed sessions (regarding suspensions) 34 CFR 300.527) suspension and expulsion of students fairly, 1415(K) Placement in alternative educational 35291 Rules (for government and discipline of 1. The parent/guardian has expressed concern consistently, and in accordance with the district’s schools) setting nondiscrimination policies. in writing, or orally if the parent/guardian does 35291.5 Rules and procedures on school 7151 Gun-free schools not know how to write or has a disability that (cf. 0410 - Nondiscrimination in District Programs discipline prevents a written statement, that the student and Activities) COURT DECISIONS is in need of special education or related services. 48645.5 Readmission; contact with juvenile T.H. v. San Diego Unified School District (2004) Due Process justice system 2. The behavior or performance of the student 122 Cal. App. 4th 1267 demonstrates the need for such services, in The Board shall provide for the fair and equitable 48660-48667 Community day schools treatment of students facing suspension and Woodbury v. Dempsey (2003) 108 Cal. App. 4th accordance with 34 CFR 300.7. expulsion by affording them their due process 48853.5 Foster youth 421 3. The parent/guardian has requested an rights under the law. The Superintendent or 48900-48927 Suspension and expulsion Board of Education of Sacramento City Unified evaluation of the student for special education designee shall comply with procedures for School District v. Sacramento County Board of pursuant to 34 CFR 300.530-300.536. notices, hearings, and appeals as specified in law 48950 Speech and other communication Education and Kenneth H. (2001) 85 Cal.App.4th (cf. 6164.4 - Identification of Individuals for and administrative regulation. (Education Code 1321 48911, 48915, 48915.5) 48980 Parental notifications Special Education) Garcia v. Los Angeles Board of Education (1991) (cf. 5119 - Students Expelled from Other Districts) 49073-49079 Privacy of student records 4. The teacher of the student or other district 123 Cal. App. 3d 807 personnel has expressed concern about the CIVIL CODE (cf. 5144.2 - Suspension and Expulsion/Due Fremont Union High School District v. Santa Clara behavior or performance of the student to the Process (Students with Disabilities)) 47 Privileged communication County Board (1991) 235 Cal. App. 3d 1182 district’s director of special education or to Supervised Suspension Classroom other personnel in accordance with the district’s 48.8 Defamation liability John A. v. San Bernardino School District (1982) established child find or special education 33 Cal. 3d 301 Supervised suspension shall be imposed only CODE OF CIVIL PROCEDURE referral system. when other means of correction have failed to ATTORNEY GENERAL OPINIONS bring about proper conduct. (Education Code 1985-1997 Subpoenas; means of production The district would be deemed to not have 48900.5) 84 Ops.Cal.Atty.Gen. 146 (2001) knowledge as specified in items #1-4 above if, as GOVERNMENT CODE a result of receiving such information, the district The Board recognizes that students who 80 Ops.Cal.Atty.Gen. 91 (1997) either conducted an evaluation and determined are suspended from school often have no 11455.20 Contempt that the student was not a student with a 80 Ops.Cal.Atty.Gen. 85 (1997) supervision or guidance during the school hours 54950-54963 Ralph M. Brown Act disability or determined that an evaluation was when they are off campus and may fall behind Management Resources: not necessary and provided notice to the parent/ in the coursework. The Board believes that, in HEALTH AND SAFETY CODE guardian of its determination. (34 CFR 300.527) CSBA PUBLICATIONS many cases, it would be better to manage the 11014.5 Drug paraphernalia student’s behavior by keeping the student at If it is determined that the district did not Safe Schools: Strategies for Governing Boards to have knowledge that the student was disabled school and providing him/her with supervision 11053-11058 Standards and schedules Ensure Student Success, 2011 that is separated from the regular classroom. prior to taking disciplinary action against the LABOR CODE U.S. DEPARTMENT OF EDUCATION PUBLICATIONS student, then the student shall be disciplined To ensure the proper supervision and ongoing in accordance with procedures established for learning of students who are suspended for any 230.7 Discharge or discrimination against Office for Civil Rights’ (OCR) April 2011 Dear students without disabilities. (20 USC 1415(k)(8)) of the reasons enumerated in Education Code employee for taking time off to appear in school Colleague Letter: Sexual Violence 48900 and 48900.2, but who pose no imminent on behalf of a child If a request is made for an evaluation of a student Civil Rights Data Collection Summary, March during the time period in which the student is danger or threat to anyone at school and for PENAL CODE whom expulsion proceedings have not been 2012 subject to disciplinary measures, the evaluation initiated, the Superintendent or designee shall 31 Principal of a crime, defined shall be conducted in an expedited manner. Until WEB SITES the evaluation is completed, the student shall establish a supervised suspension classroom 240 Assault defined program which meets the requirements of law. CSBA: http://www.csba.org remain in the educational placement determined 241.2 Assault fines by school authorities. (34 CFR 300.527) Decision Not to Enforce Expulsion Order California Attorney General’s Office: http:// 242 Battery defined www.oag.ca.gov Suspension On a case-by-case basis, the enforcement of an expulsion order may be suspended by the 243.2 Battery on school property California Department of Education: http:// The Superintendent or designee may suspend a Board pursuant to the requirements of law and www.cde.ca.gov student with a disability for up to 10 consecutive 243.4 Sexual battery school days for a single incident of misconduct, administrative regulation. (Education Code U.S. Department of Education, Office for Civil 48917) and for up to 20 school days in a school year, 245 Assault with deadly weapon Rights: http://www.ed.gov/about/offices/list/ as long as the suspension(s) do not constitute a Monitoring the Use of Suspension and Expulsion 245.6 Hazing ocr/docs/crdc-2012-data-summary.pdf change in placement pursuant to 34 CFR 300.519. U.S. Department of Education, Office of Safe and (Education Code 48903; 34 CFR 300.520)

