2010-11 Parent Guide

California’s most-improved urban school district over the last five years

www.ousd.k12.ca.us

Visit our website for phone numbers, calendars, meal menus, and more. 2 Parent Guide 2010-2011 Oakland Unified School District

Dear Parents and Caregivers, Since 2004-05, OUSD has enjoyed a unique position as California’s most improved urban school district. This five-year reign is the outgrowth of a decade-long movement that has transformed the landscape of Oakland Public Schools and improved outcomes for tens of thousands of students. While our recent history demonstrates substantial progress, our present—like that of most urban school districts—presents great challenges. We are challenged in terms of finances and, more importantly, in terms of our ability to provide education systems which produce equitable results for all children. Our great task is to repair and rebuild a broken system in a time of dramatically declining revenues. If we are to achieve this goal, it can’t be business as usual. We must create strategic partnerships with each other to improve the quality of life for young people and their families. Specifically, OUSD needs to focus its efforts on creating the learning conditions each child needs to succeed academically and socially, by: • Using all of our physical and organizational assets • Changing our structure to engage everyone in the community OUSD GOALS • Designing interdependent accountability systems 1. All students are reading proficient by the end of the third grade. This approach will: 2. All students are algebra proficient by the end of the ninth grade. • Prepare all Oakland children for positive civic participation 3. All students graduate by the end of the twelfth grade. • Diminish the predictability of performance by demographics 4. All students take responsibility for themselves and the common good. • Increase community well-being 5. All students possess the skills and resiliency necessary for success in the workplace. • Enhance economic stability • Generate the self-sufficiency needed to solve new problems as they arise This work requires that institutions change, communities organize, and our elected officials lead towards a common vision of a connected city. Fortunately, some of this work has already begun. In 1999, the citizens of Oakland and the Oakland Unified School District undertook the process of becoming more like a district that serves every child and family. The results of this initiative have been extraordinary. There are wonderful schools where children are thriving. Yet, the divide between the highest performing students and the lowest performing students is almost unchanged. On the narrow measure of test scores, we have failed to close the achievement gap. This progress also sits in a city where too many young people are dying violent deaths and too many families are crushed by poverty. We must take bold and immediate action to change a system that cannot in its current form meet the needs of children. To reach our vision of engaging every child in joyful, productive learning, we have to move from a few full-service community schools to become a full-service community district. The full-service community school, of which we now have thriving examples in Oakland, is a place where the school has broadened its mission and vision to meet the needs of all of its students. Ultimately, our whole organization will exist to ensure the necessary conditions are in place for each student to maximize his or her talents. This role includes directing the regional governance of all providers and individual agents committed to the health, well-being, and individual success of each child. Linked information services, systems, governance, and leadership for the common good will reside within the primary public institution—the school district—charged with nurturing and educating children. In addition to a high-quality education, health, physical education, nutrition, medical, dental, recreation, housing, employment, and language acquisition services are provided in this model, with the school acting as the hub of activity. The emphasis is on educating and caring for the whole child. Social and human services are not seen as extra or add-ons in these schools. Instead, collaboration in service of the well-being of children and families is how these schools consistently behave. In this way, the school creates an environment which allows children to learn at high levels. It’s our belief that for all students to succeed, Oakland must provide safe, healthy, and supportive schools; high quality, effective instruction; and college and career readiness literacy. By meeting both the curricular and extracurricular needs of children and families, full-service community schools ensure that learning happens for all students. Working together, listening to students, and engaging neighborhoods will guarantee that services are provided in ways that are both respectful of and beneficial to the community. The bottom line is that, in Oakland, changing an urban landscape through thoughtful TABLE OF CONTENTS learning and uncommon resource management LETTER FROM THE SUPERINTENDENT AND SCHOOL BOARD PRESIDENT ...... 2 is not only possible but essential if we hope to produce equitable outcomes for children, Progress, Priorities, and Vision ...... 3 accelerate student achievement and personal OVERVIEW OF OAKLAND UNIFIED SCHOOL DISTRICT ...... 4 growth, build academic, social, and political An outline of OUSD’s vision, student demographics, academic performance, and financial outlook. capital and fulfill our potential as a city. PARENT RESOURCES ...... 8 Sincerely, What you need to know about enrollment and registration, how to support your child’s learning from Tony Smith, kindergarten through high school, and promotion and graduation requirements. Superintendent, Oakland Unified School District RIGHTS AND RESPONSIBILITIES ...... 17 A guide to laws and policies about attendance and truancy, equity and nondiscrimination, health and safety, Gary Yee information and privacy, personal appearance and property, and school climate and discipline. President, Board of Education APPENDIX ...... 29 DIRECTORY ...... 36 Contact information for District offices and school board members, plus a map and phone numbers for all Oakland public schools. Oakland Unified School District Parent Guide 2010-2011 3

Progress, Priorities, and Vision

Our Progress over the Past Five Years • 92 point growth in API for OUSD, highest among all large urban districts in • Opened 31 new small schools in low income neighborhoods with California! community input • Increased the number of schools with an API of 700+ from 11 to 50 • Expanded summer school services from 2,000 to 8,000 students • Increased the four year graduation rate from 58% to 69% • Expanded afterschool programs from 34 to 91 schools, and from 3,000 to 17,600 students Our Challenges • We continue to under-serve our African American, Latino, Pacific Islander and English Learner students, resulting in an opportunity and achievement gap that we must close • Our high schools need additional support to increase student achievement, reduce truancy, and increase graduation rates Our Priorities Going Forward Effective Instruction for Every Student, Every Day • Proven, rigorous standards-based curriculum and assessments for all students • Clear shared framework for effective instruction • Individual plans, progress monitoring and early intervention keep all students on track • Teachers continuously build instructional skill, content knowledge and cross- cultural competence • Teachers collaborate regularly to examine student work and plan instruction for student success • Principals provide effective support and feedback to improve instruction • Working conditions and leadership support increase teacher retention Safe & Supportive Schools • Secure campuses and violence reduction • Mandatory extended student learning after school, Saturdays and summer • Restorative practices that enhance school culture and improve discipline systems to address equity • Truancy reduction and engaged families • Engaged civic and community partners to reduce violence in the community and at schools • Integrated student and family services at school that address the needs of the whole child Literacy for College and Career Readiness • Students read, write, speak, think critically and reason mathematically for 21st century success • UC/CSU A-G course sequence in high school for all students • Increased Pre-K enrollment and family engagement to support early literacy • Career technical education pathways, online options, work- based learning and community college course access for all students • More recovery options that help drop outs, non-completers and juvenile justice students graduate

The Oakland Unified School District Parent Guide is available in English, Spanish, Chinese, Vietnamese, and Khmer (Cambodian) languages. Information in this Parent Guide does not replace or substitute for the policies and administrative regulations of the District. You can review the policies and regulations on our website, www.ousd.k12.ca.us. © 2010 Oakland Unified School District. Editor: Rebecca Hopkins. Design: slimgim designs. 4 Parent Guide 2010-2011 Oakland Unified School District

This progress will not come in full measure, however, without an unflagging OUSD Overview commitment to equity — defined here as the belief that every kind of IN THIS SECTION: child can succeed and is entitled to the tools, means and instruction that allow them to do so. This relentless emphasis on equity as a lever to lift VISION, Mission & Values ...... 4 achievement is only possible when there is consistent accountability at all ACADEMIC PERFORMANCE ...... 4 levels of the organization, and in all positions. FINANCIAL OUTLOOK ...... 5 Our Goals USE YOUR VOICE SURVEY ...... 6 It is through the diligent application of these values that we work toward the About this Parent Guide day when: 1. All students are reading proficient by the end of third grade This year—and every year—your child will have the best opportunity for academic success if there’s a strong partnership between you and the school. 2. All students are algebra proficient by the end of ninth grade Of all the factors that affect student achievement, research shows that 3. All students graduate by the end of twelfth grade parents’ expectations and support are among the most influential. The 2010- 2011 Parent Guide was developed with that in mind, to give you information 4. All students take responsibility for themselves and the common good and tools to help your child succeed. At Oakland Unified, we want and 5. All students possess the skills and resiliency necessary for success in the need parents to support their children’s learning at home, collaborate with workforce teachers and counselors on their children’s progress, have meaningful roles in school decisions, and hold us accountable to our commitment to provide a Student Demographics high-caliber education for every single child. During the 2009–2010 school year, 38,627 students attended Oakland public The District overview that begins on this page provides general information schools, with another 7,776 students attending District-approved charter about OUSD goals and strategies. Parent Resources, starting on page 8, schools in Oakland. OUSD boasts one of the most diverse student populations covers everything from how to enroll your child in kindergarten to what in California. The rich cultural and linguistic diversity of our community is one courses are required for college admission. It also includes ways to encourage of our greatest assets as we strive to prepare students for college and career. 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 Of OUSD’s student population, 30 percent are English Language Learner phone numbers for District offices as well as for individual schools. (ELL) students. Among the 11,622 ELL students, more than 40 languages are represented. Other than English, the most widely spoken primary languages Throughout this guide, the word “parent” refers to a parent or guardian. are Spanish, Cantonese, Vietnamese, Khmer (Cambodian), Mien (Yao), and We hope you find this guide to be a helpful resource. Best wishes in the 2010- Arabic. 2011 school year! ACADEMIC PERFORMANCE OUSD Overview OUSD continues to make progress on the Academic Performance Index (API), Oakland Unified is dedicated to achieving a single, all-encompassing a measure of school district achievement on the California Standards Tests. objective: preparing each and every child for success in college and career. The first chart below shows API results for the past seven years. The base API Our program for achievement has captured national attention—and for good indicates performance level; the growth API shows how much the District reason. Over the past five years, OUSD has improved more than any other improved over the previous year. large urban school district in California. Since 2003, we’ve nearly doubled the number of high school graduates qualified to enter the University of California/California State University system. This year we continue to make improvements: recruiting and supporting strong principals and teachers, improving working and learning conditions, raising standards of instruction, sharing best practices across schools, and engaging parents like you as leaders and decision-makers in the school community. OUR VISION The Oakland Unified School District exists to serve one basic, yet essential purpose: preparing our students for the academic, social and professional challenges that await them in life. The Oakland Board of Education, in concert with OUSD staff and the broader Oakland community, has developed a vision of the attributes and The second chart shows API growth by subgroup. Several student subgroups competencies that Oakland Public School students should ideally exhibit. demonstrated particularly impressive progress in their API performance in Making the ideal a consistent reality is the charge of every single employee in the past year. For example, Pacific Islander students gained 34 points on the the Oakland Unified School District. OUR MISSION It is our mission to ensure that all students graduate as caring, competent, and critical thinkers, as well as fully-informed, engaged, and contributing citizens, prepared to succeed in college and career. OUR VALUES The bedrock values underpinning this effort are Achievement, Equity, and Accountability. These values are at once essential and inseparable. Continuous improvement in academic achievement is the primary metric by which we will evaluate our progress in educating Oakland’s children. Oakland Unified School District Parent Guide 2010-2011 5

API, while English Learners and Students with Disabilities also made large The bar chart below shows the percentage of ninth grade students who strides, both gaining 33 points on the API. Other student populations, such as tested proficient in algebra, as measured by the CST over the last five years. Filipino, American Indian/Alaska Native, and African American made notable gains as well. The impressive growth demonstrated by these student subgroups is the result of redoubling our efforts to address the learning needs of our Pacific Islander, American Indian/Alaska Native, and Students with Disabilities populations over the past year. We have partnered with community-based organizations that support our Pacific Islander and American Indian/Alaska Native students and are engaging schools with concentrations of these students to tailor supports to their needs. We also launched a significant curriculum and professional development improvement initiative in our special education classrooms that includes an emphasis on individualized learning, literacy, and technology. We expect these efforts to continue to bear fruit in increased achievement of these populations in the coming years. The charts below show the distribution of student performance on the California Standards Tests over the past four years. While the percentage of students scoring proficient or advanced has increased in both reading and math, these numbers represent overall performance, across all grade levels.

In 1999, California passed new legislation to develop the California High School Exit Examination (CAHSEE). All California public school students must satisfy the CAHSEE requirement, as well as other state and local requirements, in order to receive a high school diploma. The purpose of the CAHSEE is to improve student achievement in high school and to help ensure that students who graduate from high school can demonstrate grade-level competency in reading, writing and mathematics. We partner with the Peralta Colleges to support students who need additional help to pass the CAHSEE. The CAHSEE consists of two parts: English/Language Arts (ELA) and mathematics. The table below illustrates student performance in 2008-09.

Student results data for the 2009-10 school year was not available at the time this guide went to press. All graphs include data through the 2008-09 school year. FINANCIAL OUTLOOK Effectively and efficiently utilizing our limited financial resources is crucial to supporting OUSD’s goal of helping every student succeed in college and career. In this time of shrinking resources, we continue to prioritize programs and implement appropriate policies and processes that ensure we are acting as good stewards of all funding; especially of the Oakland community’s contribution to educating our students. The next two charts confirm that while we are making some progress, we Since taking on a state loan of $100 million in 2003, OUSD has made great must continue to focus on our key goals: third grade reading proficiency and strides toward improving its financial condition. Following are a few ninth grade algebra proficiency. The graph below represents third grade indicators of the progress OUSD has made: reading proficiency, as measured by the CST, over the past seven years. • The general fund balance represents additional money above and beyond operating costs that is available for use. It accrues over years. In 2003, the balance was negative $59.7 million. In 2009, it was $50.2 million. • A reserve of 2 percent of the District’s operating budget is legally required by the state to remain available for cases of fiscal emergency. In 2003, this reserve was not budgeted. However, in 2009 it was fully budgeted for the second year. • The Alameda County Office of Education certifies the financial stability of school districts in the county as negative, qualified, or positive, based on a 6 Parent Guide 2010-2011 Oakland Unified School District

variety of financial indicators. In 2003, the county certification for OUSD Education) and to identify priorities. was negative, while in 2009 it was qualified for the second year. OUSD is working on a variety of improvements based on feedback from the • Third-party organizations use economic factors, financial conditions, and survey. The Use Your Voice survey can be accessed in several languages on debt structures to forecast a bond rating outlook of negative, stable, or our website and on paper. Results from past years’ surveys are also posted positive. In 2003, OUSD’s outlook was negative. In 2007 it improved to online. Find additional information about the Use Your Voice survey, review stable and maintained a stable rating in 2008, and also in 2009. past results, or take the online survey at www.ousd.k12.ca.us/useyourvoice. • OUSD has continued paying off its $100 million debt to the state, and in We hope that all Oakland public school parents will make their voices heard 2009 the remaining debt was $78.3 million. and influence school and District-level policies and practices by sharing their observations and experiences. As the Oakland Unified School District continues to maintain fiscal health, we are facing even more severe state funding cuts of a significant magnitude. California ranks at the bottom of all states at 47th in per-pupil expenditures— HOW EVERYONE IN OUR COMMUNITY PLAYS A ROLE IN OUR providing $2,400 per student less than the national average. California reduced funding for education by $10 billion in 2008-09 and the first half STUDENTS’ SUCCESS of 2009-10. As a result, California schools face an average net funding cut • Students show up and do their best in school every day. of $470 per pupil, or roughly $11, 750 for every classroom. In addition to • Families hold high expectations and support students to do their very slashing budgets, the state delayed the release of funds, restricting the ability best in school every day and to graduate prepared for college. to plan and manage cash flows. OUSD trimmed $40 million in 2008-09, but must make another $85 million in reductions for the 2010-11 school year. • Teachers focus on student achievement results, providing rigorous The District is in the midst of cutting $100 million over three years. curriculum, utilizing proven instructional best practices, teaching with cultural relevance, and constantly reflecting on and learning how to The impact of the worsening educational fiscal crisis has been extreme, improve their teaching practice. and in order to pull through this crisis we must stay focused on ensuring that a quality core instructional program remains in place. Our approach • Site administrators apply pressure and support to ensure that to managing devastating funding cuts reflects our core values as an every classroom is focused on achievement, and teachers have the organization. We continue to shield school sites from budget cuts as much as resources, data, and feedback they need to differentiate instruction possible. The Central Office continues to be reduced significantly as in order to meet the needs of each student. to maintain a balanced budget. However, school site budgets will also be • Whether OUSD staff work directly with students in the classroom, leaner this year than in previous years, and site administrators will be forced or in support of that work by creating a clean and safe learning to stretch limited resources farther than ever. environment, the focus of everyone’s efforts is to ensure that every For more information about OUSD’s finances, visit www.ousd.k12.ca.us/ student graduates high school prepared for college and career. budgetchallenge.

Do You Know the Full Cost of Truancy? Truancy is a “gateway” crime that opens the door to deeper trouble. It also costs Oakland schools millions of dollars per year, depriving all students of programs—not just the ones who skip school. The relationship between attendance and achievement is grounded in research and common sense. There are only 180 days of school each year and each one of these days is critical to a student’s academic success in school. However, many parents don’t know that student attendance is what generates schools’ revenue from the state. School district funding is anchored in enrollment multiplied by average daily attendance, which means that when students aren’t in school our schools have less money to fund programs, buy supplies, and pay for teachers. Regardless of whether a student is absent for excused or unexcused reasons the District does not receive funding and the student misses out on important instruction. Student absences cost our schools millions of dollars. Please make sure your child attends school every day.

USE YOUR VOICE SURVEY Your opinions play an important role in Oakland Unified. OUSD was one of the first school districts in the nation to implement a large-scale, thorough, and focused annual survey of all students, parents, staff, and community members to inform district decision-making. The Use Your Voice Survey, now in its fifth year, represents a unique opportunity to share your experiences and shape changes in your school and across the District. The survey measures school and District performance on ten major themes: clean learning environment, safety, caring and support, meaningful youth participation, high expectations, academic rigor, data-driven practice, parent engagement, employee satisfaction, and District strategy. The results are used as accountability tools (for example, they’re published on school, central office, and District score cards, and cited in progress reports to the Board of Oakland Unified School District Parent Guide 2010-2011 7

FOCUS ON COLLEGE AND CAREER: STRATEGIES FOR ACHIEVING THE 3-9-12 CHALLENGE At OUSD we are committed to providing the instruction, curricula, 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 at key milestones—grades 3, 9, and 12. 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. 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/.

OUSD GOAL: ALL STUDENTS ARE PROFICIENT IN READING AND WRITING BY THE END OF THIRD GRADE. EXAMPLES OF WHAT OUSD IS DOING TO HELP STUDENTS MEET THE GOAL: • Increasing student enrollment in preschools and child development centers. • Continuing to operate all-day kindergarten at all elementary schools to provide teachers more time to focus on early literacy and school readiness skills. • Focusing on differentiated instruction using the District’s common standards-aligned literacy program. WHAT YOU CAN DO TO HELP YOUR CHILD MEET THE GOAL: • Refer to the California content standards for English Language Arts to find out if your child is mastering the concepts and skills expected in each grade. By the end of grade 3, for example, your child should be able to identify subjects and verbs, understand the main idea of a story, and write a paragraph with a topic sentence and details. • If you have concerns about whether your child is performing at grade level, meet with your child’s teacher to discuss your concerns.

OUSD GOAL: ALL STUDENTS SUCCEED IN ALGEBRA BY THE END OF NINTH GRADE. EXAMPLES OF WHAT OUSD IS DOING TO HELP STUDENTS MEET THE GOAL: • Improving elementary math curriculum and teaching practices by supporting the successful Swun Math program. • Increasing middle school focus on achievement in algebra by hosting summer algebra academies for eighth grade students transitioning to high school and ensuring algebra teachers, coaches, and principals have access to professional development related to algebra instruction. WHAT YOU CAN DO TO HELP YOUR CHILD MEET THE GOAL: • You don’t need to understand algebra yourself in order to keep track of your child’s progress. Talk to the teacher if you believe your child needs help. • Grade-level content standards build on standards from previous years, so it’s important that your child not fall behind in math class, even in early grades. Check the content standards online.