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

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: Chris Dobbins, 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, Vice 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 Unified School District. The Board’s primary responsibility is to ensure that Superintendent every student served by the District is well educated and demonstrates high academic achievement. Antwan Wilson On April 30, 2014, the Oakland Board of Board meetings generally occur on the second and last Wednesday of each Education voted unanimously to approve the month. Meetings are open to the public in accordance with the Brown Act, nomination of Antwan Wilson as OUSD’s next and decisions are a matter of public record. You can obtain information superintendent. Wilson took the helm on July about meeting location, an agenda in advance of the meetings, as well as 1, 2014, when Acting Superintendent Gary Yee minutes of previous meetings, on the District website, www.ousd.k12.ca.us/ stepped down after a year in the District’s top boardmeetings. All regular meetings are broadcast on KDOL Channel 27 two administrative post. times a week, typically Fridays at 6 p.m. and Sundays at 4 p.m., in addition to the live broadcast. The School Board selected Denver Public Schools’ (DPS) Wilson for OUSD’s superintendent, after a year-long search Directors and interview process. Wilson served as Denver’s Assistant Superintendent Elected members of the Board of Education represent the same seven for Post Secondary Readiness for the previous five years. In this role, he districts as the Oakland City Council. They may be contacted by email led Denver’s middle, high, and “Intensive Pathway” (alternative) schools (addresses listed below) or by phone at 879-8199. with additional responsibility for the District’s “School Turnaround” efforts, College and Career Office, the Student Engagement Office, and the Athletics District 1: Jody London, Director Office. e-mail: [email protected] Schools: Chabot Elementary, Claremont Middle, Emerson Elementary, Under Wilson’s leadership, DPS recorded significant improvement in Hillcrest Elementary, Kaiser Elementary, Oakland Technical High, Peralta graduation rates and the number of students entering college, doubled Elementary, Piedmont Avenue Elementary, Sankofa Academy, TAP Center enrollment in AP courses, tripled concurrent enrollment in college-level courses, and expanded the options for students seeking degrees through the District 2: David Kakishiba, President District’s alternative school or Intensive Pathway programs. e-mail: [email protected] Schools: Bella Vista Elementary, Cleveland Elementary, Crocker Highlands Before serving as Denver’s Assistant Superintendent for Post Secondary Elementary, Dewey Academy, Franklin Elementary, Garfield Elementary, Readiness, Wilson served as Denver’s High School Instructional La Escuelita Elementary, Life Academy, Lincoln Elementary, MetWest High, Superintendent and was in charge of school-improvement efforts for high Oakland High, Roosevelt Middle schools. Previously a teacher and principal at the middle school and high school levels, Wilson gained acclaim for his work at Denver’s formerly District 3: Jumoke Hinton Hodge, Director troubled Montbello High, where under his leadership, the percentage of e-mail: [email protected] students accepted into two and four-year colleges soared from 35 percent in Schools: Bunche, Hoover Elementary, McClymonds High School, Martin 2005 to 95 percent in 2008. Luther King, Jr. Elementary, Lafayette Elementary, PLACE @ Prescott, Street Academy, Westlake Middle, West Oakland Middle Wilson enjoyed similar success as the principal of Pleasant Valley Middle School in Wichita, Kansas, helping the school meet the federal government’s District 4: Anne Campbell Washington, Director Adequate Yearly Progress (AYP) standard for the first time, boosting writing email: [email protected] performance by more than 100 percent, and eliminating achievement gaps Schools: Allendale Elementary, Bret Harte Middle, Fruitvale Elementary, for ethnic groups, special education students and English Language Learners. Horace Mann Elementary, Joaquin Miller Elementary, Laurel Elementary, Montera Middle, Montclair Elementary, Redwood Heights Elementary, Those achievements helped the Lincoln, Nebraska native and married father Sequoia Elementary, Thornhill Elementary of three, best more than 20 other applicants for the Oakland Superintendent position. Wilson graduated from Nebraska Wesleyan University in 1995 with a degree in History-Social Science Education and minors in Women’s Studies