OUSD GOAL: ALL STUDENTS GRADUATE PREPARED TO SUCCEED IN COLLEGE AND CAREER. EXAMPLES OF WHAT OUSD IS DOING TO HELP STUDENTS MEET THE GOAL: • Promoting a college-going culture at every school, pre-K to 12th grade. • Continuing to align high school courses with UC/CSU admissions requirements. • Increasing the number of advanced placement (AP) classes offered and providing additional support to increase AP passage rates for African American and Latino students. • Continuing to create new programmatic options to meet the needs of every student, including professional tracks to prepare graduates for the workforce. Though we understand that college is not for everyone, we want to provide all students with the foundation necessary to succeed regardless of their chosen path. We’re working to give every student the choice between college and beginning a career. • Increasing student participation in and performance on PSAT and SAT tests. WHAT YOU CAN DO TO HELP YOUR CHILD MEET THE GOAL: • Whether or not you went to college, you can instill a college-going attitude in your child by consistently holding high educational expectations of him or her. Tell your child that you expect him or her to graduate from high school prepared for college or a career and that you know he or she can succeed. • Pay attention to your child’s academic progress and work with the teacher to solve any problems that may arise. • Help your child develop strong study skills. • Familiarize yourself with college eligibility requirements and compare them with your child’s high school course of study. (A chart showing UC/CSU requirements is on page 15.) If you have concerns, talk to your child’s teacher, counselor, or principal or call the OUSD College Readiness Office at 879-2144. 8 Parent Guide 2010-2011 Oakland Unified School District

mission, goals, and accomplishments. For schools with 15 percent or Parent Resources more students of the same language other than English, the SARC must be IN THIS SECTION: translated into that language. Every SARC is required to contain the following: ENROLLMENT AND REGISTRATION ...... 8 • demographic data PARTNERING FOR SUCCESS ...... 9 • information about school safety and learning climate REPORT CARDS, TESTS, AND PROMOTION/GRADUATION ...... 13 • academic data Parent Resources • school completion rates • class sizes To make sure your children get a great education, you need some information—like how to enroll them in schools that are right for them, how • teacher and staff information, including “highly qualified” teachers to support their learning from the first day of kindergarten to the last day of • curriculum and instruction descriptions high school, how to participate in decision making at school that affects their learning, and even how to shape policies and priorities for the District. These • postsecondary preparation information pages contain resources and strategies to help you at each step along the • fiscal and expenditure data way. • graduation rates (at the secondary level) ENROLLMENT AND REGISTRATION • Title 1/Program Improvement status All parents want their children to attend schools where they will thrive, both View SARCs for OUSD schools online at www.ousd.k12.ca.us/SARC. 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 Parents can receive a copy of a SARC upon request. Unified allows any student to apply to any school in the District. The goal 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. It also puts pressure on all schools to offer quality programs that August: Middle and high school registration attract students and families. December–January: Open enrollment Evaluating Your Choices March: Notification of new school assignments by mail Many resources are available to help you learn about and compare the April–May: Kindergarten registration at school sites District’s schools, including OUSD school score cards, state and federally required School Accountability Report Cards, and the OUSD website (www. Check www.ousd.k12.ca.us/enroll for specific dates. 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 houses will be available on the District’s website in November. Check www. The Application Process ousd.k12.ca.us/enroll in the Fall and Winter for information about tours Under the School Options open enrollment program, all entering and open houses as it becomes available. You can also contact the schools kindergarten, middle, and high-school students must submit an application directly about dates and times for these events (see the Directory on page 37 to attend a school in the fall, even if it’s the school in their neighborhood. for school contact information). The open enrollment period begins in December and usually ends in mid- January (check www.ousd.k12.ca.us/enroll for specific dates). Requests for transfer to other OUSD schools in the fall are also accepted during the open MEASURING SCHOOL QUALITY BY TEST SCORES enrollment period. Students already enrolled at a school do not need to School performance data is an indicator of instructional quality at a reapply each year to continue attending there. school, but test scores don’t tell the whole story. Test scores provide a picture of a school on one day, and many factors can affect the scores. Kindergarten, Middle, and High School Enrollment We recommend using the test scores as a starting point to formulate During open enrollment, applications for kindergarten can be picked up from questions about a school, then visiting schools, talking to parents and any elementary school or from the Student Assignment and Bilingual Testing staff, and asking for supplementary data. Office and returned to either location with the required documents (see page 9). Fifth and eighth graders who attended OUSD schools for the previous year will be given personalized applications for selecting their middle and high schools, respectively. They should return the completed forms to their School Score Cards current schools. Every school has a score card posted on campus that shows its performance in a number of areas, such as parent and student satisfaction with the school, Preschool and Afterschool Care test scores, attendance, degree of college readiness, and school cleanliness. The OUSD Early Childhood Department offers full-day and half-day preschool The score cards include results from the Use Your Voice survey of students, programs for income-eligible families. We also offer afterschool care year parents, and staff and are a public way to hold schools to high standards and round for elementary students whose families meet the income eligibility show progress toward goals (see page 6 for more on the survey). Look for the and need requirements. Please contact 879-8328 or 434-7752 for more score card at each school and ask the principal what the school is doing to information. improve its scores. If you don’t see a score card posted, ask for details. OUSD also offers comprehensive afterschool programs at a majority School Accountability Report Cards of elementary, middle, and high schools throughout the District. These programs are funded by state and federal afterschool grants, and are free The purpose of the state and federally required School Accountability or low-cost. Local community organizations partner with schools to provide Report Card (SARC) is to provide parents and the community with specific afterschool homework assistance, tutoring, enrichment activities, and information about each public school. Although the design of the SARC physical activities until 6 p.m. daily. Each program serves a limited number of varies from school to school, each one starts with a profile that provides students. Students are selected to participate based on enrollment priorities background information about the school, its students, and the school’s Oakland Unified School District Parent Guide 2010-2011 9

– a property tax statement WHAT TO CONSIDER WHEN CHOOSING A SCHOOL – an official letter from a government/social service agency • How far away is it from your home and how will your child get there? • one document verifying the student’s age (birth certificate or passport) Will the commute take a large portion of his or her day? Will it be dark • student’s immunization records when your child arrives home? • student’s transcript or most recent report card (for grades 2–12 only) • Is the size of the school appropriate for your child? The District reserves the right to request any additional proofs of residency • What electives or academies are offered? What about extracurricular as necessary. sports, student clubs, or community service opportunities? Transfers from school to school within OUSD during the school year are • What kinds of access do students have to library and technology limited to documented health and safety concerns and to families who move resources? a significant distance from their current school assignment. At the middle and • How are the arts integrated into learning? high school level, transfers due to a change of address are highly limited, and typically only permitted at the semester break. • What is the school’s philosophy and practice around discipline? EDUCATION CODE SECTIONS 48980 (H), 48980 (I); ADMINISTRATIVE REGULATION 5111.1, 5116.1; BOARD • How is student progress monitored and communicated to parents? POLICY 5116.1, BP 5117. See the Appendix on page 46 for the full text of these policies. • How does the school help students who are struggling academically or Interdistrict Transfers socially? Who are not fluent in English? Who have special needs? State law requires students first be released by their home school district • Do students seem engaged in their classes? How are teachers before they can apply to be admitted to another city’s public school district. managing their classrooms? Are they enthusiastic and knowledgeable? Transfers are generally permitted due to employment (K–6), childcare (K–6), • How do students behave in the hallways and outside? or continuing in same school even though the student does not live in that school’s city (K–12). Families wishing to exit OUSD for another school district • Are the buildings and grounds clean, safe, and pleasant-looking? Is must bring documentation supporting their request (for example, a pay stub student work displayed in the classrooms? for an employment-based request or a report card for continuing students) • What are the opportunities for parent involvement at the school? Is to the Student Assignment and Bilingual Testing Office. Families wishing to there an active parent-teacher group? enter OUSD should bring their approved transfer permit from their district of residence along with documentation supporting their request. Non-Oakland • How is information about school events and activities communicated families are admitted to Oakland schools after we are sure that we can to parents? accommodate all of our Oakland families. • At elementary schools, is on-site daycare available before and/or after school? Are afterschool programs available? Admissions and Appeals • At middle and high schools, are afterschool programs available? Students are admitted to the schools of their choice if space is available. If there are more applicants than spaces, a series of priorities based on OUSD • At middle and high schools, are counselors available to help students Board of Education policy and state and federal laws is used to determine make decisions about classes and/or college planning? admissions. The Board reviews this policy yearly—please check www.ousd. • Does the school promote college goal-setting/preparation? k12.ca.us/enroll for updated criteria. • What does the school offer in the way of honors or advanced Late applications are processed in the order received, and students are placement classes? assigned on a space-available basis after consideration of space, grade level, • Where do students go after they are promoted/graduate? How many siblings, and residence. If we are unable to accommodate your child at any of attend four-year colleges? your school choices, or if you don’t submit an application for your child, he or she will be assigned to the school closest to home that has space. Assignment decisions may be appealed to the Student Assignment and Bilingual Testing detailed in a school’s Afterschool Enrollment Policy. For more information, Office. We try our best to accommodate preferences and will work with you please contact the Afterschool Programs Office at 568-1022. to find the best possible match for your child within the available possibilities. New Enrollees and Transfer Students Please contact the Student Assignment and Bilingual Testing Office at 434-7752 if you have any questions about admissions policies. The office is The Student Assignment and Bilingual Testing Office can help you through located at 2111 International Boulevard. BOARD POLICIES 5116.1, 5117 the entire enrollment process, whether your child is brand new to OUSD; returning to OUSD from a charter school, private school, or school in another Registration city; or transitioning from another OUSD school. This office is in the Family & Community Office at 2111 International Boulevard. Placement counselors are You must register your student at the assigned school to retain his or her available from 8 a.m. to 2 p.m. Monday through Friday, or by appointment. placement. All students should bring their assignment letter to registration. Language testing for students whose primary language is not English is also New students should also bring a birth certificate, a recent report card (for provided. For more information or to make an appointment, contact the grades 2-12), and immunization records. Most kindergarten registrations are office at 434-7752 or email [email protected]. in April or May. Middle and high schools usually hold registrations in August. Contact your school to find out when and where your registration will be Parents of new enrollees and students from charter, private, or out-of- held. District schools should bring the following when enrolling their students: • driver’s license or California ID card PARTNERING FOR SUCCESS Research shows that students do better in school—and schools perform • three documents verifying their current Oakland address, including any of better overall—when families are engaged in their children’s education. By the following: being actively involved, you can have a positive influence on your own child’s – utility bills within last 30 days learning and also help your school increase the academic achievement of all – automobile registration accompanied by automobile insurance students. – a homeowner’s/renter’s insurance policy accompanying a lease Parent involvement takes many forms, ranging from understanding what your or rental agreement 10 Parent Guide 2010-2011 Oakland Unified School District

child is learning so you can help at home, to volunteering at the school, to Attend Back-to-School Night collaborating with school or District personnel on large-scale improvements. It has the greatest effect on raising achievement when it is focused on Each school has at least one Back-to-School Night early in the school year for student learning, though other forms of involvement are invaluable for parents to meet their child’s teachers and classmates’ parents, learn about creating positive school climate, greater efficiency in the school office, and the curriculum and classroom expectations, and hear how parents can help. many other benefits. Ultimately, we want parents and other caregivers This is a great opportunity for parents to visit the school, get teacher contact to have co-ownership of our schools so that together we can help all the information, and receive information about the grade-level standards that children become successful and healthy adults. your child is expected to achieve in each subject. Support Your Child’s Learning Participate in Parent-Teacher Conferences Being involved starts with knowing what your child is supposed to learn. Take advantage of the regularly scheduled parent-teacher conferences during When you understand what’s expected and are in regular contact with the school year to review your child’s work; discuss his or her academic the teacher, you can help monitor and support your child’s progress—and achievement, individual needs, and personal goals for the year; and talk seek additional help if it’s needed. Parent- and child-friendly K–5 content about how to support your child’s learning at home. For more on parent- standards in math and English Language Arts are available online in English teacher conferences, see the box below. and Spanish at http://tinyurl.com/K-5contentstandards. The California Department of Education has content standards for all grade levels at www. Talk to the Teacher Regularly cde.ca.gov/be/st/ss/. You don’t have to wait for a parent-teacher conference or until a report card comes out before talking to a teacher. Staying in frequent contact can alert OUSD’s Parenting Education program offers a number of classes to empower you to potential problem areas before they grow. Anytime your child’s grades parents of OUSD students to support their children’s academic growth drop, ask for a meeting to discuss possible reasons and ways that you, your and achievement. Topics range from “Homework without Hassles” to child, and the teacher can work together to raise the grades. Teachers often “Understanding State Standards.” Classes are taught at OUSD school sites can also recommend books your child might enjoy reading or additional study all over the District, with childcare support available. For more information aids. about these classes, please call Oakland Adult and Career Education at 451- 7300.

PARENT-TEACHER CONFERENCES Usually around report card time, parent-teacher conferences are scheduled to review students’ work and set specific goals to help children continue to learn and develop skills. It is not uncommon for parents to feel protective, defensive, or anxious when speaking with someone who is in a position to evaluate their child’s performance. Try to keep in mind that the purpose of the conference is the same for you and your child’s 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 conversation intent on being in partnership with the teacher to support your child’s learning and find solutions to any problems your child may be experiencing. Before the conference, talk to your child about how school is going. In what subjects is he or she doing well? What subjects are challenging? Is there anything your child would like you to discuss with the teacher? Make sure your child knows that you and the teacher are working together to help him or her succeed in school. Jot down some notes about things you’d like to discuss in the conference 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 or her learning style. You may have questions about the school’s programs, what skills and knowledge your child will be expected to master this year, or his or her achievement and progress. Here are some examples of questions you may want to ask: • What are my child’s best and worst subjects? • Does my child participate in class? • Are there any attendance or tardiness issues I may not be aware of? • Has my child turned in all the assignments? • How is my child’s academic performance assessed? What kinds of tests are being given and what do the tests say about my child’s learning? • Are there areas where my child needs extra support? • Is my child performing at the level he or she is capable of? • Who are my child’s friends? Are they good influences on each other? • How can I help my child at home? If during the conference you and your child’s teacher make some decisions about an action plan to support your child’s learning, be sure to agree on follow-up steps. Also agree to stay in regular communication, and decide when you will next contact one another. If the parent-teacher conference was not effective in establishing an action plan and you feel there continue to be unresolved problems, contact your principal for additional support. If parent-teacher conferences make you nervous, would it help to learn how to get the most out of them? Want to know how to be a better advocate for your child’s learning or a more effective parent leader? Perhaps you’d like a better understanding of what your child is supposed 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 principal, teacher, or the family engagement staff at your school can help, too. You can also contact OUSD’s Family & Community Office. The FCO offers a broad range of workshops and services—including translation and interpretation—to help parents work with schools to give their children the best chance of success. Call us at 434- 7752 or come by! Our offices are located at 2111 International Boulevard. Oakland Unified School District Parent Guide 2010-2011 11

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 engage families in improving student Filing school papers in a single binder divided by subject makes it easy achievement to keep track of them. Binders with pockets are handy for storing tests and handouts. • trusting, collaborative relationships between teachers and families 3. Read! Reading can open minds to new places and perspectives, teach • workshops to develop families’ confidence and power about history and how to do or make things, build spelling skills and • professional development for families and staff vocabulary, and entertain. Make your home a place where reading is part of everyday life: Read to your child or have your child read to If you believe your school could be more family-friendly, advocate for you, in English and/or your primary language. Let your child see you change with your principal. Become a parent leader who works with reading. Be with your child when he or she is reading independently, school leaders, family engagement staff, teachers, and other parents to while you read something that you enjoy. make some improvements. Call the Family & Community Office at 434- 7752 to learn more. Project INSPIRE, (www.alameda-coe.k12.ca.us/ 4. Look it up. Teach your child how to find out what he or she doesn’t acoe/EdServices/ProgramsandServices/ParentFamily/ProjectInspire know. Have a dictionary at hand for your child to use when studying or 510-670-7728), and the California Parent Center (http://parent.sdsu. or reading. Visit the library to use a computer or reference books for edu or 619-594-4756), also provide also provide excellent trainings an assignment. for staff and families in this area. For information about home visits, 5. Get a study buddy. Ask your child’s teacher to find a classmate contact the Parent-Teacher Home Visit Project (www.pthvp.org or 916- to work with your child as a “study buddy”—another student he 448-5290). or she can call for the homework assignment or to double-check understanding. This kind of practice helps develop children’s responsibility for their own learning as well as their collaboration Visit the School skills. We encourage parents to visit the school to get a better idea of their child’s 6. Aim high. It’s never too early to set high expectations of academic learning experience. To ensure the safety of our students, all visitors— success for your child—like going to college. Find out what courses are including parents—must first obtain a visitor’s pass from the principal’s required for high school graduation and college admission (see page office. Visitors are welcome at any time as long as they don’t disrupt the 15) and support those at home. school environment. A principal or designee may direct a visitor to leave the school and not return for seven days if it is determined that the visitor has interfered with the good order or peaceful conduct of the school.

HOMEWORK TIPS Read your School’s Newsletter • Provide a quiet place for your child to complete homework every day. Many schools now have websites, in addition to newsletters, with information about upcoming events, volunteer opportunities, District • Establish a routine by setting a specific time each day for homework. deadlines, and other information. Each school has its own approach. Check Check in while he or she works. with your principal or your school’s parent-teacher group for details. • Have someone check your child’s work with him or her: a parent, another adult, an older brother or sister, etc. Automated Phone Messages from OUSD • Make notes about homework problems your child is struggling with The District uses SchoolMessenger, a recorded telephone message system, so you can talk about them with the teacher and find ways to provide to contact families about events in individual school communities and across additional help. the entire District. SchoolMessenger will also be used, on occasion, to provide emergency response notification to parents and caregivers. From time-to-time during the school year, you will receive pre-recorded Participate in Home Visits phone messages at the number listed on your child’s enrollment forms. At some schools, teachers make visits to students’ homes to develop Depending on the phone, voicemail, or answering service which receives connections and relationships of trust with families. If you are interested, the call, you may need to press the “one” (1) key on your device to play the contact your principal about participating in your school’s program or about message. creating one. (See “Creating Family-friendly Schools” in the next column.) Please listen carefully when you receive one of these calls, as they include important information about your child’s education. If you have questions Talk to Your Child Regularly about SchoolMessenger or need to change the phone number on record, Show that you value learning by making a habit of talking about school: Ask please contact Troy Flint at [email protected]. what your child is doing in school, what he or she is learning, what’s difficult, what your child likes and doesn’t like. Update Your Contact Information If you change jobs, move, or change phone numbers, it is critical to your child’s safety and well being that you provide the teacher and/or the school office with your most current information. 12 Parent Guide 2010-2011 Oakland Unified School District