Interested in the most current updates about what’s happening inside OUSD schools? Follow us on Facebook or Twitter! www.tinyurl.com/OUSDfacebook | www.twitter.com/OUSDNews Oakland Unified School District Parent Guide 2014-2015 51 and Minority Studies before earning a Masters in School Leadership from Friends University in 2000. Key District Phone Numbers Superintendent ...... 879-8166 State Trustee Board of Education ...... 879-8199 OUSD was administered by the California Department of Education for Deputy Superintendent of Instruction, six years, beginning in 2003 when severe financial difficulties forced the Leadership and Equity-in-Action ...... 879-8156 District into state receivership in exchange for a sizable state loan. In July of Deputy Superintendent of Business & Operations ...... 879-4248 2008, after making great strides in operational and financial health, OUSD began operating with two governing boards responsible for policy—the Regional Offices state Department of Education and the locally elected Oakland Board of Region 1 ...... 879-3653 Education. The State Trustee, Carlene Naylor, is the state representative who represents the state’s financial interest in OUSD. The Trustee does not play Region 2 ...... 879-3662 a role in day-to-day operations of the District, but maintains veto authority Region 3 ...... 879-8666 over financial 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 Regional Executive Officer, High Schools ...... 879-8133 the California Department of Education determines it is no longer necessary. Anonymous Crime/Safety Tip Line ...... 874-7777 For more information contact Carlene Naylor at 879-8200 or carlene.naylor@ ousd.k12.ca.us. Alternative Education ...... 597-4294 Attendance and Discipline Support ...... 273-1530 Buildings & Grounds ...... 535-2717 Charter Schools ...... 336-7572 Communications Office ...... 879-8242 Complaints/Ombudsperson ...... 879-4281 Early Childhood Education ...... 273-1616 Foster & Juvenile Justice Youth Program ...... 273-1569 Health Services ...... 273-1510 Homeless Family Support ...... 273-1662 or 273-1663 Independent Study ...... 729-4308 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.k12.ca.us, 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.k12.ca.us/phonenumbers.

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 53-54. 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

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

COX (REACH) HOME & HOSPITAL PROGRAM 9860 Sunnyside Street, 94603 / Phone: 729-7790 4521 Webster Street, 94609 • Phone: 597-4294 • Fax: 597-4296 CUES (LOCKWOOD) SOJOURNER TRUTH INDEPENDENT STUDY (K–12) 6701 International Boulevard, 94621 / Phone: 639-2871 8251 Fontaine Street, 94605 / Phone: 729-4308 Fax: 636-4701 EMERSON RUSDALE CONTINUATION SCHOOL (9–12) 4801 Lawton Avenue, 94609 / Phone: 654-7760 1180 70th Avenue, 94621 / Phone: 729-4303 Fax: 636-7996 FRUITVALE STREET ACADEMY (9–12) 3200 Boston Avenue, 94602 / Phone: 535-2825 417 29th Street, 94609 / Phone: 874-3630 Fax: 874-3633 GARFIELD TEMPORARY ALTERNATIVE PLACEMENT (TAP) CENTER (6–12) 1640 22nd Avenue, 94606 / Phone: 535-2857 6097 Racine Street, 94609 / Phone: 597-4900 Fax: 597-4938 H.R. TUBMAN 800 33rd Street, 94608 / Phone: 654-7890 Programs for Exceptional Children HIGHLAND (Special Education) 1322 86th Avenue, 94621 / Phone: 636-8214 SPECIAL EDUCATION OFFICE HINTIL KUU CA 2850 West Street, 94608 / Phone: 874-3700 Fax: 874-3707 11850 Campus Drive, 94619 / Phone: 531-8400 PRESCHOOL DIAGNOSTIC CENTER HOWARD 2850 West Street, 94608 / Phone: 729-7762 Fax: 729-7766 8755 Fontaine Street, 94605 / Phone: 639-3262 CAREER TRANSITION SERVICES INTERNATIONAL 2850 West Street, 94608 / Phone: 874-3722 Fax: 874-3725 2825 International Blvd., 94601 / Phone: 532-7267 BURBANK JEFFERSON 3550 64th Avenue, 94608 / Phone: 729-7771 Fax: 729-7773 1975 40th Avenue, 94601 / Phone: 535-3871 LAUREL Charter Schools 3825 California Street, 94619 / Phone: 531-6226 Achieve Academy (4-5) LOCKWOOD 1700 28th Avenue, 94601 / Phone: 904-6440 Fax: 904-6763 1125 69th Avenue, 94621 / Phone: 639-2884 American Indian Public Charter School (6-8) MANZANITA 3637 Magee Avenue, 94619 / Phone: 482-6000 Fax: 482-6002 2618 Grande Vista, 94601 / Phone: 535-2804 American Indian Public Charter School II (K-8) M.L. KING, JR. 171 12th Street, 94607 / Phone: 893-8701 ext. 7 Fax: 482-6002 960A 12th Street, 94607 / Phone: 874-3392 American Indian Public High School (9-12) PRESCOTT 3626-3628 35th Avenue, 94602 / Phone: 482-6000 Fax: 482-6002 920 Campbell Street, 94607 / Phone: 874-3333 Second Location: 171 12th Street, 94607 SANKOFA ARISE High School (9-12) 581 61st Street, 94609 / Phone: 654-7787 3301 12th Street, Ste. 205, 94601 / Phone: 436-5487 Fax: 436-5493 SEQUOIA ASCEND CHARTER SCHOOL (K-8) 3730 Lincoln Avenue, 94602 / Phone: 482-7219 3709 East 12th Street, 94601 / Phone: 679-3140 Fax: 534-7377 STONEHURST Bay Area Technology School (6-12) Relocating for 2012-2013 901 105th Avenue, 94603 / Phone: TBD 8251 Fontaine Street, 94605 / Phone: 645-9932 Fax: 645-9934 UNITED NATION Aspire Berkley Maynard Academy (K-8) 314 East 10th Street, 94606 / Phone: TBD 6200 San Pablo Avenue, 94608 / Phone: 658-2900 Fax: 658-1013 WEBSTER ACADEMY ASPIRE COLLEGE ACADEMY (K-5) 7980 Plymouth Street, 94621 / Phone: 636-8232 8030 Atherton Street, 94605 / Phone: 562-8030 YUK YAU Civicorps Academy (12/adults) 291 10th Street, 94607 / Phone: 874-7759 101 Myrtle Street, 94607 / Phone: 992-7855 Fax: 992-7950 COVA Conservatory of Vocal/Instrumental Arts (K-8) Alternative Education 3800 Mountain Boulevard, 94619 / Phone: 285-7511 Fax: 531-9434 ALTERNATIVE EDUCATION OFFICE DOWNTOWN CHARTER ACADEMY (6-8) 4521 Webster, 94609 / Phone: 597-4294 Fax: 597-4296 345 12th Street, 94607 / Phone: 893-8700 Fax: 893-8704 BUNCHE CONTINUATION SCHOOL (11–12) EAST BAY INNOVATION ACADEMY (6-12) 1240 18th Street, 94607 / Phone: 874-3300 Fax: 874-3305 Location TBD / Phone: 984-3242 COMMUNITY DAY SCHOOL (6–12) East Oakland Leadership Academy (K-8) 4917 Mountain Boulevard, 94619 / Phone: 531-6800 Fax: 482-7144 2614 Seminary Avenue, 94605 / Phone: 562-5238 Fax:562-5239 DEWEY ACADEMY (9–12) E.C. Reems Academy of Technology & Art (K-8) 1111 Second Avenue, 94606 / Phone: 874-3660 Fax: 874-3661 8425 MacArthur Boulevard, 94605 / Phone:729-6635 Fax: 562-9539

EPIC CHARTER ACADEMY (6-8) Location TBD / Phone: 904-8377 aspire ERES Academy (K-8) 1936 Courtland Avenue, 94601 / Phone: 436-9760 Fax: 436-9765 aspire Golden State College Preparatory Academy (6-12) 1009 66th Avenue, 94621 / Phone: 562-8030 Fax: 632-1569 KIPP Bridge Charter Academy (5-8) 991 14th Street, 94607 / Phone: 879-2421 Fax: 879-3182 LEARNING WITHOUT LIMITS (K-5) 2035 40th Avenue, 94601 / Phone: 879-1282 Lighthouse Community Charter High School (9-12) 444 Hegenberger Road, 94621 / Phone: 562-8825 Fax: 271-8803 Lighthouse Community Charter School (K-8) 444 Hegenberger Road, 94621 / Phone: 562-8801 Fax: 271-8803 aspire Lionel Wilson College Preparatory Academy (9-12) 400 105th Avenue, 94603 / Phone: 635-7737 Fax: 635-7727 LPS Oakland R & D (9-12) 8601 MacArthur Boulevard, 94605 / Phone: 633-0750 Fax: 291-9783 aspire Millsmont Academy (K-5) 3200 62nd Avenue, 94605 / Phone: 638-9445 Fax: 638-0744 aspire Monarch Academy (K-5) 1445 101st Avenue, 94603 / Phone: 568-3101 Fax: 568-3521 North Oakland Community Charter School (K-8) 1000 42nd Street, 94608 / Phone: 655-0540 Fax: 655-1222 Oakland Charter Academy (6-8) 3001 International Boulevard, 94601 / Phone: 532-6751 Fax: 532-6753 Second Location: 345 12th Street, 94607 Oakland Charter High School (9-12) 345 12th Street, 94607 / Phone: 893-8700 ext. 00 Fax: 532-6753 Oakland Military Institute, College Prep. Academy (6-12) 3877 Lusk Street, 94608 / Phone: 594-3900 Fax: 597-9886 Oakland School for the Arts (6-12) 530 18th Street, 94612 / Phone: 873-8800 Fax: 873-8816 Oakland Unity High School (9-12) 6038 Brann Street, 94605 / Phone: 635-7170 Fax: 635-3830 ASPIRE TECHNOLOGY ACADEMY (K-5) 3200 62nd Avenue, 94605 / Phone: 638-9445 Vincent Academy (K-2) 1911 Union Street, 94607 / Phone: 333-8399 Fax: 452-2101 World Academy (K-3) 1700 28th Avenue, 94601 / Phone: 904-6400 Fax: 904-6763 County-Approved Charter School Operating in Oakland Community School for Creative Education (K-8) 2111 International Boulevard, 94606 / Phone: 516-2723 Cox Academy Education for Change (K-5) 9860 Sunnyside Street, 94611 / Phone: 904-6303 Envision Academy of Arts & Technology (9-12) 1515 Webster Street 94612 / Phone: 596-8901 Lazear Academy – Education for Change (K-8) 824 29th Avenue 94601 / Phone : 879-1320 Urban Montessori (K-8) 5328 Brann Street, 94619 / Phone: 842-1181 Yu Ming School (K-8) 321 10th Street, 94606 / Phone: 452-2063