Advocate for School Improvement Advisory Committee and the Community Advisory Committee (CAC) for Special Education. To learn more about DAC and DELAC, contact the Family & Every school can always improve, and there are many opportunities for Community Office at 434-7752, ext. 237. For CAC, call 879-8223; and for GATE parents to work with teachers, staff, students, and community members please call 879-8477. DAC meetings are held on the third Thursday of each on a range of issues and projects. Whether you are working as a school month at 6:30 p.m. in Hunter Hall, 1025 Second Ave. DELAC meetings are held community to improve the achievement of a particular subgroup of students, on the third Tuesday of each month at 6:00 p.m. in Hunter Hall, 1025 Second or you are advocating to improve facilities, begin an afterschool program, or Ave. create a school garden, start by speaking to your school principal, or another parent leader involved in the PTSA, SSC, ELAC, or other group (see below for The Nutrition Advisory Committee (NAC) helps to determine the meal more information). program improvement plans implemented by Nutrition Services. The work is guided by the District’s Wellness Policy. Nutrition Services invites parents, School Committees students, teachers, principals, community organizations, and all other interested parties to participate in these meetings. If interested, please Broad parent participation on committees that determine school direction contact Nutrition Services at 879-8345 for more details. and funding is critical to ensure that the interests of all students are represented. Here are few examples of advocacy and/or accountability Community Organizing Groups groups that you can get involved with at your school: Many parents participate in community organizing with non-OUSD groups • Parent-Teacher Association (PTA), Parent-Teacher-Student Association that work on a variety of school improvement issues; for example, funding (PTSA), or other parent-teacher group: Activities vary from group to for public schools, adequacy of school facilities and buildings, and safety and group, but at schools where these groups are active they generally organize quality of schools in specific neighborhoods. Some local education organizing volunteer efforts and raise money for projects of schoolwide benefit. groups include Oakland Community Organizations, Parent Leadership Action Some also publish newsletters, offer adult education opportunities, fund Network, East Bay Asian Youth Center, and West Oakland Educational Task school enrichment classes, and more. If you’re interested in forming a Force. For more information about working with these groups, contact the PTA at your school, contact Peralta District PTA at 670-4109 or www. Family & Community Office at 434-7752. peraltadistrictpta.org. It oversees all PTAs and PTSAs in Alameda County. • Parent Leadership Team (PLT). Some schools have PLTs comprising parent Volunteer representatives from each classroom who collectively give voice to parent concerns and issues. If your school does not currently have a PLT and you Oakland Community Resource Directory would like to start one, talk to your principal. OUSD works in partnership with many community-based organizations • School Site Council (SSC). This group of parents and staff reviews and social service agencies to provide students and families with the and revises the school’s Single Plan for Student Achievement—from resources they need to be successful. To find services and support for instructional focus to family engagement strategies—and determines how your child and/or family, please access out new web-based resource funds should be spent at the school. Contact your principal to get involved directory. It can be found on the OUSD website under “For Our with your school’s SSC. Community” at www.ousd.k12.ca.us/communityresourcedirectory. • English Learner’s Advisory Council (ELAC). The ELAC is primarily responsible for advising the principal and staff on educational programs and resources for English Language Learner (ELL) students and for advising Many people say that educating children takes a village. With California the SSC on the school’s Single Plan for Student Achievement. For more on currently ranking 47th in the nation in education spending, the contributions ELAC, see page 19. of parents and community members are vital in supporting student academic • Parents of Children of African Descent (PCAD). Some schools have PCADs achievement. Not only do volunteers help school staff meet students’ needs that organize parents to work on issues such as educational equity. If your better and more efficiently, but the presence of volunteers tells children that school does not currently have a PCAD and you would like to start one, talk adults in their community care about them and the quality of their learning to your principal. experience. Some companies give their employees paid time off to volunteer in a school; check with your employer’s human resources department to see • Special Education Advisory Committee (SPEAC). Some schools have if your company provides this benefit. SPEACs composed of parents, guardians, and teachers that provide support to the special education community. This committee also advises All volunteers need to provide a negative TB test, and unsupervised the school site council on special education issues. If your school does volunteers who will be interacting with students need to complete the pre- not currently have a SPEAC and you would like to start one, talk to your volunteer clearance process (requiring fingerprinting for both the California principal. Department of Justice and the FBI). TB test results are good for four years and • GATE Advisory Committee (GAC). Each school is encouraged to have a Gifted and Talented Education (GATE) Advisory Committee composed of SPEAK TO THE BOARD parents, guardians, teachers and administrators who provide support for The Oakland Board of Education, the elected policy-making body of the GATE program at the site level. This committee also advises the School OUSD, meets twice a month to hear and rule on issues ranging from Site Council regarding GATE concerns. If your school does not currently school attendance boundaries to District food policies. Meetings are have a GAC and you would like to start one, contact your principal. For open to the public. For the schedule and other information about information about GATE and the District GATE Advisory Committee, please the Board, see the Directory beginning on page 51 or visit the OUSD contact Nancy Midlin at [email protected] or 879-8477. website. All regular Board meetings are broadcast live on OUSD- District Committees operated KDOL (Comcast cable channel 27, UVerse cable channel 99) and rebroadcast three times a week—typically Fridays at 6 p.m., Just as broad parent involvement in leadership is important at a school, it is Sundays at 4 p.m., and Tuesdays at 6 p.m. KDOL also broadcasts a also important across the District to ensure the interests of different school variety of other educational programs including the KDOL Spotlight communities are represented and that parent input is included in District featuring the leaders of OUSD and the OUSD Community Bulletin Board decisions. Both the SSC and ELAC have District-level committees—the District which has important District announcements, events, and deadlines. Advisory Council (DAC) and the District English Learner Advisory Committee You can check programming schedules for KDOL online at www.ousd. (DELAC)—made up of representatives from the school-site committees. k12.ca.us/KDOLschedule. Parent leaders are also on the District Gifted And Talented Education (GATE) Oakland Unified School District Parent Guide 2010-2011 13

fingerprinting results are good for three years. You can pick up a volunteer application at your school or the Family & THE REPORT CARD CONVERSATION Community Office, or complete the online volunteer application at www. Here are some suggestions for how to respond positively to information ousd.k12.ca.us/volunteer. For more information email volunteers@ousd. in your student’s report card: k12.ca.us or call 434-7752. • Look over the report card privately first and decide what you want to School-based Opportunities focus on before talking with your child. Contact your principal or PTA about volunteer opportunities in your child’s • In your conversation with your child, focus on both the positive areas school such as driving or chaperoning on field trips, serving as a room and any problem areas. parent, assisting in the office, serving in a school’s cafeteria, or helping with • Let your child talk about his or her success. fundraisers or other special projects or events. • Go over each trouble spot; ask what happened. District-wide Opportunities • Stay calm, even if the report is bad. OUSD also welcomes community volunteers and parents in a variety of roles • If the report card is good—especially if there have been big throughout the District: as classroom volunteers, literacy tutors, library or improvements from the last one—celebrate with your child! garden volunteers, testing or registration volunteers, and guest speakers. For Tip: Ask your child about how things are going in classes regularly—not more information, call the Family & Community Office at 434-7752. just at report card time. You’re less apt to be surprised at the grades and Community-Based English Tutoring (CBET) classes you’ll also be sending the message that school is important. These classes for English-learning parents are held at local school sites at no cost to the school or parents and offer parents the chance both to learn English and to volunteer as tutors to help those students learning English. For WHAT SHOULD I DO IF MY CHILD IS HAVING TROUBLE IN more information, contact Oakland Adult and Career Education at 451-7300. SCHOOL? • Talk with your child. There is usually a reason why a student is not Mentoring Programs succeeding academically. Engage your child in conversation, be The vision for OUSD’s mentoring partnership programs is to provide OUSD observant of him or her at home, and involve trusted family members students with supportive adult role models who can help to improve and friends as allies to find out what’s going on. students’ academic performance, attitude toward school, and peer • Meet with your child’s teacher(s). Don’t wait for teachers to call you— relationships. take the initiative to set up meetings to review your child’s academic The mentoring program partners with organizations to centralize the progress. Ask teachers what they view as the academic priorities for recruitment, placement, and recognition of mentors. Mentors complete a your child and to share how they’re addressing these areas in class screening and training process through the organization with which they and through homework. Ask for specific recommendations about request to volunteer. Partner organizations include Be a Mentor, BUILD, what you can do at home to help your child strengthen particular Big Brothers Big Sisters, CORO Exploring Leadership Program, EBAYC, Girls academic skills. Inc., East Bay College Fund, Friends for Youth, and Bay Area Mentoring. A • Check with your family physician. A doctor’s visit may help rule out complete list of the mentorship programs that OUSD partners with can be health issues that can interfere with learning, such as hearing or vision found at www.ousd.k12.ca.us/mentoringpartners. If you are interested in problems or other concerns. participating as a mentor for your child or another OUSD student, please call 434-7752 or email [email protected]. • Ask for a Student Success Team (SST) meeting. Parents or teachers can request a meeting where the student, parents, and educators work REPORT CARDS, TESTS, AND together to review the student’s progress and recommend ways to PROMOTION/GRADUATION improve learning. Talk to your principal to set one up. • Explore the need for special education, a Section 504 plan, alternative When we set our sights on preparing students to graduate from high school education, or other supports. If students have physical or mental with the courses and grades required to enter college, we need to make sure disabilities that substantially interfere with their ability to learn, we’re building a foundation along the way that will help them successfully they are entitled to special education testing and services. Some finish college. Report cards and standardized assessments and tests are students will learn better in an alternative education setting with measures of the sturdiness of that foundation. This section explains what fewer students or more structured, flexible, or customized learning grades and test results are necessary for students to advance to the next conditions. See the teacher, school counselor, or principal for grade level, as well as what’s required for high school graduation and college assistance. You can also contact the Programs for Exceptional Children eligibility. (Special Education) Office at 879-8223. Report Cards All OUSD students receive report cards evaluating their schoolwork, but K–5 child’s performance in specific math and language skills, other subjects, work students get standards-based report cards rather than letter grades. Middle habits, and social skills, as well as the number of tardies or absences. and high school students receive letter grades and also have more “marking These report cards show exactly what skills and knowledge your child is periods,” or grading intervals, during the year. supposed to master over the course of the year, which ones he or she has learned, and where improvement is needed. Generally speaking, elementary Elementary School Report Cards students who are “approaching grade level” or above in math and English In grades K–5, students receive report cards three times a year, usually in Language Arts, as indicated on their report cards and standardized tests, will conjunction with a parent-teacher conference. Report cards for each grade progress to the next grade level. level are preprinted with the state-mandated standards that students are expected to meet by the end of the year. Each trimester, the teacher will Middle and High School Report Cards indicate your child’s mastery of the standards using a scale of 1 to 5 (1 = far Your child will receive letter grades for each class in middle and high school. below basic, 2 = below basic, 3 = approaching grade level, 4 = proficient, and The number of report cards changes then, too, from three per year to three 5 = advanced). You’ll also see plusses, checks, and minuses indicating your per semester (one every six weeks). Grades for the three marking periods in 14 Parent Guide 2010-2011 Oakland Unified School District

each semester are averaged together to determine semester grades, and only The STAR report also includes your child’s California Reading List number, those become part of a student’s permanent record, called a transcript. Each which you can use to access a list of books appropriate for his or her reading of the six report cards also shows tardies, absences, and work habits, as well level as determined by your child’s score on the CST in English Language Arts. as the number of academic credits earned in each course. Your child must If you have more questions about the CSTs or the STAR program, visit the earn a C or better in each core academic course (math, English, science, and California Department of Education website at www.cde.ca.gov/ta/tg/sr/. social studies) and at least 25 credits per semester in middle school and 30 English Language Learners also take the California English Language per semester in high school to progress to the next grade level and graduate Development Test (CELDT) each year, to assess their progress in mastering on time. If that is not the case, we strongly encourage you to contact your English. A score of 4 or 5 indicates proficiency. It is very important to speak student’s counselor or principal. with teachers or the principal if your child’s score does not improve from one The District offers workshops to help parents understand report cards year to the next. and transcripts. If you are interested, please ask your principal for more information, call the Family & Community Office at 434-7752, or check www. California High School Exit Exam ousd.k12.ca.us. All tenth grade students are required by state law to take the California High School Exit Exam (CAHSEE). This test assesses student achievement in Standardized Assessments and Tests English Language Arts (ELA) and mathematics. All students, including those In combination with grades, schools use various assessments and tests to with disabilities, are required to pass both the ELA and the math tests in measure student learning, determine placement in English and math classes, order to graduate from high school. When provided for in their Individualized and make promotion and graduation decisions. The state also uses test Education Plan (IEP) or 504 plan, disabled students will be given appropriate results to determine each school’s placement on the Academic Performance accommodations and/or modifications as determined by the IEP or 504 team. Index (API), which blends the results of all students into a single score. The The ELA section of the tests includes multiple-choice questions and a writing API score is one measure of the quality of student learning at a school, and task. It covers vocabulary, informational reading, literary reading, writing scores are widely used to make comparisons between schools. For your strategies, writing applications, and writing conventions. The mathematics school’s API scores, check your school score card on the OUSD website at portion consists of multiple-choice questions covering statistics, data www.ousd.k12.ca.us/schoolscorecards. The state also measures district analysis, probability, number sense, measurement, geometry, algebra, performance using the API index. For Oakland’s API scores, see page 4. functions, and mathematical reasoning. The report includes your child’s District Assessments scores, the scores required to pass, and your child’s pass/fail status. It also includes a breakdown of how he or she performed in specific areas of ELA Students take District assessments in math and English Language Arts several and math. times a year to measure their progress toward grade-level mastery. Work with your child’s teacher to review assessment results and identify the All students have additional opportunities to take this test in grades 11 and highest-priority skills and concepts to work on with your child at home. 12 if they do not pass either or both sections of the test in grade 10. If your child needs to retake the test, speak with your child’s counselor and teachers State Assessments of Students in Grades 2–11 to understand the skills and concepts he or she most needs to improve in order to pass. Check www.cde.ca.gov/ta/tg/hs/ for additional information Each spring, the state requires students in grades 2 through 11 to take the on CAHSEE, including test questions and study guides, or with your child’s California Standards Tests (CSTs) as part of the Standardized Testing and teacher, counselor, or principal. Reporting (STAR) program to assess grade-level mastery in math and English EDUCATION CODE SECTIONS 48980 (E), 60851; BOARD POLICY 6162.52; ADMINISTRATIVE REGULATION Language Arts. At some grade levels, students are also tested in science, 6162.52 social studies, writing, and physical education. All students must take the tests, including students learning English and students in special education. A Promotion and Graduation Requirements student may be excused from taking the CSTs by parent request. Students in Oakland are promoted to the next grade only if they can The STAR tests are administered in April or May, and most parents receive demonstrate that they are ready to learn what will be taught. This the results (“The STAR Student Report”) in the mail in August or September. determination is based on performance in four areas: the math and English The report shows the results of the CSTs within a range of performance Language Arts CSTs and the math and English Language Arts portions of the levels: far below basic, below basic, basic, proficient, and advanced. A change report card. in performance level from one year to the next may be more significant than Check www.ousd.k12.ca.us for updated Board policy on elementary and numerical changes within the same level. Consider these scores along with middle school promotion and retention requirements. student work and grades when you talk with your child’s teacher about his or her strengths and areas that need improvement. High School Promotion and Graduation

Summer Learning 2010-11 CAHSEE Administration Dates OUSD recognizes the importance of summer as a time for to continue English-Language Arts Mathematics their learning, whether it involves academics, sports, art, music, or Tuesday, July 27, 2010 Wednesday, July 28, 2010 enrichment activities. To help support students during the summer, OUSD provides a diverse offering of Summer Programs for students Tuesday, October 5, 2010 Wednesday, October 6, 2010 of all ages, which are funded through a variety of sources, ranging Saturday, December 4, 2010 Saturday, December 11, 2010 from school site funds to outside grants and city funding. Summer activities include such programs as High School Academic Recovery for Tuesday, February 1, 2011 Wednesday, February 2, 2011 high school students in need of recouping credit, Algebra Academy, Tuesday, March 8, 2011 Wednesday, March 9, 2011 Transition Programs for students entering middle school and high school, Summer Intervention Programs for students performing below High school students must meet the following four minimum requirements in benchmark, Enrichment Programs, as well as the Oakland Fine Arts order to graduate: Summer School funded by Measure G. • 230 credits in required subjects Please visit www.ousd.k12.ca.us/summerlearning to see specific (semester course = 5 credits, year course = 10 credits) offerings, or contact your child’s school for additional information. Oakland Unified School District Parent Guide 2010-2011 15

• a GPA of 2.0 (K), 52244; BOARD POLICY 6141.5, ADMINISTRATIVE REGULATION 6141.5 • completion of a senior project The OUSD website lists a few alternative ways to complete the high school course requirements. Check the College & Career Readiness section under • passage of the California High School Exit Exam (CAHSEE) in both math and For Students & Families at www.ousd.k12.ca.us/gradsupport. English Language Arts 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 15. Students who fail core course work are expected to attend afterschool programs and summer school to make up course credits (limit of two courses or ten credits per summer). There is no formal retention at the high school level. Students who earn a failing grade (F) in a course will not earn credit for that course and will be referred to a mandatory credit recovery program. Though credit deficient students are promoted annually, students shall not Graduation Requirements graduate until they have met all graduation requirements. The high school curriculum is designed to prepare you for an entry level Most four-year colleges require additional course work beyond OUSD job and/or college entrance. Because requirements for both entry level graduation requirements. To be eligible for application to any University of jobs and college have become more rigorous, the basic requirements for California or California State University college, a student must complete graduation from high school have also become more rigorous. Please “A–G” requirements by earning a grade of C or better in a specific set of check with your school if you need help in evaluating your progress. courses (see the chart below). It is very important to monitor your child’s These are the minimum requirements that a student must complete progress in fulfilling the A–G requirements for college eligibility. Beginning in order to graduate. Four-year colleges may require additional with the incoming ninth grade class of 2011-12, all students will be required coursework.* to enroll in the A-G sequence. 1. 230 credits in required subjects. Students may enroll in advanced placement (AP) classes and take the national One semester course = 5 credits / One year course = 10 credits AP exams. Students who earn a 3, 4, or 5 on the AP exam can earn advance college credits. For those who demonstrate financial need, state funds are 2. Grade Point Average (GPA) minimum 2.0 available to cover the costs of AP examination fees. EDUCATION CODE SECTIONS 48980 3. Senior Project 4. California High School Exit Exam, both math and English-Language Ready for College? Arts sections * For information regarding alternative schools, credit recovery, OUSD GOAL: ALL STUDENTS GRADUATE PREPARED and extended learning opportunities, see your school’s counseling TO SUCCEED IN COLLEGE AND THE WORKPLACE. department or call the College and Career Readiness Office at 879-2144. A–G COURSE REQUIREMENTS FOR UC/CSU ELIGIBILITY Required Subjects Credits Courses* History / Social Science: Graduation requirement meets or exceeds a-g. English or ELD 40 4 English: 4 years required of college preparatory English (you may include Mathematics** 30 3 minimum, including ELD5). Algebra, Geometry, and one additional core (non- Mathematics: 3 years (4 recommended): including elementary, intermediate/ advanced algebra, and geometry*. remedial) math courses Science 30 1 Physical Science Laboratory Science: CSU: 2 years required including 1 biological science 1 Biology/Life Science (biology, physiology), and 1 physical science (chemistry, physics). UC: 2 years 1 Science Elective required, 3 years recommended (biology, chemistry, physics). World Cultures 10 1 Language Other than English: 2 years of the same language other than U.S. History 10 1 English*. American Sign Language will satisfy this requirement. (For CSU, possible waiver if you can demonstrate competency in a language other than American Government/ English. Contact the CSU campuses to which you are applying.) Economics 10 1 semester each

Visual and Performing Arts (VPA): 1 year: including dance, drama/theater, World Languages** music, or visual art. (Language other than English) 10 1 Visual/Performing Arts 10 1 Electives: 1 year: chosen from additional A–F courses beyond those used to satisfy the requirements above, or courses that have been approved solely for Physical Education/ROTC/ use as G electives. Marching Band 20 2 Electives 60 12 semesters Physical Education: no admissions requirement. * Courses taken in the seventh and eighth grades that your high school accepts as equivalent to its courses may be Subtotal 230 minimum used to fulfill part or all of this requirement. * Note: A repeated course does not count as an additional course. ** Note: For UC and CSU eligibility, students must complete 3 courses (4 recommended) of math including algebra, geometry, and an advanced algebra, as well as a second year of world language. Courses taken in the Make sure you’re on track to graduate ready seventh and eighth grades that your high school accepts as equivalent to for college. Talk to your teacher or counselor. its courses may be used to fulfill part or all of this requirement. rev. 10/09 16 Parent Guide 2010-2011 Oakland Unified School District

Supports to help Students graduate The Oakland Adult and Career Education (OACE) offices offer a variety of classes in multiple locations in Oakland that can be used toward high school graduation credits. For more information, call (510) 879-3036. Summer Learning programs are offered to 11th and 12th grade students who have received a failing grade in a core course. These courses can be used for academic credit to help students graduate on time. Please visit www.ousd.k12.ca.us/summerlearning for more information. 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 879-2980. Cyber High 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 counselor at your high school for more information. 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. • Far West High School offers a college preparatory program with an arts focus and strong partnership with neighboring California College of the Arts. For more information call 879-1580. • MetWest High School offers a rigorous academic program featuring project-based learning and student internships. For more information call 879-0235. • 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 879-3130. • Oakland International High School provides an English language immersion program for immigrant and refugee students. For more information call 879-2142. Continuation Education programs are designed to meet the needs of students 16-18 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, 879-4237 • 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 include very small class size, case management and counseling services, and behavior modification structures. For more information call 879-8450. 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. Oakland Unified School District Parent Guide 2010-2011 17