Kaiser Berkeley

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Kaiser Berkeley

 Thornhill Chabot

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Emerson Piedmont Emerson  Berkley  COVA Munck   Hintil T   Maynard e  Kuu Ca l Oakland  e g Piedmont r Oakland Tech a

p h Intl Ave

A DISTRICT 4  v e Redwood Community NOCCS Day HS DISTRICT 6 Glenview Sequoia Sequoia Heights  OMI/   Bret Laurel College  Emeryville  Crocker Highlands  Harte Community AIPCS  Prep  Day MS r Blvd carthu  a  H. R. M AIPHS  Laurel Tubman DISTRICT 5  Burckhalter Schools (#) Edna Fruitvale  e Street v  Sojourner PreK (30)  Brewer A    h Rudsdale  Westlake t Grass  5  3   Fruitvale Allendale Truth Hoover Oakland Burbank Valley   Howard  Grades TK-8 (3)  Tech KING ESTATES MARCUS High  Melrose  Bella  FOSTER Manzanita Allendale AcademyMac Bay Area Howard  a Leadership rthu  r Bl Parker  v McClymonds Vista d Tech  Cleveland Manzanita  SEED Grades TK-6 (1) Bella  Oakland  College  MCCLYMONDS  DISTRICT 2   Vista MANZANITA Unity High Reems UFS  CALVIN SIMMONS Academy Frick Vincent OSA  e Grades K-8 (1) Castlemont Life Global v  A Horace Lafayette  EOLA d   Academy  Ave r  Roosevelt Family t 3 New of Bunche ncr 7   a Markham  Mann B  CASTLEMONT  Downtown JEFFERSON WEBSTER Grades TK-5 (23) l Blvd   l East Bay Franklin i  Oakland  Garfield Achieve Footh  (LPS) AIPCS II  Arroyo East  Charter LWL Jefferson  Oakland Innovation Charter Dewey World  WOMS   Viejo KIPP  Garfield   UPA FREMONT OaklandR&D High  Gateway  Grades K-5 (26) Martin  Webster  United Nation  Oakland    International  WHITTIER PRIDE Luther  ERES  Bridges  Yuk Yau   Met West Centro Infantil Charter Fremont Greenleaf COLE La Academy @ e King Jr. Lincoln v Inte A  ICS Academy rnational Blvd Grades K-12 (1) Melrose h  PLACE @ MLK CUES Futures t Escuelita TCN 0 Reach PLACE @  9 Prescott  Bridges  Highland Prescott CESAR     LOCKWOOD Cox  CUES ELMHURST  CHAVEZ Arise ASCEND (Reach) Epic MELROSE Lockwood  New Charter: Elementary (17) PRESCOTT High Preschool  RISE   Civicorps CCPA Roots Highland  Golden HIGHLAND Alliance Elmhurst State  HAVENSCOURT  ACORN  Charter: Other (17) EnCompass Woodland Monarch e Acorn Woodland v  A DISTRICT 3 h  Grades 6-8 (14) t  /EnCompass 8 9

Korematsu Esperanza  Grades 6-12 (2) DISTRICT 7  San Leandro STONEHURST   Grades 6-10 (1) Stonehurst Alameda  Grades 10-12 (1) Brookfield  Madison Park  Grades 11-12 (3) Lighthouse  Lionel Lower Wilson  Comm Brookfield  Grades 9-12 (10)   Madison Park  Lighthouse Upper CAMPUS Comm High DISTRICT Boundaries  (Updated 12.10.2013) 0 0.5 1 2 Miles Updated 07.10.2014 SLRadke/QAA 2014-2015 Oakland Unified School District Elementary District and Charter Schools

Kaiser Berkeley

 Thornhill Chabot Hillcrest Montclair Peralta    Claremont Montera Sankofa  Joaquin  Miller Sankofa Skyline DISTRICT 1 

Emerson Piedmont Emerson  Berkley  COVA Munck   Hintil T   Maynard e  Kuu Ca l Oakland  e g Piedmont r Oakland Tech a p h Intl Ave

Kaiser Berkeley

 Thornhill Chabot Hillcrest  Montclair Peralta Claremont  Montera Sankofa  Joaquin  Miller Sankofa Skyline DISTRICT 1 

Emerson Piedmont Emerson   COVA Munck Berkley   Hintil T Maynard e  Kuu Ca l  e Oakland Piedmont g r Oakland a Tech Ave p h Intl

A DISTRICT 4  v e Redwood Community NOCCS Heights Day HS DISTRICT 6 OMI/  Glenview Sequoia  Bret AIPCS  Crocker Highlands  Laurel Emeryville  College   Sequoia Harte   Community Prep lvd rthur B  a  Day MS Mac Laurel H. R. AIPHS Schools (#) Tubman Edna Fruitvale  Burckhalter PreK (30) Street     Westlake  Brewer Fruitvale Sojourner Rudsdale  Allendale Truth Hoover   Oakland Burbank    Grades TK-8 (3)   Howard  MARCUS High Melrose  KING ESTATES Grass e  Allendale Bella v FOSTER Manzanita A M  a    c Howard Valley ar h Leadership thu Vista t r B Bay Area l Parker Cleveland 5 vd Grades TK-6 (1) McClymonds  3 Tech   Manzanita SEED  Tech   Oakland Academy  MCCLYMONDS Bella DISTRICT 2 Unity High College MANZANITA e Reems Vista UFS v A Academy Grades K-8 (1)   OSA Frick d CALVIN SIMMONS r Life EOLA  3 Castlemont Vincent 7  New Global   Lafayette Roosevelt   ve Markham A Bunche Academy LWL oft  Grades TK-5 (23)  r  Family c Downtown an   Horace B WEBSTER  CASTLEMONT Franklin oothill Blvd JEFFERSON East Bay  OaklandCharter  Garfield F  Mann Arroyo East (LPS) KIPP AIPCS II World Jefferson  Innovation Charter Dewey  Achieve Viejo Oakland Oakland  Grades K-5 (26) WOMS  Garfield  UPA  FREMONT High    PRIDE R&D Martin    MLK   United Nation International   Webster Luther Bridges WHITTIER Grades K-12 (1)  Lincoln   Met West Centro Infantil Arise Fremont COLE La ERES Greenleaf e King Jr. Yuk Yau Gateway Academy @ v TCN  ICS High A CUESFutures h  t PLACE @ Escuelita  Melrose International B  lvd PLACE @ 0 Reach Prescott CESAR  Bridges LOCKWOOD 9  CUES  Highland Grades 6-8 (14)  Prescott CHAVEZ   ASCEND    ELMHURST  Cox  Epic MELROSE Preschool New  (Reach) PRESCOTT Oakland  Lockwood RISE  DISTRICT 5  Highland Charter Golden  Civicorps CCPA Roots HIGHLAND Grades 6-12 (2) Academy State HAVENSCOURT  ACORN Alliance Elmhurst EnCompass Woodland  Monarch e  Grades 6-10 (1) Acorn Woodland v  A DISTRICT 3 h /EnCompass t 8 9  Grades 10-12 (1) Korematsu Esperanza DISTRICT 7  San Leandro  Grades 11-12 (3) STONEHURST  Stonehurst Alameda  Grades 9-12 (10) Brookfield Charters: Middle (19)  Madison Park Lionel Lighthouse  Lower Brookfield Wilson  Comm  Charters: Other (15)  Madison Park Lighthouse  CAMPUS Comm High Upper DISTRICT Boundaries  (Updated 12.10.2013) 0 0.475 0.95 1.9 Miles Updated 07.10.2014 SLRadke/QAA 2014-2015 Oakland Unified School District Middle School District and Charter Schools

Kaiser Berkeley

 Thornhill Chabot Hillcrest  Montclair Peralta Claremont  Montera Sankofa  Joaquin  Miller Sankofa Skyline DISTRICT 1 

Emerson Piedmont Emerson   COVA Munck Berkley   Hintil T Maynard e  Kuu Ca l  e Oakland Piedmont g r Oakland a Tech Ave p h Intl

Kaiser Berkeley

 Thornhill Chabot

Hillcrest  Montclair Peralta Claremont  Montera Sankofa Joaquin   Miller Sankofa

DISTRICT 1  Skyline

Emerson Piedmont Emerson Berkley COVA Munck  Hintil  Maynard T  e  Kuu Ca l  e Piedmont g Oakland r Oaklanda Ave p h Tech