Rights and Responsibilities Late Students Students who arrive in class after the bell has rung are considered tardy. IN THIS SECTION: Tardy students, especially at the secondary level, may be required to attend ATTENDANCE AND TRUANCY ...... 17 afterschool or weekend detention. Students who are 30 minutes late without EQUITY AND NONDISCRIMINATION ...... 18 a valid excuse three or more times are considered truant. Students who regularly arrive late to school may be excluded from extracurricular activities, HEALTH AND SAFETY ...... 21 including proms, athletics, and graduation ceremonies. Parents will also INFORMATION AND PRIVACY ...... 25 receive a Notification of Truancy (NOT) letter in the mail from the District alerting them of their child’s truancy. PERSONAL APPEARANCE AND PROPERTY ...... 26 SCHOOL CLIMATE AND DISCIPLINE ...... 26 Truancy Consequences A student who receives a NOT letter in the mail may also be invited to a Rights and Responsibilities Student Attendance Review Team (SART) meeting, to be held at the school The District is committed to creating and maintaining safe, positive learning site with school personnel. An attendance contract is signed at that meeting. communities that nurture and inspire every child to achieve academic If the contract is subsequently broken, the school may refer the student to excellence. To ensure that both adults and children are treated with respect the School Attendance Review Board (SARB) for a hearing. If attendance still and dignity, we have rules and regulations to help us work together. Following does not improve, SARB may refer the student and/or parent to the district are some of those rules and regulations. Where required by law, the specific attorney and/or probation department or to court for prosecution and/or sections of the state Education Code, Oakland Board of Education policies, or disposition of the matter. EDUCATION CODE SECTION 48263, 48263.5 other government regulations are either cited or printed in full. Truancy Retrieval Throughout the Parent Guide, “parents” refers to both parents and guardians. Students who are out of school during school hours without a valid pass or permit may be transported by any peace officer to their school, or to the ATTENDANCE AND TRUANCY Family & Community Office to be re-enrolled. Those students picked up more than once will appear before the School Attendance Review Board (SARB) Students who are alert and ready to learn in school each day make the most for a hearing. If attendance still does not improve, the SARB may refer the of the learning opportunities offered. Regular attendance also contributes to student to juvenile court or the district attorney. Truancy is a serious offense school resources, because each school’s budget is based on its average daily and may result in a criminal complaint against a parent who fails to comply attendance from the previous year. with the state attendance requirement. EDUCATION CODE SECTION 48260, BOARD POLICY Parents’ Legal Responsibility for Attendance 5113.1 Parents are legally responsible for ensuring that each child between 6 and 18 years old attends school during the entire school year. Anyone age 16 or 17 Dollars are lost when students are absent. School funding is based may be permitted to enroll in continuation classes (see page 16 for a listing on the average daily attendance of students from the prior school of Alternative Education programs.) Parents of truant students may be held year. When an absence is excused, the student will not be penalized civilly and criminally accountable for their children’s truancy. EDUCATION CODE academically for not being in school, but the school will still lose SECTION 48200 money. Attendance Communication When a child is absent from school, his or her parent must call the school Daily School Schedule each day to validate the absence. In addition, at the start of school or during middle or high school registration, parents who have not already enrolled in Each school has its own daily schedule. Check with your child’s teacher or the the automated calling system should select a Personal Identification Number main office for the schedule so that you know when school begins and ends. (PIN) that allows them access to the system. Each evening, the system Minimum Days calls parents of students who were absent that day. Parents enter student information for a security match, listen to a menu of excuses, and then On minimum days students are released an hour or so earlier than usual enter the appropriate number. The messages are offered in English, Spanish, so that teachers may plan together or hold parent conferences. Minimum Cantonese, Vietnamese, and Cambodian. Parents must respond by 3 p.m. the days are often held on Wednesdays, but dates and times vary from school following day for the absence to be cleared. to school. Be sure to find out your school’s minimum-day schedule. It is especially important for parents of elementary students to make Absences arrangements for early pickup of their children. School staff members are not Absences from school are excused only in cases of illness, quarantine, available to provide supervision. BOARD POLICY 6111 medical appointments, funeral services of an immediate family member, jury Closed vs. Open Campus During Lunch duty, and certain justifiable personal reasons. For the full text of the absence policy in EDUCATION CODE SECTION 48205, including rights to make up assignments The following high schools have closed campuses during lunch, that is and tests, see the Appendix. students stay on campus for lunch: McClymonds, Far West, Dewey, Bunche, EDUCATION CODE SECTION 46014, 48205, 48980 (J); BOARD POLICIES 5113, 6154; ADMINISTRATIVE Oakland International, Life, YES, CCPA, Skyline, and all of the small high REGULATIONS 5113, 6154 schools on the Castlemont and Fremont campuses. Students in grades 7–12 may be excused from school to obtain confidential Oakland High, Oakland Tech, MetWest, and Rudsdale permit students to medical services without the consent of their parent. EDUCATION CODE SECTION leave the school grounds during the lunch period. All students who leave the 46010.1 school are required to return by the end of lunch. Neither the school district Unexcused absences may affect a student’s academic standing and may nor any officer or employee of the District will be liable for the conduct or result in no credit being earned for a course in middle or high school. safety of any student who has left the school grounds for the open lunch EDUCATION CODE SECTION 49067 period. Please contact your child’s high school for its lunch policy and/or www.ousd.k12.ca.us for the updated Board policy. EDUCATION CODE SECTION 44808.5 18 Parent Guide 2010-2011 Oakland Unified School District

EQUITY AND NONDISCRIMINATION If you have questions about these billing policies, please contact Nutrition Services at 879-8344. Our goal is to create a supportive and nurturing learning environment in every school, where all students, parents, teachers, principals, and other staff Free/Reduced-Price Meals are treated with respect and dignity. Children from families whose income is at or below levels specified on the Nondiscrimination policy California Eligibility Scale are eligible for meals free or at reduced prices. Requirements and an application are available at all schools. For more OUSD prohibits unlawful discrimination against any protected group as information, call Nutrition Services at 879-8344. EDUCATION CODE SECTIONS 49510– identified under Education Code 200 and 220 and Government Code 11135, 49520, BOARD POLICY 3553, ADMINISTRATIVE REGULATION 3553 and Title IX, including actual or perceived sex, sexual orientation, gender, ethnic group identification, race, ancestry, national origin, religion, color, Meal applications are important to schools and families because through the mental or physical disability, age, or on the basis of a person’s association application process: with a person or group with one or more of these actual or perceived 1. Students can qualify for free or reduced nutritious meals. characteristics in any District program or activity that received or benefits from state financial assistance, including athletic programs. Complaint forms 2. Students can qualify for reduced price AP (Advanced Placement) and SAT are available at school sites and at the Office of the Ombudsperson, located testing. in the District’s Paul Robeson Administrative Building, 1025 Second Avenue, 3. Students can qualify for free afterschool programs. Room 316. For further information, call 879-8685. BOARD POLICY 0410, 5145.3 4. Teachers may have their student loans waived when they work for a school Freedom of Expression serving students receiving free and reduced-price meals. All students have the right to freedom of speech and press within the school 5. The District and sites will qualify for millions of dollars in funding like Title I environment, including but not limited to the use of bulletin boards; the and eRate which enhance the education experience for students. distribution of printed materials or petitions; the wearing of buttons, badges, Parents don’t need to have a Social Security number to apply and the or other insignia; and the right of expression in official publications, whether information provided on the application is kept confidential. 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 Foster Youth Program slanderous; or that which incites students to commit unlawful acts on school The District offers services for foster youth (including youth who are premises or violate lawful school regulations, including nondiscrimination supervised by a county probation agency) such as assistance with enrollment, policies, or substantially disrupt the orderly operation of the school. EDUCATION CODE SECTION 48907 transfers, and educational advocacy. These services are provided by Transitional Students and Families specialists. Students living in foster care Sexual Harassment or group homes may receive tutoring, case management, transportation assistance, and supplemental educational materials. To speak with a Sexual harassment is prohibited by federal and state law and District specialist please call the Foster & Juvenile Justice Youth Program at 434- policy. Sexual harassment is unwanted sexual advances, requests for sexual 7752. The office is in the Family & Community Office at 2111 International favors, or other verbal or physical contact of a sexual nature that is made Boulevard. EDUCATION CODE SECTION 42920, BOARD POLICY 6173.1 a condition of learning or that seriously interferes with a student’s ability to learn or creates an offensive, hostile, or intimidating learning or work McKinney-Vento/Homeless Students and Families environment. Students who feel that they have been sexually harassed by students or District employees should report the incident to their principal Program or other adult authority. Parents should report incidents to the principal The District offers services to students and families who lack a fixed, regular, and the executive officer assigned to the student’s school. Complaint forms and adequate nighttime residence. These persons may be sharing housing are available at school sites and the Office of the Ombudsperson. Students with more than one family due to eviction or economic hardship or living found to have sexually harassed a student or an employee may be suspended in emergency or transitional shelters, a motel or hotel, a trailer park, or a and/or expelled from school. BOARD POLICY 5145.7, ADMINISTRATIVE REGULATION 5145.7, camping ground. Students who live somewhere not designed for sleeping, EDUCATION CODE SECTIONS 231.5, 49880 (G). Please refer to the Appendix for the full such as a garage, an attic, a car, a park, or an abandoned building, as well text of the first two policies. For policies addressing the sexual harassment of as unaccompanied youth who are not in the physical custody of a parent employees, see BOARD POLICIES 4119.11, 4219.11, 4319.11; AND ADMINISTRATIVE REGULATIONS or guardian, are McKinney-Vento students. Services available may include 4119.11, 4219.11, 4319.11. tutoring, transportation assistance, school supplies, enrollment assistance, and referrals to community programs and parent/student workshops. For Charging Student Meals more information, speak with a Transitional Students and Families specialist Effective August 29, 2002 the following School Board-approved policy was at 434-7752. The office is in the Family & Community Office at 2111 put into place: International Boulevard. ADMINISTRATIVE REGULATION 5111.13 1. Full-Priced Students will not be allowed to charge (not pay for, or pay later Migrant Education for) more than three meals. Migrant Education program provides supplemental support services to 2. On the day of the first charge, the Nutrition Services employee will send eligible migrant children ages between 3- 21 who have not yet graduated home charge letters to parents with an application, which details how from high school and whose parents work in temporary or seasonal jobs, much money the student owes. including jobs in agriculture, fishing, food processing, or related industries. 3. After three charges the full-priced student will not be served until the Services available through the Migrant Education program may include student starts paying for his or her meals. The Nutrition Services employee enrollment assistance, educational materials, academic support, family will send home charge letters to parents along with an application. literacy, case management, and referrals to community programs and summer programs. Migrant Education also provides supplemental service for 4. Reduced-Priced Students will continue to receive meals. preschool, elementary, secondary, and out-of-school youth, as well as parent 5. Every Friday, Nutrition Services employees will send home charge letters education. For more information contact the Transitional Students & Families to parents of Reduced-Priced Students, which detail how much money the Specialist, at 434-7752, ext. 219. Our office is in the Family & Community student owes. Office at 2111 International Boulevard. Oakland Unified School District Parent Guide 2010-2011 19

Refugee and Asylee Student Assistance Program Testing Office, located at 2111 International Boulevard, phone 434-7752. The OUSD Refugee & Asylee Student Assistance Program, which is part English Learner Advisory Committee (ELAC) / of the Transitional Students & Families Unit, supports the transition and (DELAC) success of refugee and asylee students into OUSD. The program provides District English Learner Advisory Committee supplementary educational programs, services, and materials; enrollment Schools that have 21 or more students identified as English Language assistance and orientation to the U.S. school system; case management; and Learners (ELL) in attendance, regardless of language, are required to maintain educational advocacy and support for refugee and asylee students, their a functioning English Learner Advisory Committee (ELAC). The ELAC is families, and their teachers. For more information, please call 434-7752 or primarily responsible for advising the principal and staff on educational visit the Transitional Students & Families Unit in the Family & Community programs and services for ELL students and for advising the School Site Office at 2111 International Boulevard. Council on the school’s Single Plan for Student Achievement. Meeting notices should be translated and interpreters should be available for ELAC Pregnant Students meetings. A parent representative is elected to serve on the District English Pregnant students may choose to remain in their current school or transfer Language Learner Advisory Committee (DELAC), which serves as a parent to the District’s Independent Study program or the Alameda County Cal-SAFE advisory committee to the school district. DELAC meets the third Tuesday program, which offers parenting classes in addition to the regular curriculum. of the month at 6 p.m. in Hunter Hall, the Paul Robeson Administration For information about transferring to either of these programs, please call Building, 1025 Second Avenue. The ELAC and DELAC advise the District on the Betty McGee at 434-7752, ext. 216. spending of Economic Impact Aid–Limited English Proficient (EIA-LEP) funds, as well as federal Title III funds. The ELAC may assign its responsibilities to the Programs and Resources for Young Sexual School Site Council to avoid duplication of effort. While only those officially elected to ELAC and DELAC may vote, meetings are open to the public. For Minorities (PRYSM) more information, contact your principal or the Family & Community Office The District is committed to the safety of all students and realizes that at 434-7752. lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students may be disproportionately subject to harassment at school. OUSD BOARD POLICY 5171 was TIMELINE FOR ENGLISH LANGUAGE LEARNERS developed to provide support for those students and a safe environment for all. For information on PRYSM and other programs serving LGBTQ students Upon entry to the District, any student who lists a language other than and families, including English Language Learners, call 879-2861. For 24-hour English on the home language survey will be given two assessments to crisis support, call 415-333-HELP (4357). determine language proficiency: an initial California English Language Development Test (CELDT) and primary language testing. These Excuse from Dissection of Animals assessments will be administered within 30 days of the student’s first A student who morally objects to dissecting or otherwise harming or day of school, either at the school site or at the Student Assignment and destroying animals may be excused provided the objection is substantiated Bilingual Testing Office. by a note from his or her parent. The teacher may work with the student Based on the results, the District will mail home a Parent Notification to develop and agree on an alternative project. The student will not be Letter recommending one of the following programs, subject to parent discriminated against based on this decision. EDUCATION CODE SECTIONS 32255–32255.6, approval: BOARD POLICY 5145.8, ADMINISTRATIVE REGULATION 5145.8 • sheltered English immersion instruction Parent Notification for Title III (LEP) • mainstream English instruction Within 30 days of the beginning of each school year, parents must be notified • bilingual instruction of a child’s assessment as Limited English Proficient (LEP), the reasons for that assessment, the method of instruction to be used, how this method will help Students who already have been classified as English Language Learners the child learn English and meet academic standards, procedures for exiting will take the CELDT every year at the school site between the first day of the program, the student’s expected rate of transition to English, and his or school and October 30 for reassessment. Parents will receive updated her expected rate of secondary school graduation. To the extent possible, all Parent Notification Letters in April or May for the following school year. notifications must be provided in a language parents can understand. BOARD To be reclassified as English proficient, students must meet the POLICY 6174 Some English Language Learner (ELL) students are designated as following criteria: LEP. • CELDT scores: 4 overall, 3 or higher in each area Education for English Language Learners • California Standards Test (CST) results in English Language Arts: 324 or Translations higher When 15 percent or more of the students in any school speak a single • Grades: C- or higher in core subjects (English, math, science, social primary language other than English, all documents sent to parents will be studies) written in both English and that single primary language. EDUCATION CODE SECTION Students’ records are reviewed for reclassification twice a year—once 48985 in October and again in February. Parents of students reclassified Language and Information Programs as proficient will be notified by mail in October–November and/ or February–March. For more information, contact the Student The District offers each student identified as an English Language Learner Assignment and Bilingual Testing Office at 434-7752. The office is (ELL) English language development and instruction to provide him or her located at 2111 International Boulevard. with equal access to the core curriculum, in accordance with the Oakland School Master Plan for English Learners, federal and state regulations, and legal mandates. Parents will be notified, in English and in their primary Uniform Complaint Procedures language, of their child’s test scores and instructional options, including The Governing Board encourages the early, informal resolution of complaints the parents’ right to participate in school advisory councils and to request at the site level whenever possible. Please contact your Principal or Regional a waiver for their children from the program, if they so wish. Parents may Executive Officer if you have a concern. request primary language instruction for their child. For further information or assistance, contact your principal or the Student Assignment and Bilingual The District shall follow Uniform Complaint Procedures (UCP) when 20 Parent Guide 2010-2011 Oakland Unified School District

addressing complaints alleging unlawful discrimination against any protected ousd.k12.ca.us and is posted in the main office of each school. In addition, group as identified under EDUCATION CODE 200 and 220 and GOVERNMENT CODE 1135, the Notice of Complaint Rights for Parents/Guardians/Pupils and Teachers including actual or perceived sex, sexual orientation, gender, ethnic group must be posted in every classroom of every school. Contact the Office of the identification, race, ancestry, national origin, religion, color, mental or Ombudsperson, located in the Paul Robeson Administration Building, 1025 physical disability, age, or on the basis of a person’s association with a person Second Avenue, Room 316, Oakland, CA 94606; phone 879-8685, fax 879- or group with one or more of these actual or perceived characteristics in any 8035. ADMINISTRATIVE REGULATION 1312.4 program or activity that receives or benefits from state financial assistance. The District prohibits retaliation in any form for the filing of a complaint, Students with Physical or Mental Disabilities the reporting of instances of discrimination, or participating in a complaint Individuals with Disabilities investigation. Such participation shall not in any way affect the status, grades, or work assignments of the complainant. OUSD prohibits discrimination and harassment in any program or activity on the basis of mental or physical disability. Parents or students who have Uniform Complaint Procedures shall be followed when addressing complaints questions or complaints regarding eligibility, program modifications, or alleging failure to comply with state or federal laws in adult basic education, accommodations for individuals with mental or physical disabilities should consolidated categorical aid programs, migrant education, career technical contact their child’s school site administrator or the Programs for Exceptional and technical education and career technical and technical training programs, Children (Special Education) at 879-8223. BOARD POLICY 6164.6, BOARD POLICY 6159.1 child-care and development programs, child nutrition programs, and special PROCEDURAL SAFEGUARDS & COMPLAINTS FOR SPECIAL EDUCATION education programs. Reasonable Accommodation/Section 504 Services Gabriel Valenzuela, Ombudsperson, is responsible for the intake and monitoring of all formal District complaints. Additionally, the Ombudsperson Federal and state law as well as District policy require that modifications be will investigate complaints concerning discrimination, the program for made for students who have physical or mental disabilities that substantially English Language Learners (ELL), and retaliation for or interference with ELL interfere with their ability to learn (Section 504). Contact your child’s program advocacy. If a complainant is unable to put a complaint in writing principal for further information. SECTION 504 OF THE U.S. REHABILITATION ACT OF 1973 due to illiteracy or other disabilities, District staff shall help him or her file the Special Education complaint. The District provides free and appropriate public education education to All complaints must be filed with the District no later than six months from children who qualify for Special Education and related services. the alleged occurrence or, in cases alleging unlawful discrimination, six months from the date the complainant first obtained knowledge of the facts Identification Process of the alleged discrimination. A review of the complaint shall be completed Students are eligible for Special Education when testing determines the within 60 calendar days from the date of the receipt of the complaint unless student has a disability that adversely affects academic performance and that the complainant agrees in writing to an extension of the timeline. cannot be corrected without special education or related services. Students Complainants have the right to appeal the District’s decision to the California may be referred for testing by a parent, teacher, other school staff, or agency Department of Education (CDE) by filing a written appeal within 15 days of personnel to the following teams, based on students’ ages: receiving the District’s decision. The appeal to the CDE must include a copy of • birth to 5 years—Infant/Preschool Diagnostic Team, 879-3070 the complaint filed with the District and a copy of the District’s decision. • school-age students attending Oakland Public Schools—Resource Specialist A complainant may pursue available civil law remedies (e.g. action in a court and/or Student Study Team (SST) at the school of attendance of law) outside the District’s complaint procedures and may seek assistance from mediation centers or public or private interest attorneys. Civil law Special education assessments are conducted by qualified District staff within remedies that may be imposed by a court include, but are not limited to, 60 days of receiving the parents’ written consent to a formal assessment injunctions and restraining orders. For discrimination complaints, however, plan. A written report of the testing results is shared with the parents at an a complainant must wait until 60 days have elapsed from the filing of an Individualized Education Plan (IEP) meeting. The assessments must identify appeal with the California Department of Education before pursuing civil law any suspected disability, any adverse effects on the student’s achievement remedies. (e.g., low performance), and any areas of need. Using this information, the IEP team determines eligibility, goals, and objectives for the educational program The California Department of Education may directly intervene in the and an appropriate special education program or service for the student. complaint without waiting for action by the District when one of the conditions listed in 5 CCR 4650 exists, including cases in which the District has Programs and Services not taken action within sixty days from the date the complaint was filed by Every public school in Oakland has a Resource Specialist Program (RSP). A the District. resource specialist is a case manager for referrals and provides services for The Office of the Ombudsperson is located in the Paul Robeson students who need less than half a day of special education support. For Administration Building, 1025 Second Avenue, Room 316, Oakland, CA 94606. students requiring very specialized instruction (hearing impaired, visually For more information, please call 879-8685 or send a fax to 879-8035. BOARD impaired, autistic, etc.), the District offers Special Day Class (SDC) and POLICY 1312.3 Emotionally Disturbed (ED) programs at all grade levels throughout the Williams Uniform Complaint Procedures (UCP) District. Many students who received special education require related services in one or more areas in order to benefit from their educational The District shall follow the Williams Uniform Complaint Procedures for program. Some of these services are speech and language, orientation and complaints related to sufficiency of textbooks or instructional materials; mobility instruction, physical or occupational therapy, assistive technology, emergency or urgent facilities conditions that pose a threat to the health adaptive physical education, and brailing. For further information, call the or safety of students or staff; unclean, unmaintained and/or or unopen Programs for Exceptional Children at 879-8223. The office is in the Marcus restrooms during school hours; and teacher vacancies or misassignments. Foster Building, 2850 West Street. EDUCATION CODE SECTIONS 56000, 56030–56050, 56301, Williams Uniform Complaint Procedures will also be followed for complaints 56325; BOARD POLICY 6164.4 related to pupils who have not passed the CAHSEE (California High School Exit Bus Passes Exam) by the end of grade 12, who were not provided with the opportunity to receive intensive instruction pursuant to EDUCATION CODE 37253 (D)(4) and (5) after The district provides bus passes and/or transportation services to special the completion of grade 12. education students who have transportation services as part of their IEP. Call the Programs for Exceptional Children at 879-8526 for additional information. The Williams Uniform Complaint Procedure (UCP), is available at www. Oakland Unified School District Parent Guide 2010-2011 21

HEALTH AND SAFETY elementary schools. It is included in the kindergarten registration packet. If parents wish their child to be exempt from the requirement for a checkup, Helping students maintain good health is critical to their ability to perform they must sign a waiver. For information on how to obtain free health well in school. The District offers a number of health, health education, and examinations for entry into school, call the Alameda County Public Health safety services to students and their families. Several OUSD schools have Department’s Clearinghouse at 888-604-4636. CALIFORNIA HEALTH AND SAFETY CODES nursing services and on-campus health clinics for students. Contact your 124085, 124040; EDUCATION CODE SECTION 49450; BOARD POLICY 5141.3 principal to find out about services at or coming to your school. Dental Examination Wellness Policy An examination by a dentist is required 12 months or less before entering The OUSD Wellness Policy identifies several areas of health as contributing kindergarten or first grade or by May 31 of the first year in school, using the to student success, both in and out of the classroom, including: access form provided by the school. To find a dental provider who accepts Medi-Cal/ to healthy food and nutrition education, physical education and physical Denti-Cal insurance, call 800-322-6384; for Healthy Families, call 800-880- activity, school gardens, indoor air quality and asthma prevention, and 5305. If your child is not insured, call the Alameda County Public Health student and staff wellness. There are many activities at the community, Department Clearinghouse at 888-604-4636. EDUCATION CODE SECTION 49452.8 District, and school level that provide opportunities for support and involvement. For more information, please contact the Program Manager of Screenings Coordinated School Health at 879-2409. BOARD POLICY 5030 Vision and hearing screenings are conducted upon first entry into a California Meals for Students with Special Needs school and every three years thereafter until the child has completed tenth grade. EDUCATION CODE SECTIONS 49452, 49455 Screening for lateral curvature of the All sponsors of child nutrition programs are required to offer meals to spine (scoliosis) for all female students occurs in the seventh grade and for all children with disabilities and children with special dietary needs whenever male students in the eighth grade. EDUCATION CODE SECTION 49452.5 meals are served. Medication Children with Disabilities Requiring Special Meals If your child requires medication during the school day, as prescribed by his or Whenever a child with disabilities is unable to eat or drink one or more meal her physician, school staff can assist a student with administration of it only components, we must have a medical statement signed by a physician. when a Medication Orders form completed by the child’s physician and the parent is on file with the school. Forms are available at each school site. The A medical statement must identify the following: medication must be in the original container. Parents wishing their children • The handicap and an explanation of why the handicap restricts the child’s to carry and self-administer inhaled asthma medication or prescription auto- diet injectable epinephrine must provide a completed Permission to Carry and • The major life activity affected by the disability Self-Medicate form and a completed Medication Orders form. These forms can be found online at www.ousd.k12.ca.us/healthforms. Parents of any • The food or choice of foods that must be omitted or substituted student on a continuing medication regimen must provide this information on the emergency card and notify the school nurse or designated school Children with Special Dietary Needs personnel of the medication taken, current dosage, and the name of the For participants with food allergies or food intolerances that are supported child’s supervising physician. EDUCATION CODE SECTIONS 49423, 49480; BOARD POLICY 5141.21 by a statement signed by a recognized medical authority, we will make substitutions. Students with Chronic Health Problems For non-disabled participants the supporting statement must include: Parents of students with chronic health conditions are encouraged to notify the school site. A health care plan will be developed by a school nurse or • An identification of the medical or other special dietary needs, which designated school personnel in conjunction with the family and the medical restrict the child’s diet provider. • The food or foods to be omitted from the participant’s diet and the food or If your child has a chronic health condition (asthma, seizures, diabetes, choice of foods that may be substituted severe allergies, specialized health care procedures, etc.), we recommend Copies of the required form is available from the Nutrition Services Office or that you provide a three-day supply of medication and/or medical equipment online at www.ousd.k12.ca.us/specialmealsform. supplies in case of an emergency. Please send the current medical orders and supplies to the school office within one week. We encourage you to notify Send completed and signed Medical Statements to Amy Glodde, Menu your child’s school whenever you have a change of address, phone numbers Planner in Nutrition Services Office at 900 High St., Oakland, CA 94601. or emergency contact persons. In addition, please: Menus that meet the child’s dietary prescription and/or texture modification will be developed. Nutrition Services staff will be trained on how to prepare • Periodically provide written medical updates to the school regarding: these special meals. – your child’s health status – your child’s medications Emergency Card – your pediatrician’s contact information This card contains vital information should we need to contact you in an • Provide a three-day supply of medication (for home and school) as emergency or disaster. At the start of school each fall, parents are legally prescribed by your child’s pediatrician with the “Authorization for required to complete the card. Please be sure to update the information Medication form” each year per OUSD board policy (available at each during the school year if your place of work, phone number, or home address school). changes. You can pick up a card in your school office. • Provide a three-day medical equipment supply for your child’s medical Physical Examination procedure (nebulizer, catherization tubing, GT feeding) each year. Proof of a health checkup is required for enrollment in kindergarten and first • Provide a three-day supply of special dietary foods for your child each year. grade. This exam must be completed 12 months or less before entry into If you have any questions regarding emergency preparedness measures for kindergarten. Entering first graders must have an exam no earlier than 18 your child, please contact your child’s school. months before entry into first grade and no later than 90 days after entry. The Report of Health Examination for School Entry form is available at all 22 Parent Guide 2010-2011 Oakland Unified School District

Other Medical Needs Dismissal from School Due to Illness California state law allows students to have access to the following health Students may be sent home if they are believed to be suffering from a services with or without parental consent: recognized infectious or contagious disease. Parents, guardians, or those authorized to be called in case of emergency will be contacted to take an ill • diagnosis and treatment of sexually transmitted diseases (12 years or older) student home. HEALTH & SAFETY CODE SECTIONS 120335, 120365; EDUCATION CODE SECTION 49451 • pregnancy testing, contraceptives, and referral for pregnancy options counseling and prenatal care (15 years or older) Exclusions • crisis mental health counseling (12 years or older) The superintendent may exclude from school attendance children who have not been immunized properly, who are suffering from contagious or • alcohol and substance abuse counseling (12 years or older) infectious diseases, and/or those who constitute a clear and present danger CALIFORNIA FAMILY CODES 69206926 to the life, safety, or health of a student or school personnel. ADMINISTRATIVE Minors (12 years of age or older) using the District’s school-based clinics or REGULATION 5112.2 nurse’s offices will be offered confidential services as permitted by state law. Home/Hospital Instruction for Temporarily Disabled While parent involvement is preferred, the minor’s preference is respected except in the following instances: Students • emergency situations when danger to life is imminent Once the appropriate physician has certified that a student will be unable to attend regular school or alternative classes due to a temporary disability, • threat of suicide parents may request home/hospital instruction by filing a written request • threat of homicide with the student’s principal. For information call 879-2140. EDUCATION • issues of physical, sexual, emotional, or other child abuse CODE SECTION 48206.3, ADMINISTRATIVE REGULATION 6183 If your child is hospitalized outside Oakland and you are an Oakland resident, he or she is entitled to a Medi-Cal and Healthy Families Health Care public education from the district in which the facility is located. EDUCATION CODE SECTION 48207, ADMINISTRATIVE REGULATION 6183 If this is the case, parents are Programs responsible for notifying and requesting services from the school district in Medi-Cal is no-cost health coverage for children through age 18 and pregnant which the hospital or other residential treatment health facility is located. women. Healthy Families is low-cost health coverage for children through age EDUCATION CODE SECTION 48208, ADMINISTRATIVE REGULATION 6183 18. Both programs offer comprehensive health, dental, and vision coverage to children who do not have insurance. For more information or to obtain an Tobacco-Free District application, visit www.healthyfamilies.ca.gov. All tobacco products are prohibited on District property and in District vehicles. This prohibition applies to all employees, students, visitors, and Head Lice other persons at any school or school-sponsored activity or athletic event Students will not be excluded from school if they have nits or head lice, as and on any property owned, leased, or rented by or from the District. head lice are not a disease and do not carry any disease; nor should students with head lice stay home from school. Unnecessary absences increase the Asbestos in schools risk of students failing. Head lice are contagious, however, and as they most The District developed its Operations and Management plan to eliminate readily spread by direct head-to-head contact, students should avoid such potentially harmful asbestos exposures to students, teachers, employees, contact when doing group work or playing games. Schools are not a common other workers, and visitors to our school sites. You may review a site’s place for the spreading of head lice, and head lice cannot fly, jump, or swim. Operations and Management plan, located in the principal’s office, during Hats and helmets alone have not been found to transfer head lice or nits, and regular school hours. Call the Risk Management Office at 879-8588 if you they are not usually spread by shared combs or hair accessories. have further questions. Studies show that screening for lice in schools does not decrease the incidence of head lice, so screening is no longer done in OUSD. If a parent or Annual Pesticide Use Notification staff member believes a student has head lice, he or she may contact Health The District has adopted an Integrated Pest Management (IPM) policy, Board Services. A student who has nits or lice will be sent home at the end of the Policy No. 3511.2, which provides stricter restraints on the use of pesticides. day with information to the parent on how to manage lice and a referral to The policy includes notifying parent/guardians and staff of pesticide use. the student’s health care provider for assistance. Staff shall maintain the During the school year, it may be necessary to apply pesticides at various privacy of students identified as having head lice. For more information on school sites, including the school your child attends. head lice or its treatment, please contact the school office or call Health Signs will be posted 72 hours before pesticide application at each affected Services at 879-8816. BOARD POLICY 5141.33, ADMINISTRATIVE REGULATION 5141.33 school site. Parent/guardians or employees may also request prior

Name of Pesticide ...... Active Ingredient Cinnamon Oil ...... Oil – essential Oil of geranium ...... Oil – essential Citric Acid ...... Not available Oil of lemongrass ...... Oil – essential Active Granular Ant Bait Frm. 1 ...... Abamectin B1 Clove Oil ...... Oil – essential Oil of linseed ...... Oil – vegetable Borid ...... Orthoboric Acid Cloves, crushed ...... Botanical Oil of peppermint ...... Oil – essential Deltadust insecticide ...... Deltamethrin Corn gluten meal ...... Oil – vegetable Oil of rosemary ...... Oil – essential Empo 20 WP Power Pak ...... Cyfluthrin Corn oil ...... Oil – vegetable Oil of thyme ...... Oil – essential Gopher Getter Type I ...... Strychnine Cottonseed oil ...... Oil – vegetable Oils, cedarwood, Texan ...... Botanical Maxforce ...... Hydramethylnon Drax ant kill gel boric acid ...... Not available Peppermint ...... Botanical Precor 2000 Premise Spray II ...... Methoprene/Permethrin Dried blood ...... Animal derived Phenylethyl propionate ...... Botanical Round Up ...... Glyhosate, Isopropylamine Salt Eugenol ...... Botanical Potassium lauryl sulfate ...... Soap Stinger Wasp ...... Pyrentherins/Piperonyl Garlic ...... Botanical Potassium sorbate ...... Not available Butoxide/Carbaryl 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 Linseed oil, boiled ...... Oil – vegetable Sesame oil ...... Oil – Vegetable Chemical Name ...... Chemical Class Malic Acid ...... Unclassified Sodium chloride ...... Inorganic Mint herbs ...... Botanical Sodium lauryl sulfate ...... Soap Bio-weed corn gluten meal ...... Not available Mosquito dunks bacillus thuringiensis ...... Not available Soybean Oil ...... Oil – vegetable Castor Oil ...... Oil - vegetable Neu 1165M slug and snail bait iron phosphate Not available Suncide ...... Orange extract Cedar Leaf oil ...... Oil – essential Oil of cedarwood ...... Botanical Thyme ...... Botanical Cinnamon ...... Botanical Oil of citronella ...... Oil – essential White pepper ...... Botanical Oakland Unified School District Parent Guide 2010-2011 23

notification of individual applications at the school site. Those persons listed Violence Prevention Education on the school’s registry will be notified at least 72 hours before pesticides In accordance with state and federal requirements to implement evidence- are applied. Even if you have registered in the previous school years, please based programs, and through our partnership with the City of Oakland’s complete the Request for Notification of Individual Pesticide Application Measure Y Violence Prevention Voter Initiative, the District has committed form available in the back of this guide, or online at www.ousd.k12.ca.us/ to ensuring that students learn alternatives to violence. OUSD preschools pesticideform. Completed forms should be submitted to your school’s main implement the Second Step program, which takes a social skills curriculum office if you wish to be notified when a pesticide will be applied at your approach to violence prevention. OUSD elementary schools have adopted school site. the Second Step program and Caring School Community, while middle To the right is a list of pesticides has been approved for possible use at schools have adopted the Second Step program or Too Good for Drugs and District sites this school year. You can find more information regarding Violence. OUSD middle schools also have the opportunity for an active these pesticides and pesticide use at the California Department of Pesticide conflict resolution program where students are trained to facilitate peer-led Regulation’s Web site at www.cdpr.ca.gov. mediations. For more information on these programs, call 879-2861 or visit www.ousd.k12.ca.us/violenceprevention. California Healthy Kids Survey Second Step Parent Education All students in grades 5, 7, 9, and 11 take the California Healthy Kids Survey (CHKS) as required by the federal No Child Left Behind Act. The CHKS assesses Funding from the City of Oakland’s Measure Y Violence Prevention Voter student health risk behaviors involving the use of alcohol, tobacco, drugs, Initiative supports a family education component for OUSD school sites and violence. Another module of the CHKS assesses student perceptions implementing Second Step: A Violence Prevention Curriculum. Second Step of “protective factors” provided by adults in their school environment. Protective factors include caring and supportive relationships, high HEALTH IMMUNIZATIONS expectations, and opportunities for meaningful participation. These key factors have been shown to support the development of student resiliency. State law requires that all students have the following immunizations in order to enroll in school. Show this list to your health care provider Parent permission is required for your child to take this survey. Prior to the to make sure your child has the immunizations he or she needs. For administration of the CHKS, parents will be notified in writing and offered information on free clinics, call the Alameda County Immunization the opportunity to inspect and review the CHKS. Results from the survey Project at 267-3230. help guide prevention/intervention programs and strategies. For key findings of the CHKS, log onto www.ousd.k12.ca.us/chksurvey, or call 879-5373 for Preschool more information. • Polio - 3 doses • Diptheria, Pertussis, and Tetanus (DPT) - 4 doses • Measles, Mumps, Rubella (MMR) - 1 dose administered on or after the TIPS FOR HEALTHY SNACKS AND CELEBRATIONS child’s first birthday • Haemophilus influenzae type B (Hib) - 1 dose administered on or after The District’s Wellness Policy calls for all food at school, including the child’s first birthday food served at celebrations, events, and fundraisers, to follow healthy • Hepatitis B - 3 doses guidelines. Please advise school staff if your child has peanut or other • Varicella (chicken pox) - 1 dose or documentation of varicella disease food allergies. Here are some suggestions for healthy snacks to bring to by the health care provider celebrations and school events: Kindergarten–12th grade • Water or 100% fruit or • Low sodium jerky • Polio vegetable juice (NO SODA) • Mixed nuts and seeds or trail – 4 doses meet the requirement or • Fresh fruit or vegetables mix – 3 doses for ages 4–6 years if at least 1 was given on or after the 4th birthday or • Pita bread and hummus • Salads/coleslaw – 3 doses meet the requirement for ages 7–17 years if 1 was given on • Whole grain crackers or pretzels • Sandwiches with whole grain or after the 2nd birthday with peanut butter or cheese bread • Diptheria, Pertussis, and Tetanus (DPT) – 5 doses meet the requirement or • Veggie pizza with whole grain • Corn tortillas/sopas – 4 doses meet the requirement for ages 4–6 years if 1 dose was given crusts • Fruit smoothies on or after the 4th birthday or • Dried fruits/fruit leather – 3 doses meet the requirement for ages 7–17 years if 1 dose was • Hominy given on or after the 2nd birthday • Low sugar yogurt products • Rice or soba noodles (7th grade tetanus booster recommended) • Measles, Mumps, Rubella (MMR) – 2 doses meet the requirement; both must be given on or after the first birthday (one dose can be measles vaccine only; 1 dose must be Health Education MMR) Drug Education • Hepatitis B – 3 doses meet the requirement or In accordance with state law, all students in elementary and secondary – 2 doses of 2-dose formulation meet the requirement for ages 11–15 schools receive instruction on the effects of the use of tobacco, alcohol, (must be documented as a 2-dose formulation of Hepatitis B vaccine) narcotics, dangerous drugs, and other damaging substances, appropriate • Varicella (chicken pox) to the students’ grade level. EDUCATION CODE SECTION 51260 OUSD has adopted the – 1 dose required in kindergarten through sixth grade (2010-2011 state-approved Too Good for Drugs curriculum, which is taught in fourth school year) or students under age 13 entering a California school for grade. Project Alert is taught in the seventh grade, and Project Towards the first time or No Drug Abuse is taught in the ninth grade. Copies are available for review – No dose is required if a physician or clinic has documented on the at the Harper Building, Room 202, 314 E. Tenth Street. Call 879-5373 for child’s immunization card “had disease” information, or visit www.ousd.k12.ca.us/drugeducation. HEALTH AND SAFETY CODES 120325-120380; EDUCATION CODE SECTIONS 48216, 49403; BOARD POLICY 5141.31 24 Parent Guide 2010-2011 Oakland Unified School District