A DISTRICT 4  v Intl Community e Redwood NOCCS Heights Day HS DISTRICT 6 OMI/  Glenview Sequoia  Bret  College Crocker Highlands  Laurel  Emeryville    Emeryville  Harte AIPCS Community Prep Sequoia   lvd Day MS rthur B  a  H. R. Mac Laurel Oakland DISTRICT 5 AIPHS  Schools (#) Tubman Fruitvale e High Edna v Burckhalter  A PreK (30) Street  Sojourner   h Rudsdale Brewer  t Fruitvale 5  Westlake 3  Allendale Truth Hoover  Burbank       Grades TK-8 (3) MARCUS   KING ESTATES Howard Bella  Grass Allendale FOSTER Manzanita Melrose M   a   c  Vista ar Howard Valley  Grades TK-6 (1) th  Leadership ur B Bay Area Cleveland Tech lvd Parker McClymonds Manzanita  SEED   Bella   Oakland Academy  Tech   Grades K-8 (1) MCCLYMONDS DISTRICT 2 Vista College  MANZANITA  e Reems UFS Unity High v  A Academy

OSA Frick d CALVIN SIMMONS  r Life 3  Castlemont  Grades TK-5 (23) Vincent 7 Global EOLA  Lafayette  ve Markham  Bunche Roosevelt A   New Academy LWL Family roft anc  Horace B  CASTLEMONT  Downtown JEFFERSON WEBSTER  Grades K-5 (26)  KIPP Franklin  Foothill Blvd  Mann East Bay Oakland Charter AIPCS II Dewey Garfield World Jefferson  Arroyo East (LPS) Innovation WOMS  Achieve UPA  FREMONT Viejo Oakland    Oakland Grades K-12 (1) Charter    Garfield PRIDE    United Nation  Oakland  Webster MLK High International ERES  Bridges WHITTIER R&D  Lincoln La  Charter COLE  Centro Infantil Academy @ Greenleaf e Yuk Yau Escuelita Met West Fremont v  Grades 6-8 (14) TCN ICS Academy A Martin   Melrose CUESFutures h PLACE @  International B t  lvd PLACE @ Gateway 0 Reach Prescott Luther  Bridges LOCKWOOD 9 Prescott CESAR  ASCEND   Highland Cox  King Jr.    CUES Lockwood ELMHURST  CHAVEZ (Reach)  Grades 6-12 (2) PRESCOTT Epic Arise MELROSE Preschool  New  RISE Civicorps High Roots Highland   Golden CCPA HIGHLAND Alliance Elmhurst HAVENSCOURT State   ACORN  Grades 6-10 (1) EnCompass Woodland  Monarch e  Acorn Woodland v A DISTRICT 3 h /EnCompass t Grades 10-12 (1) 8  9

Korematsu Esperanza DISTRICT 7   Grades 11-12 (3) San Leandro STONEHURST  Stonehurst  Grades 9-12 (10) Alameda Brookfield  Madison Park Charter: High (12)  Lionel Lower Lighthouse Brookfield  Comm  Wilson  Charter: Other (22)  Madison Lighthouse Park Upper CAMPUS Comm High DISTRICT Boundaries  (Updated 12.10.2013) 0 0.475 0.95 1.9 Miles Updated 07.10.2014 SLRadke/QAA 2014-2015 Oakland Unified School District High School District and Charter Schools

Kaiser Berkeley

 Thornhill Chabot

Hillcrest  Montclair Peralta Claremont  Montera Sankofa Joaquin   Miller Sankofa

DISTRICT 1  Skyline

Emerson Piedmont Emerson Berkley COVA Munck  Hintil  Maynard T  e  Kuu Ca l  e Piedmont g Oakland r Oaklanda Ave p h Tech

Korematsu Esperanza DISTRICT 7   Grades 11-12 (3) San Leandro STONEHURST  Stonehurst  Grades 9-12 (10) Alameda Brookfield  Madison Park Charter: High (12)  Lionel Lower Lighthouse Brookfield  Comm  Wilson  Charter: Other (22)  Madison Lighthouse Park Upper CAMPUS Comm High DISTRICT Boundaries  (Updated 12.10.2013) 0 0.475 0.95 1.9 Miles Updated 07.10.2014 SLRadke/QAA 64 Parent Guide 2014-2015 Oakland Unified School District

Notes

MEDIA OPT-OUT FORM

✂ Please sign and return the attached form only if you DO NOT want your child to be photographed or filmed by the media outlets or other organizations for use in print, television, film or Internet publications.

Dear Parent or Guardian,

There are times when our school may be featured in various media. News reporters, photographers and/or film crews from TV, radio stations, newspapers or magazines may wish to photograph and/or film your child in relation to a story about our schools or students. Your child’s name, grade may be included in the report. Classrooms might also participate in video-conferencing on the Internet.

Our schools are also visited by community organizations or partners who are providing services to students. These organizations or partners may wish to photograph your child and may want to use the photograph and/or your child’s name and the name of the school in their publications and informational materials.

off We will make every effort to honor your request, however, please be aware that there

tear may be circumstances when your child may be photographed or filmed beyond our control. Please discuss your wishes with your child so that s/he knows if you do not want your child to be photographed or filmed.

PLEASE SIGN AND RETURN TO YOUR CHILD’S SCHOOL SITE only if you do not want your child to be photographed or filmed.

� I DO NOT want my child to be photographed or filmed by members of the media, organizations or agencies at school, for use in print or Internet publications, documentaries, films or video, to the extent that the school can prevent such contact.