whether District personnel or outside consultants will be providing the SCHOOL-BASED HEALTH CENTERS IN OUSD instruction and may request a copy of EDUCATION CODE CHAPTER 5.6, which explains their rights under the law. Parents will be offered the opportunity to inspect Did you know there are seven School-Based Health Centers on and review the instructional materials. They may request in writing that their campuses in Oakland, and soon there will be eight more? child not attend the class. Such requests may be withdrawn at any time. School-Based Health Centers are open to all of the students at the EDUCATION CODE SECTIONS 51938, 51939, 51240; BOARD POLICY 6142.1; ADMINISTRATIVE REGULATION 6142.1 schools where they are located. The services they provide come at no cost to the students. Some even serve other students who live in the All students in seventh grade Life Science classes and high school Biology nearby community but attend other schools. These health centers classes receive HIV/AIDS prevention instruction appropriate to their grade, provide basic medical services, counseling, and many other important unless there is a request in writing from a parent asking that the student be services that help keep students healthy and ready to learn. excused from instruction. EDUCATION CODE SECTION 51934, BOARD POLICY 6141.2, 6142.1, ADMINISTRATIVE REGULATION 6141.2, 6142.1 Current sites with School-Based Health Centers: For more information contact your principal or science teacher. • Castlemont Community of Small Schools • Fremont Federation of High Schools Safety • Urban Promise Academy Parent Responsibility for Dropping Off and Picking up Children at School • McClymonds Educational Complex Parents are responsible for their children’s safe arrival to school and return • Oakland High School home. Parents are responsible for arranging before- and afterschool child • Oakland Technical High School care for their children. Dropping off your child at school before adult • Roosevelt Middle School supervision begins or leaving your child at school after the school day ends may be considered neglect and can result in a referral to Child Protective Prospective sites for School-Based Health Centers: Services or the Oakland Police Department. Refer to the Directory for schools • Downtown Educational Complex (serving Dewey Academy, MetWest with child-care programs. High School, La Escuelita Elementary, Yuk Yau Child Development Child Custody Court Orders/Restraining Orders Center, and Centra Infantil Child Development Center) District staff will comply with child custody and restraining orders as long • Elmhurst Campus (serving Elmhurst Community Prep and Alliance as they do not conflict with state or federal Education Code requirements Academy) or other statutory duties imposed on the District. Please submit or mail • Frick Middle School complete copies of the orders to the school sites and/or child-care centers of each child named in the court order; and Oakland Unified School District, • Coliseum College Prep Academy and ROOTS International Academy Office of the General Counsel, 1025 Second Avenue, Room 406, Oakland, CA • Madison Middle School 94606. Parents should confirm receipt by staff at the school site by checking • Skyline High School in with their child’s teacher or principal. • United for Success Accidents, Injuries, Medical and Hospital Services, Insurance • West Oakland Middle School If an accident occurs at school, first aid for minor injuries will be provided and parents notified. In cases requiring an ambulance, effort will be made first For more information about our School-Based Health Centers, please to contact the parent named on your child’s emergency card. The District contact Mara Larsen-Fleming, Program Manager for School-Based typically does not provide medical or hospital services or insurance for Health Centers, at [email protected] or 684-6549. accidents or injuries to students injured at school or during school-sponsored trips or activities. We encourage parents to purchase optional student accident insurance. EDUCATION CODE SECTION 49472, BOARD POLICY 5143 parent/caregiver workshops provide an opportunity to learn more about the curriculum that students are receiving as well as cover topics such as Disaster Plan empathy, impulse control, problem solving, and anger management. For more information on attending an overview or series, call 879-2861 or visit If a disaster occurs during school hours, school will not be dismissed without www.ousd.k12.ca.us/violenceprevention. the express approval of the Superintendent or his designee. Students will remain under the supervision of school authorities until released to parents G.R.E.A.T. Program or their pre-authorized representative. Check with the principal for details about your school’s disaster plan. Please become familiar with the plan and The goal of the G.R.E.A.T. Program is to help youth develop positive life skills discuss with your child how you will connect after a major earthquake or that will help them avoid gang involvement and violent behavior. G.R.E.A.T. other disaster. uses a communitywide approach to combat the risk factors associated with youth involvement in gang-related behaviors. The curricula were developed Parents are also asked to complete the annual Emergency Card and Student through the collaborative efforts of experienced law enforcement officers Earthquake/Disaster Form. Children will be released only to individuals listed and specialists in criminology, sociology, psychology, education, health, on the Emergency Card and/or the Student Earthquake/Disaster Form. It is and curriculum design and are designed to reinforce each other. The three absolutely imperative that the Emergency Card and Earthquake/Disaster different curricula are intended for different audiences and are most Form at school be kept current and accurate. Please be sure to update the effective when youth are exposed to more than one of the curricula. The information during the school year if your place of work, phone number, or lessons included in each curriculum are interactive and designed to allow home address changes. You can pick up a card in your school office. students to practice positive behaviors that will remain with them during the remainder of their development years. If you have questions about gang Fire and Earthquake Safety prevention or involvement in the G.R.E.A.T. program, please email Lieutenant Telephone systems quickly become overloaded in an emergency, so please Steven Fajardo at [email protected]. do not try to phone the school in the case of an emergency. Instead, come to school or send a person listed on your Emergency Card to pick up your child. Sexual Health and HIV/AIDS Prevention Education Check your local radio and television stations for information during local Upon written request of a parent, students may be excused from any part of disasters and emergencies. instruction in health or sex education classes. Parents are notified in writing Oakland Unified School District Parent Guide 2010-2011 25

Fire and earthquake drills are held regularly by all schools. Please encourage Internet Use your child to practice these drills responsibly and to follow all procedures required by school officials. All students and parents must read and sign our Acceptable Internet Use Policy. The form is distributed at registration and must be completed and Special Needs Students submitted to the school site. You can view it online through the link provided Special needs students should have a back-up of vital medication, equipment, at www.ousd.k12.ca.us/internetAUP. or supplies with them or at their schools. Those students or their teachers The Internet and other online resources provided by the District are should be prepared to bring the extra medication or supplies if evacuation revocable privileges intended to support the instructional program and from the school premises is ordered. Students should have in their possession further student learning. Students must not access, post, submit, publish, or an individual Emergency Card describing their special needs. The cards display harmful matter or material that is threatening, obscene, disruptive, or should list information such as: disability, medications and their application sexually explicit or that could be construed as harassment or disparagement frequencies, mobility constraints, attendant needs, allergies, and primary of others as prohibited by the District’s nondiscrimination policy. Bullying, physician. including bullying committed by means of electronic communication Visually impaired or blind students should have an extra cane at school even (“cyberbullying”), will not be tolerated and is grounds for disciplinary action if they have a Seeing Eye Dog. up to and including suspension or expulsion. Harmful matter includes that which to the average person depicts or Sex Offender Notification describes in a patently offensive way sexual conduct and lacks serious The District works with local law enforcement agencies regarding receiving literary, artistic, political, or scientific value for minors. The principal will and communicating information about registered sex offenders residing decide whether a user of Internet resources has violated any of these within the District boundaries. Parents can contact law enforcement agencies conditions. The principal may revoke or suspend a student’s access to the directly for additional information. Parents may also call the District’s Police Internet at the school site at any time. The decision of the principal or his or Services at 874-1090. her designee will be final. BOARD POLICY 6163.4 INFORMATION AND PRIVACY Press Coverage Access to personal information, media rights and responsibilities, and As a policy, the District tries to facilitate requests for press coverage of school students’ use of the Internet are subject to the following regulations. activities without jeopardizing either the learning process or student and employee privacy. All media requests should be coordinated through the Parents’ Rights Concerning Student Records school site, and reporters, photographers, and all other visitors must check

The Family Educational Rights and Privacy Act of 1974 (20 USC SECTION 1232G) in at the front office upon entering a school site. Parental permission for and CALIFORNIA EDUCATION CODE SECTION 49063 require the District to inform parents reporters to interview or photograph students is not legally required, but that they and other persons authorized by law have the right to inspect and parents may complete a media opt-out form if they wish for their child to not review any and all official records, files, and data concerning pupils. The be photographed or filmed. The opt-out form in the back of this Parent Guide District does not allow access to those records to those not so authorized. is also available online at www.ousd.k12.ca.us/mediaoptoutform. Whenever Refer to ADMINISTRATIVE REGULATIONS 5125, 5125.1 for additional information. possible, teachers and principals will inform parents in advance of scheduled interviews. BOARD POLICY 1112 • Parents have the right to inspect and review any and all school records, files, and data related to their minor child. The school will make these Distribution of Material at School Sites documents available for inspection no later than five school days following Distribution of flyers and other materials to students or staff through the the date of request. EDUCATION CODE SECTION 49069 schools must first be approved by the Communications Office at 1025 Second • Parents may obtain up to two copies of their child’s academic transcripts at Avenue. According to the District’s distribution policy, all such material no cost. EDUCATION CODE SECTION 49065 should support the education of students and not be of a religious, political, • Parents who have legal custody of their child may consent in writing to or commercial nature. Approved material will contain a stamp noting that it the release of their child’s records to any person or institution. EDUCATION CODE has met the District’s policy requirements. For details, call 879-8242 or go SECTION 49061 to www.ousd.k12.ca.us/flyerdistribution. Publications of official parent- teacher organizations are exempt from this policy. Release of Personal Information OUSD uses contractors, consultants, volunteers, etc. as agents to provide School Photos certain institutional services and functions. To that end, we occasionally The principal at your child’s school site is responsible for arranging disclose education records to outside service providers (FERPA notification). professional photography for your child’s class as well as individual student pictures. Please contact the principal for additional information. Under the federal No Child Left Behind Act, the District is required to release to the Military Recruitment Office the names, addresses, and telephone Requests for District Records numbers of students age 16 or older. Parents can opt out of this requirement by completing the form on the Emergency Card and returning it to the school The public may request access to existing non-confidential District records. immediately. You can pick up an Emergency Card to complete in your school Requests must be made in writing and emailed, mailed, or faxed, or hand- office. delivered to the Communications Department, located in Room 301 at 1025 Second Avenue, Oakland, CA 94606, fax 879-8800. Emailed requests Directory information may also be provided to qualified employers, are preferred. Please email requests to [email protected]. college recruiters, and school-based parent-teacher-student committees If you send your records request via other means, please confirm receipt unless parents provide their objection in writing to the principal. Refer to with Rebecca Hopkins at [email protected]. The District will ADMINISTRATIVE REGULATION 5125.1 for additional information. EDUCATION CODE SECTIONS 49061, 49073 respond in writing within 10 working days acknowledging receipt of your request, asking for clarifications if necessary, and giving you a time frame in Tests on Personal Beliefs which it will produce the information if it is not readily available. You may be asked to cover the cost of copying records. Before you make a request, Students will not be questioned on surveys or examinations about their check first on the District’s website at www.ousd.k12.ca.us or call the or their parent’s personal beliefs or practice in sex, family life, morality, Communications Department at 879-8242 to see if the information is readily or religion unless the parent is notified first in writing and gives written available. permission for the student to answer such questions. EDUCATION CODE SECTION 51513 26 Parent Guide 2010-2011 Oakland Unified School District

PERSONAL APPEARANCE AND PROPERTY Restorative Justice Consistent with the District’s goal of providing safe and respectful school communities, students are to dress and conduct themselves in a manner that Restorative Justice is a set of principles and practices employed in demonstrates the seriousness appropriate in a learning environment. Oakland Unified Schools to respond to student misconduct, with the goals of repairing harm and restoring relationships between those Dress and Grooming impacted. We encourage you to learn more about our Restorative Justice programs by visiting our Complementary Learning webpage at In accordance with BOARD POLICY 5132, OUSD students must follow guidelines for www.ousd.k12.ca.us/restorativejustice or www.rjoyoakland.org/ dress and grooming at all regular school activities. Current guidelines apply to restorative-justice. shoes; writing, pictures, and insignia on all personal items; and hats and head coverings. For school-site policies on uniforms and/or restrictions on gang- related apparel, talk to the principal. • willfully using force or violence upon another person, except in self-defense Personal Property • possessing, selling, or otherwise furnishing any firearm, knife, explosive, or other dangerous object Students are discouraged from wearing expensive clothing or jewelry and from bringing expensive personal items to school. The District is not • unlawfully possessing, using, selling or otherwise furnishing, or being under responsible for the loss of students’ personal property. the influence of any controlled substance, alcoholic beverage, or intoxicant of any kind Cell Phones and Other Electronic Equipment • unlawfully offering, arranging, or negotiating to sell any controlled Use of cell phones, pagers, and other electronic equipment is prohibited substance, alcoholic beverage, or intoxicant of any kind, and then either during class. Prohibited equipment may be confiscated from a student and selling, delivering, or otherwise furnishing that substance to another held until the end of the class period, school day, or activity. BOARD POLICY 5131 person, or selling, delivering, or otherwise furnishing to a person another substance or material and representing it to be a controlled substance, SCHOOL CLIMATE AND DISCIPLINE alcoholic beverage, or intoxicant Every student has the right to learn in a safe and secure school environment. • committing or attempting to commit robbery or extortion The principal or his or her designee has the legal authority to determine • causing or attempting to cause damage to school property or private whether anyone has interfered with the good order or peaceful conduct property of the school and may invoke consequences, including police arrest, if appropriate. Copies of policies and procedures for student conduct and • stealing or attempting to steal school property or private property discipline are available from the Family & Community Office and in the • possessing or using tobacco or nicotine products, including but not limited Appendix. BOARD POLICIES 5144, 5144.1; ADMINISTRATIVE REGULATIONS 5144, 5144.1, 5144.2 to cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, Positive School Climate and Anti-Bullying Policies snuff, chew packets, and betel, unless by prescription • committing an obscene act or engaging in habitual profanity or vulgarity The Positive School Climate Policy promotes a caring community through the development of mutually respectful relationships, high expectations • unlawfully possessing or offering, arranging, or negotiating to sell any drug for all students, and opportunities for meaningful participation. A positive paraphernalia school climate helps to build student attachment to school, which research • disrupting school activities or otherwise willfully defying the valid authority links closely with academic success, reducing risky behaviors, and increasing of supervisors, teachers, administrators, school officials, or other school healthy decision-making. OUSD is committed to developing discipline and personnel engaged in the performance of their duties classroom management strategies that promote youth development, equity, and personal and social responsibility. The Student Bullying Policy defines • knowingly receiving stolen school property or private property bullying behaviors and gives guidelines for prevention and intervention. If • possessing an imitation firearm (something that would lead a reasonable you believe your child may be the target of harassment or bullying, including person to conclude that the replica was a firearm) cyberbullying, you are encouraged to report your concerns directly to an administrator or staff person at your child’s school. Cyberbullying is the use • committing or attempting to commit sexual assault or committing sexual of information and communication technologies by an individual or group to battery support deliberate, repeated, and hostile behavior intended to harm others. • harassing, threatening, or intimidating a student who is a complaining For additional information on the Positive School Climate and Anti-Bullying witness or a witness in a student disciplinary proceeding, for the purpose of policies, please call the Family & Community Office at 434-7752. BOARD POLICIES preventing the student from being a witness, retaliating against the student 5137, 5170 for being a witness, or both Conflict Resolution/Peer Mediation Programs • for students in grades 4 to 12, committing sexual harassment At many OUSD school sites, student Conflict Managers are selected and • for students in grades 4 to 12, participating in, causing, attempting, or trained to resolve nonphysical conflicts among their peers. Peer mediation threatening to cause hate violence programs are being implemented at an increasing number of elementary and • for students in grades 4 to 12, intentionally engaging in harassment, high school sites as well. For information about the curriculum or setting up a threats, or intimidation against school district personnel or another student Conflict Resolution program, call the Violence Prevention program specialist that is severe enough to disrupt the other student’s class work, creates at 879-2861 or visit www.ousd.k12.ca.us/violenceprevention. substantial disorder, or invades the rights of a student or students by Grounds for Disciplinary Action creating an intimidating or hostile educational environment The following acts—whether occurring on school grounds, during lunch on or • engaging in, or attempting to engage in hazing off campus, while going to or from school, or at a school function—may result • engaging in an act of bullying, including by means of an electronic act in disciplinary action: • making terroristic threats against school officials or school property • causing, attempting to cause, or threatening to cause physical injury to • unlawfully offering or arranging to sell, negotiating to sell, or having sold another person the prescription drug Soma Oakland Unified School District Parent Guide 2010-2011 27

• aiding and abetting, as defined by Section 31 of the Penal Code, the • loss of privilege (such as recess) infliction or attempted infliction of physical injury to another person • changes in schedule • engaging in an act of bullying, including, but not limited to, bullying If you have further questions about discipline, please contact your school site committed by means of an electronic act, as defined in subdivisions (f) or the office of the Pupil Discipline Hearing Panel at 879-2702. BOARD POLICIES and (g) of Section 32261, directed specifically toward a pupil or school 5142, 5144.1, 5145.12 personnel. EDUCATION CODE SECTIONS 48900, 48900.2–48900.4, 48900.7, 48915 Discipline by Teacher Should other means to correct student behavior fail for any acts of Due Process Rights misconduct listed under “grounds for disciplinary action” (preceding), a All school staff members are expected to treat all students in a consistent, teacher can: fair, and equitable manner and to assure due process for all students. Parents • suspend a student from class for the day and the next day —this does not and students have the right to: constitute suspension from school • be informed of the policies and rules governing student conduct and • keep a student after school for not more than one hour at the end of the discipline school day • be informed of charges of misconduct and the evidence used as a basis for • refer the student to the appropriate school administrator the charges • require, following written notice, the student’s parent to attend a • present their version of the facts and any supporting evidence or testimony conference with the teacher regarding the suspension to the appropriate school administrator prior to disciplinary action being taken, unless the administrator deems it an emergency situation EDUCATION CODE SECTION 48910 • have a conference with school staff The use of corporal punishment is prohibited in all Oakland Public Schools. • be notified in advance of any disciplinary hearing Contacting the Police • subpoena witnesses, and appear and be represented in disciplinary When students are alleged to have broken the law, school officials are hearings obligated to contact and report the incident to the police. Situations that require contacting the police include physical attacks upon students or staff; • appeal expulsion decisions to the Alameda County Board of Education students or others in possession of firearms or other weapons; threats of within 30 days violence by anyone; and the possession or selling of drugs. Once a situation is Disciplinary Actions reported, it is the responsibility of the police department to decide whether to investigate. Students found to have committed any act of misconduct listed as “grounds for disciplinary action” (preceding) may be suspended, involuntarily Police Interviews with Students transferred to an opportunity or continuation school (see Alternative Police officers may question a student at school in connection with their Education programs in the Directory), or expelled from school following a investigation of a school-related matter or an incident of suspected child hearing. This includes students enrolled in special education programs or abuse or molestation, or in an emergency situation. School officials will receiving educational services pursuant to Section 504. summon the student to the office for the interview. BOARD POLICY 5145.11 Five actions will result in immediate suspension and recommendation for expulsion if a student commits any of them at school or at a school activity: Suspension 1. possessing, selling, or otherwise furnishing a firearm A student may be removed from regular school activities for up to five school days at a time and not more than 20 school days in any school year. 2. brandishing a knife at another person If a student enrolls in or is transferred to another comprehensive school, an 3. selling a controlled substance opportunity school or class, or a continuation school or class, the student 4. committing or attempting to commit sexual assault or battery may not be removed from school for more than 30 days in any school year. Parents must be notified in writing in their primary language of the reasons 5. possessing explosives for suspension. EDUCATION CODE SECTION 48903 EDUCATION CODE SECTION 48915 Suspended students may not be present on any school property or attend For other actions, OUSD supports alternatives to suspension and expulsion. any school activity, whether at a public or private facility, during the entire Such solutions can address possible causes of the behavior, including time period of suspension. Students are required to complete all assignments misdirected goals and unmet needs on the part of the student. In some and tests missed during the period of suspension. Except in emergencies, cases, these alternatives may include making restitution to those affected or before students are suspended they will meet with a site administrator harmed by the behavior. Some alternatives used by OUSD schools include the to discuss the misconduct and present their version of the incident and following: evidence in their defense. Suspension and the length of the suspension shall • restorative justice practices, such as circles of support and accountability be determined on a case-by-case basis with the administrator imposing the suspension, taking into account any mitigating or aggravating circumstances. • Saturday school • opportunity transfers Involuntary Transfer • peer accountability systems, such as McCullum Youth Court If it is determined that a student has committed any act of misconduct 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 purposes to another comprehensive school or to an opportunity or • behavioral contracts continuation school (please see the information about our Alternative • home visits and/or conferences with family members Education Programs on page 16). EDUCATION CODE SECTION 48432.5 • on-campus suspension 28 Parent Guide 2010-2011 Oakland Unified School District