Child’s Name

Print Name of Parent/Guardian

Date ✂ Telephone Number of Parent/Guardian

Oakland Unified School District • 1000 Broadway, Suite 680, Oakland, CA 94607 • www.ousd.k12.ca.us/mediaoptoutform OAKLAND UNIFIED SCHOOL DISTRICT • 1025 SECOND AVENUE OAKLAND, CA 94606-2212 www.ousd.k12.ca.us 66 Parent Guide 2014-2015 Oakland Unified School District

Notes

REQUEST FOR NOTIFICATION OF INDIVIDUAL PESTICIDE APPLICATION

� I would like to be notified before each pesticide application at this school. I understand that the notification will be sent home via e-mail or with my child, or provided to me as a school staff member, at least 72 hours before application.

Please print neatly:

School(s)

Name of Parent/Guardian or Staff member:

Student Name and Classroom or Homeroom Number: off

tear

Address:

Day Phone: Evening Phone:

I would prefer to be contacted by E-mail at:

Signature: Date:

Note to Site Administrator: Please file original in the main office and create your master site registry. Once you receive notice of any planned pesticide application, notify all persons on your registry at least 72 hours before application.

You can find more information regarding these pesticides and pesticide use at the ✂ California Department of Pesticide Regulation’s website at www.cdpr.ca.gov.

OAKLAND UNIFIED SCHOOL DISTRICT • 1025 SECOND AVENUE OAKLAND, CA 94606-2212 www.ousd.k12.ca.us 68 Parent Guide 2014-2015 Oakland Unified School District

Notes

In celebration of Independence Day JULY 2014 AUGUST 2014 SEPTEMBER 2014 (Schools/offices closed) ...... July 4 S M T W T F S S M T W T F S S M T W T F S District Day (No school for students) ...... August 20 1 2 3 4 5 1 2 1 2 3 4 5 6 Professional Development Day (No school for students) ...... August 21 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 Teacher Planning Day 13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20 (No school for students) ...... August 22

20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 Y First Day of School for Students...... August 25

27 28 29 30 31 24 25 26 27 28 29 30 28 29 30 Labor Day (Schools/offices closed) ...... September 1 31

Professional Development Day OCTOBER 2014 NOVEMBER 2014 DECEMBER 2014 (No school for students) ...... October 10 S M T W T F S S M T W T F S S M T W T F S Veteran’s Day (Schools/offices closed) ...... November 11 1 2 3 4 1 1 2 3 4 5 6 u Thanksgiving Recess 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 (Schools closed) ...... November 24–26 Thanksgiving Day Holidays 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 (Schools/offices closed) ...... November 27–28

19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 u Winter Recess (Schools closed) ...... Dec. 22–Jan. 2 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 Schools/offices closed ...... Dec. 24, 25, 31, Jan. 1 30 Child Development Centers and Offices closed Dec. 22 – Jan. 2

New Year’s Day Holiday JANUARY 2015 FEBRUARY 2015 MARCH 2015 (Schools/offices closed) ...... January 1 S M T W T F S S M T W T F S S M T W T F S Martin L. King, Jr. Day (Schools/offices closed) ...... January 19 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Professional Development Day (No school for students) ...... January 30 4 5 6 7 8 9 10 8 9 10 11 12 13 14 8 9 10 11 12 13 14 Presidents’ Day Holiday 11 12 13 14 15 16 17 15 16 17 18 19 20 21 15 16 17 18 19 20 21 (Schools/offices closed) ...... February 16

18 19 20 21 22 23 24 22 23 24 25 26 27 28 22 23 24 25 26 27 28 César Chávez Day (Schools/offices closed) ...... March 31 25 26 27 28 29 30 31 29 30 31

APRIL 2015 MAY 2015 JUNE 2015 u Spring Recess (Schools closed) ...... April 6–10 In Lieu of Lincoln’s Day Holiday S M T W T F S S M T W T F S S M T W T F S (Schools/offices closed) ...... May 22 1 2 3 4 1 2 1 2 3 4 5 6 Memorial Day Holiday (Schools/offices closed) ...... May 25 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 Y Last Day of School for Students ...... June 11 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 Teacher Planning Day ...... June 12 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 31

REPORT CARD PERIODS (Ending Dates): KEY DATES: Individual student progress reports are sent to parents within one school week of the following dates: End of First Semester: Friday, January 23 Elementary Schools First report card period ...... December 5, 2014 Beginning of Second Semester: Monday, Second report card period ...... March 6, 2015 January 26 Third report card period ...... June 11, 2015 Note: Child Development Centers are open 12 Secondary First report card period ...... October 9, 2014 months a year. Second report card period ...... November 21, 2014 Third report card period ...... January 23, 2015 The testing calendar is available in Secondary First report card period ...... March 6, 2015 September. Second report card period ...... April 24, 2015 Third report card period ...... June 11, 2015

Oakland Unified School District | 1000 Broadway, Suite 680, Oakland, California 94607 | www.ousd.k12.ca.us