Mandatory Expulsion Recommendation The principal or the superintendent shall recommend a student’s expulsion 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 particular circumstances of the incident. Once a student is referred for an 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 Parents are legally liable for all the damages caused by the willful misconduct of their minor children that result in death or injury to other students, members of the school staff or school volunteers, or that result in damage to school property. Such liability shall not exceed an adjusted limit of $10,000. They are also liable for the following: • any reward posted by the District for the apprehension and successful prosecution of any unemancipated minor for the offenses stated above (not to exceed the adjusted limit of $10,000) • all textbooks, musical instruments, or other school property loaned to the student and not returned. The District may withhold from the student and parents the grades, diplomas, or transcripts of the student responsible until damages are paid or the property returned, or until completion of a voluntary work program in lieu of payment of monetary damages. EDUCATION CODE SECTION 48904 Oakland Unified School District Parent Guide 2010-2011 29

violence period. Appendix CODE OF REGULATIONS, TITLE 5 3. Students of parents/guardians who submit applications to the district shall be considered for admission to their school of choice the In the following texts, “Board” and “Governing 432 Varieties of student records following school year under the district’s open enrollment policy. Board” refer to the Oakland Board of Education. CODE OF REGULATIONS, TITLE 22 4. If the number of applicants exceeds the number of available All Board policies and administrative regulations 87001 Definitions spaces, a lottery process from the eligible applicant pool shall can be viewed online at www.ousd.k12.ca.us. determine enrollment in a school of choice. The lottery will prioritize Management Resources: neighborhood and non neighborhood siblings first, neighborhood ENROLLMENT & REGISTRATION (See page 8). Appendices A–D students without siblings second, students residing within the CDE LEGAL ADVISORIES elementary school’s mega boundary as defined by Board policy who Appendix A: Administrative Regulation 5111.1 — District Residency 0303.95 Verification of residency, LO: 1-95 have been re-directed from their overcrowded neighborhood school, Criteria for Residency PI status of the student’s neighborhood school and random lottery for 1115.88 Application of residency requirements for homeless children remaining applicants. Prior to admission in district schools, students shall provide proof of and youth, LO:5-88 residency. 5. The Superintendent or designee shall inform applicants by mail SECRETARY OF STATE their assignments from the lottery. The Student Assignment and (cf. 5111 - Admission) Letter re: California Confidential Address Program Implementation Bilingual Testing Office will manage the appeal process. Students can A student shall be deemed to have complied with residency (SB 489) be placed on a waitlist by appealing after the lottery. Students will requirements if he/she meets any of the following criteria: only be placed on a waitlist if he/she lives in the neighborhood, has a WEB SITES sibling at the school, or has other extenuating circumstances that will 1. The student’s parents/guardians reside within district boundaries. be handled on a case by case basis. Those who appeal will be informed (Education Code 48200) California Secretary of State: www.ss.ca.gov of their approval, denial or waitlisted status within three weeks. 7/14/04 After the enrollment confirmations occur in May at the school sites, (cf. 5111.13 - Residency for Homeless Children) students on a waitlist will be placed at their desired school as space 2. The student is placed within district boundaries in a regularly Appendix B: Administrative Regulation 5116.1 — Intradistrict Open becomes available. Enrollment established licensed children’s institution, a licensed foster home or a 6. Late applications, including transfer requests after the open family home pursuant to a court-ordered commitment or placement. AR 5116.1 –IntradistrictOpen Enrollment enrollment window, for the following year will be treated within (Education Code 48204) the appeal process. Transfer requests for documented safety Enrollment under the No Child Left Behind Act 3. The student has been admitted through the district’s interdistrict reasons, family relocation, or PI status during the academic year attendance program. (Education Code 48204) The Intradistrict Open Enrollment window allows all students in will be handled by the Student Assignment & Bilingual Testing program improvement, corrective action or restructuring schools Office pursuant to Board Policy. All other transfer requests will be (cf. 5117 - Interdistrict Attendance) an opportunity to transfer to another OUSD school. The application determined by the school’s supervising Network Executive Officer. for Intradistrict Open Enrollment allows for specific mention of this 4. The student is an emancipated minor residing within district 7. Assigned applicants must confirm their enrollment by registering at provision. boundaries (Education Code 48204) their assigned school within the published May specified timeframe. Failure to do so will forfeit their assignment and allow placement of 5. The student lives with a care giving adult within district boundaries. School Grounds that becomes dangerous for a student those active on the waitlist. (Education Code 48204) Within a reasonable amount of time, not to exceed 10 days after Once enrolled, a student shall not be required to apply for (cf. 5111.11 - Residency of Students with Caregiver) notification that a student becomes the victim of a violent criminal offense while on school grounds, the student’s parents/guardians readmission. Any complaints regarding the selection process shall be 6. The student resides in a state hospital located within district shall be offered an option to transfer their child to an eligible school submitted to the Superintendent or designee. boundaries. (Education Code 48204) identified by the Superintendent or designee. The Superintendent (cf. 1312 - Complaints Concerning the Schools) or designee shall consider the student’s needs and parent/guardian 7. The student is confined to a hospital or other residential health preferences in making the school assignment. If the parents/guardians 12/6/07; 12/19/07A; 6/25/08A facility within district boundaries for treatment of a temporary choose to transfer their child, the transfer shall be completed as soon disability. (Education Code 48207) as practicable. Appendix C: Board Policy 5116.1 — Intradistrict Open Enrollment (cf. 6183 - Home and Hospital Instruction) After learning that a school has been designated as “persistently BP 5116.1 District residency is not required for enrollment in a regional dangerous,” within a reasonable amount of time, the Superintendent Students occupational center or program if there are openings in the program or designee shall notify parents/guardians of the school’s designation or class. (Education Code 52317) and of their option to transfer. Intradistrict Open Enrollment Proof of Residency (cf. 0450 - Comprehensive Safety Plan) The Governing Board desires to provide enrollment options that meet the diverse needs and interests of district students within The Superintendent or designee shall retain a copy of the document The Superintendent or designee shall consider the needs and the constraints of school capacity. The Superintendent or designee or written verification offered as proof of residency. In addition, preferences of students and parents/guardians before making an shall establish procedures for the selection and transfer of students the Superintendent or designee shall annually verify the student’s assignment, but is not obligated to accept the parent/guardian’s among district schools in accordance with law, Board policy and residency and retain a copy of the document or written statement preference if the assignment is not feasible due to space constraints administrative regulation. offered as verification. (5 CCR 432) or other considerations. Upon assignment, the transfer shall be completed as soon as possible. If parents/guardians decline the (cf. 5117 - Interdistrict Attendance) When presented with a substitute address designated by the assigned school, the student may remain in his/her current school. Secretary of State for victims of domestic violence or stalking residing The parents/guardians of any student who resides within district within district boundaries, the Superintendent or designee shall This temporary transfer shall remain in effect as long as the student’s boundaries may apply to enroll their child in any district school, accept and use the substitute address for all future communication school of origin is identified as “persistently dangerous.” regardless of the location of residence within the district. and correspondence and in all public records. (Government Code Siblings (Education Code 35160.5) 6207) Pursuant to district policy, all siblings have the priority to attend the (cf. 5111.1 - District Residency) (cf. 3580 - District Records) school that their sibling is currently attending in order to keep families (cf. 5111.12 - Residency Based on Parent/Guardian Employment) (cf. 5125 - Student Records) together. Pre-K, 5th grade and 8th Grade families must participate in the Intradistrict Open Enrollment process for the following year by (cf. 5111.13 - Residency for Homeless Children) If any district employee reasonably believes that the parent/guardian completing an application for their neighborhood schools within the of a student has provided false or unreliable evidence of residency, open enrollment window. Upon assignment, they must confirm their The Board shall annually review this policy. (Education Code 35160.5, the Superintendent or designee shall make reasonable efforts to enrollment at the school site by the May confirmation date or forfeit 48980) determine whether the student meets legal residency requirements. their assignment. Priority is given first to students who already have a Enrollment Priorities sibling attending the school. Second priority is given to neighborhood Legal Reference: residents. Any schools that have available space after these priorities Priority for attendance outside a student’s attendance area shall be EDUCATION CODE can receive additional students from outside of the neighborhood given as follows: through the Intradistrict Open Enrollment process. Intradistrict 35351 Assignment of students to particular schools Open Enrollment priorities will be considered after the siblings of the 1. In recognition of the Governing Board’s stated policy goal of keeping families and siblings together, siblings of students who 48050-48053 Nonresidents school’s existing students, residents without siblings who live in the neighborhood and residents who reside within an elementary school’s are enrolled in the school and who will be enrolled in the school 48200-48204 Persons included (compulsory education law) mega boundary as defined by Board policy who have been re-directed concurrently with their sibling in the same school the following year, from their overcrowded neighborhood school. shall have first priority. (Education Code 35160.5) 48204.6 Evidence of residency Other Intradistrict Open Enrollment 2. Elementary school students who are unable to attend the school 48206.3-48208 Students with temporary disability within their elementary school boundary due to overcrowding of their To implement Intradistrict Open Enrollment pursuant to Education neighborhood school, shall have priority to attend an elementary 48980 Notification of parent or guardian Code 35160.5: school within their middle school boundary as set forth in Board Policy 5116 – School Attendance Boundaries. 52317 Admission of persons including nonresidents to attendance 1. Pre-K, 5th grade, 8th grade students/families and those who wish area to change schools complete applications during the Intradistrict Open Middle or high school students who are unable to attend the school FAMILY CODE Enrollment window. Our process emphasizes siblings first. within their attendance boundary due to overcrowding of their neighborhood school, shall have priority to attend the next closest 2. The Superintendent or designee shall identify those schools, which 6550-6552 Caregivers school based on available space. may have space available for additional students for the following GOVERNMENT CODE school year. A list of these schools and open enrollment applications 3. If a district school receiving Title I funds is identified for program shall be available online and at the Student Assignment and Bilingual 6205-6211 Confidentiality of residence for victims of domestic improvement, corrective action or restructuring, all students enrolled Testing Office during the Intradistrict Open Enrollment Window in that school shall be provided an option to transfer to another 30 Parent Guide 2010-2011 Oakland Unified School District

district school or charter school. (20 USC 6316) 200.43 Restructuring, transfer option the school district will submit any parent comments with the plan when the school district submits the plan to the State Department of (cf. 0420.4 - Charter Schools) 200.44 Public school choice, program improvement schools Education. (cf. 0520.2 - Title I Program Improvement Schools) 200.48 Transportation funding for public school choice • The school district will involve the parents of children served in Title (cf. 6171 - Title I Programs) COURT DECISIONS I, Part A schools in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent, and will ensure that 4. Beginning in the 2003-04 school year, if while on school grounds a Crawford v. Huntington Beach Union High School District, (2002) 98 not less than 95 percent of the one percent reserved goes directly to student becomes a victim of a violent criminal offense, as defined by Cal.App.4th 1275 the schools. the State Board of Education, or attends a school designated by the California Department of Education as persistently dangerous, he/she ATTORNEY GENERAL OPINIONS • The school district will be governed by the following statutory definition of parental involvement, and expects that its Title I schools shall be provided an option to transfer to another district school or 85 Ops.Cal.Atty.Gen. 95 (2002) charter school. (20 USC 7912; 5 CCR 11992) will carry out programs, activities and procedures in accordance with Management Resources: this definition: (cf. 0450 - Comprehensive Safety Plan) U.S. DEPARTMENT OF EDUCATION GUIDANCE Parental involvement means the participation of parents in regular, 5. The Superintendent or designee may approve a student’s transfer two-way, and meaningful communication involving student academic to a district school that is at capacity and otherwise closed to Public School Choice, December 4, 2002 learning and other school activities, including ensuring- transfers upon finding that special circumstances exist that might be Unsafe School Choice Option, July 23, 2002 harmful or dangerous to the student in the current attendance area, (A) that parents are valued for integral role in assisting their child’s including, but not limited to, threats of bodily harm or threats to the WEB SITES learning; emotional stability of the student. CSBA: www.csba.org (B) that parents are encouraged to be actively involved in their child’s To grant priority under these circumstances, the Superintendent or education at school; CDE: www.cde.ca.gov designee must have received either: (Education Code 35160.5) (C) that parents are full partners in their child’s education and a. A written statement from a representative of an appropriate state U.S. Department of Education: www.ed.gov are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; or local agency, including but not limited to a law enforcement official 7/14/04; 8/9/06A; 6/25/08A or social worker, or a properly licensed or registered professional, (D) the carrying out of other activities, such as those described in including, but not limited to, a psychiatrist, psychologist or marriage Appendix D: Board Policy 5117 — Interdistrict Attendance section 1118 of the ESEA. and family therapist The Governing Board recognizes that students who reside in one PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED b. A court order, including a temporary restraining order and district may choose to attend school in another district and that DISTRICT WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS injunction such choices are made for a variety of reasons. The Board desires to communicate with parents/guardians and students regarding the 1. The district will take the following actions to involve parents in the 6. Priority shall be given to students whose parent/guardian is educational programs and services that are available. joint development of its district wide parental involvement plan under assigned to that school as his/her primary place of employment. section 1112 of the ESEA: (cf. 5116.1 - Intradistrict Open Enrollment) For all other applications for enrollment outside a school’s attendance • Engage with parents on the District Advisory Council in the area, the Superintendent or designee shall use a random, unbiased (cf. 5117.1 - Interdistrict Attendance Agreements) evaluation of the district wide parental involvement plan, and in any selection process to determine who shall be admitted whenever a necessary revisions or additions to the plan. school receives admission requests that are in excess of the school’s (cf. 5117.2 - Alternative Interdistrict Attendance Program) capacity. (cf. 5145.6 - Parental Notifications) • Engage with parents on the Disrict English Learner Comimittee in the evaluation of the district wide parental involvement plan, and in any (Education Code 35160.5) Legal Reference: necessary revisions or additions to the plan. Enrollment decisions shall not be based on a student’s academic EDUCATION CODE • Engage with parents at schools at meetings organized by Principals, or athletic performance, except that existing entrance criteria for Family Engagement Coordinators, School Site Councils, English 46600-46611 Interdistrict attendance agreements specialized schools or programs may be used provided that the Learner Advisory Committees, PTAs, Parent Leadership Teams, family criteria are uniformly applied to all applicants. Academic performance 48204 Residency requirements for school attendance centers, and other parent leaders. may be used to determine eligibility for, or placement in, programs for gifted and talented students. (Education Code 35160.5) 48209-48209.17 Student attendance alternatives • Engage with parent leaders of community based organizations that have parent constituencies (cf. 6172 - Gifted and Talented Student Program) 48915 Expulsion; particular circumstances 2. The district will take the following actions to involve parents in the No student currently residing within a school’s attendance area 48915.1 Expelled individuals: enrollment in another district process of school review and improvement under section 1116 of the shall be displaced by another student transferring from outside the ESEA: attendance area except as specifically set forth in Board Policy 5116 – 48918 Rules governing expulsion procedures School Attendance Boundaries. 48980 Notice at beginning of term • Actively recruit and support parents to authentically participate on School Site Councils and English Learner Advisory Committees. (Education Code 35160.5) 52317 Admission of persons including nonresidents to attendance area; workers’ compensation for pupils • Support PTAs and other parent groups to engage parents in (cf. 5116 - School Attendance Boundaries) promoting increased academic achievement. (3/93 10/93) 2/95 Except as required by 20 USC 6316, for transfers out of Title I • Provide opportunities for parent learning that builds understanding program improvement schools, the district shall not be obligated to 07/28/04 and capacity of parents to be involved in the process of school review provide transportation for students who attend school outside their and improvement attendance area. PARTNERING FOR SUCCESS (See pages 9-13) • Conduct SSC Summit to provide additional support to SSCs of However, upon request, the Superintendent or designee may Appendix E program improvement schools with involvement of parents in school authorize transportation contingent upon available space and funds. review and improvement Priority for any such transportation shall be based on demonstrated Parent Involvement financial need. PART I. GENERAL EXPECTATIONS • Share information on each school’s progress in meeting all accountability measures. (cf. 3250 - Transportation Fees) The district shall implement the following statutory requirements: • Provide leadership development opportunities for parents. (cf. 3540 - Transportation) • The school district will put into operation programs, activities • Use district communication tools (e.g. OUSD website) to publicize Legal Reference: and procedures for the involvement of parents in all of its schools with Title I, Part A programs, consistent with section 1118 of the information about NCLB, required notifications, and LEA addendum EDUCATION CODE Elementary and Secondary Education Act (ESEA). Those programs, 3.The district will provide the following necessary coordination, activities and procedures will be planned and operated with 35160.5 District policies; rules and regulations technical assistance, and other support to assist Title I, Part A meaningful consultation with parents of participating children. schools in planning and implementing effective parental involvement 35291 Rules • Consistent with section 1118, the school district will work with its activities to improve student academic achievement and school performance: 35351 Assignment of students to particular schools schools to ensure that the required school-level parental involvement policies meet the requirements of section 1118(b) of the ESEA, and • Parent surveys such as “Use Your Voice” will help to identify the 48980 Notice at beginning of term each include, as a component, a school-parent compact consistent specific needs for support in planning and implementing effective with section 1118(d) of the ESEA. CODE OF REGULATIONS, TITLE 5 parental involvement activities to improve student achievement. • The school district will incorporate this district wide parental 11992-11994 Definition of persistently dangerous schools • District SSCs and ELACs will provide additional feedback on parent involvement policy into its LEA plan developed under section 1112 of involvement needs at the sites. UNITED STATES CODE, TITLE 20 the ESEA. • Provide training for SSC, ELAC, DAC, and DELAC members 6316 Transfers from program improvement schools • In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school district and its schools will • Provide opportunities for learning and professional development for 7912 Transfers from persistently dangerous schools provide full opportunities for the participation of parents with limited school based family engagement staff on planning and implementing CODE OF FEDERAL REGULATIONS, TITLE 34 English proficiency, parents with disabilities, and parents of migratory effective parental involvement activities to improve student children, including providing information and school reports required achievement 200.36 Dissemination of information under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the • Develop a learning community for school based family engagement 200.37 Notice of program improvement status, option to transfer extent practicable, in a language parents understand. staff that promotes collaboration and coordination 200.39 Program improvement, transfer option • If the LEA plan for Title I, Part A, developed under section 1112 of • Provide training for site-based administrators 200.42 Corrective action, transfer option the ESEA, is not satisfactory to the parents of participating children, • Develop materials and resources to support schools Oakland Unified School District Parent Guide 2010-2011 31

• Provide support to schools in developing parent centers by parents as equal partners, in the value and utility of contributions of to family engagement. The district and the schools within the district developing a centralized comprehensive family center, and by parents, and in how to implement and coordinate parent programs will strive to create, grow, and sustain a relational culture focused incubating a network of satellite family centers and build ties between parents and schools, by: on learning with a common vision about academic success for every student, and a commitment among parents and caregivers, school 4. The district will coordinate and integrate parental involvement • Developing a curriculum and offering training for district and staff, and community members to share responsibility and hold one strategies and activities in Part A with parental involvement strategies school site staff about how to engage families to increase academic another accountable for achieving that vision. under the following programs: achievement • We will strive to create trusting collaborative relationships in the • Early Reading First • Producing and disseminating learning materials on family school. With respect to parents and caregivers, the school will: engagement to staff • Reading First 1. be inviting and welcoming of them • Normalizing family engagement as part of the discourse on 5. The district will take the following actions to conduct, with the improving academic achievement at schools 2. respect their concerns involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the • Recognizing and publicizing OUSD family engagement successes and 3. honor their contributions quality of its Title I, Part A schools. The evaluation will include its impact on student achievement identifying barriers to greater participation by parents in parental • We will recognize, respect and address: • Assisting parents in supporting literacy activities at home, e.g. involvement activities (with particular attention to parents who 1. Needs of the families and community are economically disadvantaged, are disabled, have limited English understanding district programs such as Open Court Reading. proficiency, have limited literacy, or are of any racial or ethnic D. The school district will take the following actions to ensure that 2. Differences in socioeconomic class, and the social dynamics and minority background). The school district will use the findings of information related to the school and parent- programs, meetings, power imbalances these differences create the evaluation about its parental involvement policy and activities and other activities, is sent to the parents of participating children in 3. Differences in race/ethnicity/nationality/culture/language and the to design strategies for more effective parental involvement, and to an understandable and uniform format, including alternative formats social dynamics and power imbalances these differences create revise, if necessary (and with the involvement of parents) its parental upon request, and, to the extent practicable, in a language the involvement policies. parents can understand: • We will share power and responsibility with families • Review relevant data from the district wide “Use Your Voice” survey, • Translation Center 4. The district will provide professional development opportunities School Portfolio Manager’s census of schools, ongoing assessments for staff and technical assistance to schools to enhance understanding and evaluations of implementation activities, family engagement • BCLAD teacher to document 10 hours of service at schools and effectiveness of family engagement practices. sections of school site plans, etc. • 15% or more students are English Learners 5. The district and the schools within the district will be guided by the • Engage with parents about the effectiveness of family engagement PART III. DISCRETIONARY DISTRICT WIDE PARENTAL INVOLVEMENT Community Plan for Accountability in Schools (ComPAS) Standards in practices and activities in schools, at meetings organized by Principals, POLICY COMPONENTS planning, implementing, and assessing Family Engagement programs Family Engagement Coordinators, School Site Councils, English and activities. Learner Advisory Committees, PTAs, Parent Leadership Teams, family The District recognizes that in the context of the rich diversity of centers, etc. Provide translation services, as appropriate, at parent/ our city, families from all racial, ethnic, cultural, economic, and ComPAS Standards community meetings. educational backgrounds share common ground in being involved in 1. We will ensure that every student has learning opportunities that their children’s learning, and in wanting their children to succeed in • Participate in the Annual Evaluation of the district Parent promote cultural responsiveness and security school and in life. Families can and do have a positive influence on Involvement Policy, coordinate the collection and reporting of all their children’s learning. Families can and do influence achievement 2. We will ensure that every student and family is informed and can district advisory group evaluations by the District Advisory Council by holding schools and school districts accountable for high choose the educational programs that meet their needs. (DAC) for compensatory education programs. performance. To achieve academic success for all students, we must 3. We will ensure that every student and family has timely access tap the power of the family. • Participate in the revision of the district Parent Involvement Policy, to data about performance and satisfaction and provides input as needed, according to evaluation results. 1. The District and the schools within the District will provide families into key school and district priorities and decisions used to make • Conduct District Advisory Council (DAC) review of programs in the across the grades levels, from preschool through grade 12, with a improvements in their school community. broad range of opportunities for involvement, including in advocacy Consolidated Application with input for budget consideration. 4. We will ensure that students participate actively in multi- roles, leadership roles, and in learning. 6. The district will build the schools’ and parent’s capacity for strong generational learning communities and have in their lives adults who parental involvement, in order to ensure effective involvement of • Advocacy: families participate in sharing responsibility to advance pursue individual development and continued learning opportunities. learning and solve problems concerning parents and to support a partnership among the school involved, 5. We will ensure that every student has a rigorous, personalized and parents, and the community to improve student academic 1. An individual child’s education fulfilling academic experience. achievement, through the following activities specifically described below: 2. Academic success for all children in the school 6. We will ensure that every student learns in an environment that builds resiliency, where there are high expectations, caring and A. The school district will, with the assistance of its Title I, Part A • Leadership: parents and caregivers motivate and support other supportive conditions, and meaningful opportunities for all to schools, provide assistance to parents of children served by the school people to work collectively to bring about school improvement participate. district or school, as appropriate, in understanding topics such as the and raise achievement, including in school governance, grassroots State’s academic content standards, leadership and shared decision making. 7. We will ensure that there is clear, direct and timely communication and space for members of the school community to engage in • the State’s student academic achievement standards, • Learning: learning for the whole family that empowers parents and meaningful and productive dialogue. caregivers to boost student achievement • the State and local academic assessments including alternate 8. We will ensure that every student has access to nutritious meals, assessments, 1. Action oriented adult learning: Parents and caregivers are actively clean learning environments, mental and physical health support, learning to become effective advocates and leaders • the requirements of Part A, physical education and adults who support healthy, sustainable living. 2. Student learning: Parent and caregivers engage with students • how to monitor their child’s progress, and 9. We will ensure that every student is safe at school, and has safe in activities and practices at home that promote student learning passage to and from school and in the neighborhood surrounding the • how to work with educators by undertaking these activities: throughout the school-aged years school. • District wide Parent Leadership Conference, including information • Participants in the School Community: Families attend broad school In the end, our vision is that every parent and caregiver in Oakland pertaining to Title I events and lend a helping hand has a voice and decision-making power in their child’s education; that families and teachers work together towards their child’s • Workshops for families such as: Understanding School Score Cards, 2. Every school will address Family Engagement and name particular achievement; that families understand what their child is being Understanding Results Based Inquiry, Understanding the Standards strategic practices in its Single Plan for Student Achievement (SPSA), held accountable for and by when; and that we are holding families Based Report Card, Learn to Read your Child’s Transcript, etc. outlining programs that are comprehensive, well-planned, and long- lasting. accountable for their role as they hold us to ours. Ultimately, we want • To help parents understand the State content standards, develop parents and caregivers to truly have co-ownership of our schools and offer Parent Friendly Standards (K-12) workshops, curriculum, • Comprehensive so that together they can help our children become successful and and materials healthy adults. 1. Have explicit connections to learning plan goals B. The school district will, with the assistance of its schools, provide PART IV. ADOPTION 2. Contain a variety of engagement activities and practices materials and training to help parents work with their children to This District-wide Parental Involvement Policy has been developed improve their children’s academic achievement, such as literacy 3. Reach out to diverse families; provide translation of materials, jointly with, and agreed on with, parents of children participating in training, and using technology, as appropriate, to foster parental meetings, and other communication into home languages Title I, Part A programs, as evidenced by: involvement, by: • Well-planned • District Advisory Council meetings, May 17, 2007 and June 7, 2007. • Offering Classes through Oakland Adult and Career Education that help parents work with their children to improve their children’s 1. Identify specific measurable goals that are monitored • Presentations and discussions at school sites - School Site Council academic achievement 2. Informed and guided by cycles of inquiry meetings, English Learner Advisory Committee meetings, PTA meetings, Parent Leaders meetings, Special Education Parents • Developing and offering programs such as Family Math Nights, 3. Be grounded in research and relevant school data meetings, etc. - March, 2007 through April, 2007 Reading Nights, Family Literacy Programs, etc. • Long-lasting • Use Your Voice survey of parents, conducted by Performance • Providing families with information and materials about how to Management, Februuary, 2007 work with their children to improve academic performance at events 1. Create permanent structures to support engagement such as Back to School Nights and Open Houses. • District English Learner Committee meeting, May 15, 2007 2. Align with a long term commitment and vision for family • Provide materials and training to help parents work with their engagement Legal Reference: children on student goal setting. 3. Sustain existing parent leadership and build new parent leadership EDUCATION CODE C. The school district will, with the assistance of its schools and parents, educate its teachers, pupil services personnel, principals and 3. The Board of Education recognizes the importance of administrative 11500-11506 Programs to encourage parental involvement other staff, in how to reach out to, communicate with, and work with leadership in setting expectations and creating a climate conducive 32 Parent Guide 2010-2011 Oakland Unified School District

LABOR CODE the fact that sexual harassment could occur between people of the 1681-1688 Title IX, Discrimination same gender; 230.8 Time off to visit child’s school UNITED STATES CODE, TITLE 42 2. A clear message that students are not expected to endure sexual Management Resources: harassment; 2000d-2000d-7 Title VI, Civil Rights Act of 1964 CDE PROGRAM ADVISORIES 3. Encouragement to report observed instances of sexual harassment, UNITED STATES CODE, TITLE 42 0928.90 Guidelines for the development of policies on parent even where the victim of the harassment has not complained; and, 2000e-2000e-17 Title VII, Civil Rights Act of 1964 as amended involvement, SPB: 90/91-3 4. Information about the person(s) to whom a report of sexual CODE OF FEDERAL REGULATIONS, TITLE 34 SBE POLICIES harassment should be made. 106.1-106.71 Nondiscrimination on the basis of sex in education Parent Involvement in the Education of Their Children, 1994 (cf. 5137 - Positive School Climate) programs 7/14/04; 6/14/06A; 6/27/07A (cf. 5141.41 - Child Abuse Prevention) COURT DECISIONS ATTENDANCE & TRUANCY (See page 17). (cf. 5145.3 - Nondiscrimination/Harassment) Reese v. Jefferson School District, (2001) 208 F.3d 736 Appendix F (cf. 6142.1 - Family Life/Sex Education) Davis v. Monroe County Board of Education, (1999) 526 U.S. 629 Appendix F: Education Code Section 48205 — Excused Absences Complaint Process Gebser v. Lago Vista Independent School District, (1998) 118 S.Ct. 1989 (a) Notwithstanding Section 48200, a pupil shall be excused from Any student who feels that he/she is being or has been subjected school when the absence is: to sexual harassment shall immediately contact his/her teacher, Nabozny v. Podlesny, (1996, 7th Cir.) 92 F.3d 446 principal, counselor, or any other employee. A school employee to 1. Due to his or her illness. whom a complaint is made shall, within 24 hours of receiving the Doe v. Petaluma City School District, (1995, 9th Cir.) 54 F.3d 1447 complaint, report it to the principal or designee. 2. Due to quarantine under the direction of a county or city health Oona R.-S. etc. v. Santa Rosa City Schools et al, (1995) 890 F.Supp. officer. Any school employee who observes any incident of sexual harassment 1452 involving a student shall immediately report this observation to the 3. For the purpose of having medical, dental, optometrical, or Rosa H. v. San Elizario Ind. School District, (W.D. Tex. 1995) 887 F. principal or designee, whether or not the victim files a complaint. chiropractic services rendered. Supp. 140, 143 In any case of sexual harassment involving the principal or any other 4. For the purpose of attending the funeral services of a member of his Clyde K. v. Puyallup School District #3, (1994) 35 F.3d 1396 district employee to whom the complaint would ordinarily be made, or her immediate family, so long as the absence is not more than one the employee who receives the student’s report or who observes day if the service is conducted in California and not more than three Patricia H. v. Berkeley Unified School District, (1993) 830 F.Supp. 1288 the incident shall immediately report it to the nondiscrimination days if the service is conducted outside California. coordinator or the Superintendent or designee. Franklin v. Gwinnet County Schools, (1992) 112 S. Ct. 1028 5. For the purpose of jury duty in the manner provided for by law. (cf. 4119.11/4219.11/4319.11 - Sexual Harassment) Kelson v. City of Springfield, Oregon, (1985, 9th Cir.) 767 F.2d 651 6. Due to the illness or medical appointment during school hours of a (cf. 5141.4 - Child Abuse Reporting Procedures) Management Resources: child of whom the pupil is the custodial parent. (cf. 5145.3 - Nondiscrimination/Harassment) OFFICE OF CIVIL RIGHTS AND NATIONAL ASSOCIATION OF ATTORNEYS 7. For justifiable personal reasons, including, but not limited to, an GENERAL appearance in court, attendance at a funeral service, observance of The principal or designee to whom a complaint of sexual harassment a holiday or ceremony of his or her religion, attendance at religious is reported shall immediately investigate the complaint in accordance Protecting Students from Harassment and Hate Crime: A Guide for retreats, attendance at an employment conference, or attendance with Administrative Regulation 5145.7. Where the principal or Schools, January 1999 at an educational conference on the legislative or judicial process designee finds that sexual harassment occurred, he/she shall take OFFICE OF CIVIL RIGHTS’ PUBLICATIONS offered by a nonprofit organization when the pupil’s absence is prompt, appropriate action to end the harassment and address its requested in writing by the parent or guardian and approved by effects on the victim. The principal or designee shall also advise the Revised Sexual Harassment Guidance, January 2001 the principal or a designated representative pursuant to uniform victim of any other remedies that may be available. The principal or standards established by the governing board. designee shall file a report with the Superintendent or designee and Sexual Harassment Guidance, March 1997 refer the matter to law enforcement authorities, where required. 8. For the purpose of serving as a member of a precinct board for an WEB SITES election pursuant to Section 12302 of the Elections Code. (cf. 1312.1 - Complaints Concerning District Employees) OCR: www.ed.gov/offices/OCR b. A pupil absent from school under this section shall be allowed to Disciplinary Measures 8/25/04 complete all assignments and tests missed during the absence that can be reasonably provided and, upon satisfactory completion within Any student who engages in sexual harassment of anyone at school, at Appendix H: Administrative Regulation 5145.7 — Sexual Harassment a reasonable period of time, shall be given full credit therefor. The a school-sponsored, or during a school-related activity is in violation teacher of the class from which a pupil is absent shall determine of this policy and shall be subject to disciplinary action. For students Sexual harassment is unwelcome conduct of a sexual nature that which tests and assignments shall be reasonably equivalent to, but in grades 4 through 12, disciplinary action may include suspension deprives students of access to educational benefits or opportunities not necessarily identical to, the tests and assignments that the pupil and/or expulsion, provided that in imposing such discipline the entire provided by the District and/or that has the purpose or effect missed during the absence. circumstances of the incident(s) shall be taken into account. Pursuant of creating a hostile academic environment. Prohibited sexual to Education Code 48915(c), the Superintendent or designee shall harassment includes, but is not limited to, unwelcome sexual c. For purposes of this section, attendance at religious retreats shall recommend expulsion for any student, irrespective of grade, who advances, unwanted requests for sexual favors or other unwanted not exceed four hours per semester. commits sexual assault or battery as defined in the Penal Code. See verbal, visual or physical conduct of a sexual nature made against AR 5144.1. another person of the same or opposite gender, in the educational d. Absences pursuant to this section are deemed to be absences in setting, when: (Education Code 212.5; 5 CCR 4916) computing average daily attendance and shall not generate state Record-Keeping apportionment payments. 1. Submission to the conduct is explicitly or implicitly made a term or The Superintendent or designee shall maintain a record of all reported condition of a student’s academic status or progress; e. “Immediate family,” as used in this section, has the same meaning cases of sexual harassment to enable the District to monitor, address as that set forth in Section 45194, except that references therein to and prevent repetitive harassing behavior in its schools. 2. Submission to or rejection of the conduct by a student is used as the “employee” shall be deemed to be references to “pupil.” basis for academic decisions affecting the student; All complaints and allegations of sexual harassment shall be kept EQUITY & NONDISCRIMINATION (See pages 18-20). Appendices G, H confidential except as necessary to carry out the investigation or take 3. The conduct has the purpose or effect of having a negative other subsequent necessary action. (5 CCR 4964) impact on the student’s academic performance, or of creating an Appendix G: Board Policy 5145.7 — Sexual Harassment intimidating, hostile or offensive educational environment; and, (cf. 4119.23/4219.23/4319.23 - Unauthorized Release of Confidential/ The following policy addresses harassment of and/or by students. For Privileged Information) 4. Submission to or rejection of the conduct by the student is used as the policy addressing the sexual harassment of employees, see BP/AR the basis for any decision affecting the student regarding benefits and 4119.11/4219.11/4319.11 - Sexual Harassment. Legal Reference: services, honors, programs, or activities available at or through any The Governing Board is committed to maintaining an educational EDUCATION CODE District program or activity. environment that is free from harassment. The Board prohibits 200-262.4 Prohibition of discrimination on the basis of sex For purposes of suspension and expulsion, conduct will constitute sexual harassment of students by other students, employees or other harassment when, from the perspective of a reasonable person of the persons, at school, at school-sponsored or during school-related 48900.2 Additional grounds for suspension or expulsion; sexual same gender as the victim, it is considered to be sufficiently severe activities. The Board also prohibits retaliatory behavior or action harassment or pervasive to have a negative impact upon the victim’s academic against persons who complain, testify, assist or otherwise participate performance or to create an intimidating, hostile or offensive in the complaint process established pursuant to this policy and the 48904 Liability of parent/guardian for willful student misconduct educational environment. (Education Code 48900.2) See AR 5144.1 - administrative regulation. 48980 Notice at beginning of term Suspension and Expulsion/Due Process. Definition CIVIL CODE Examples of conduct which are prohibited in the District and which Sexual harassment is unwelcome conduct of a sexual nature that may constitute sexual harassment include, but are not limited to: 51.9 Liability for sexual harassment; business, service and deprives students of access to educational benefits or opportunities 1. Unwelcome leering, sexual flirtations or propositions provided by the District and/or that has the purpose or effect of professional relationships creating a hostile academic environment. 1714.1 Liability of parents/guardians for willful misconduct of minor 2. Sexual slurs, epithets, threats, verbal abuse, derogatory comments or sexually degrading descriptions Instruction/Information CODE OF REGULATIONS, TITLE 5 3. Graphic verbal comments about an individual’s body, or overly The Superintendent or designee will endeavor to provide all district 4900-4965 Nondiscrimination in elementary and secondary personal conversation students with age-appropriate instruction and information on sexual education programs receiving state financial assistance harassment. Such instruction and information will include: 4. Sexual jokes, notes, stories, drawings, pictures or gestures UNITED STATES CODE, TITLE 20 1. What acts and behavior constitute sexual harassment, including 5. Spreading sexual rumors Oakland Unified School District Parent Guide 2010-2011 33

6. Teasing or sexual remarks about students enrolled in a that were not related to gender (cf. 6185 - Community Day School) predominantly single-gender class 7. The principal or designee shall inform both the student who alleged 7. Removal from the class in accordance with Board policy, 7. Massaging, grabbing, fondling, stroking or brushing the body harassment and the accused student of his/her findings, decision, administrative regulation and law and reasons for the decision. If possible, the findings, decisions, and 8. Touching an individual’s body or clothes in a sexual way reasons shall be provided within one week of the time of the initial 8. Suspension and expulsion 9. Purposefully cornering or blocking normal movements complaint. (cf. 5144.1 - Suspension and Expulsion/Due Process) 10. Displaying sexually suggestive objects 8. The principal or designee shall give the Superintendent or designee (cf. 5144.2 - Suspension and Expulsion/Due Process (Students with a written report of the complaint and investigation. If possible, Disabilities)) Notifications the written report shall be provided within two weeks of the initial complaint. If the principal or designee verifies that sexual harassment Corporal Punishment A copy of the District’s sexual harassment policy and regulation shall: occurred, this report shall describe the actions taken to end the Corporal punishment shall not be used as a disciplinary measure harassment, address the effects of the harassment on the student 1. Be included in the notifications that are sent to parents /guardians against any student. Corporal punishment includes the willful harassed, and prevent retaliation or further harassment. at the beginning of each school year (Education Code 48980; 5 CCR infliction of, or willfully causing the infliction of, physical pain on a 4917) 9. Within two weeks after receiving the complaint, the principal or student. (Education Code 49001) designee shall determine whether or not the student who complained 2. Be displayed in a prominent location in the main administrative For purposes of this policy, corporal punishment does not include an has been further harassed. The principal or designee shall keep building or other area where notices of District rules, regulations, employee’s use of force that is reasonable and necessary to protect a record of this information and shall continue this follow-up, as procedures and standards of conduct are posted (Education Code the employee, students, staff or other persons or to prevent damage needed. 231.5) to property or to obtain possession of weapons or other dangerous 3. Be provided as part of any orientation program conducted for Enforcement objects within the control of the student. (Education Code 49001) new students at the beginning of each quarter, semester or summer The Superintendent or designee shall take appropriate actions to (cf. 4158/4258/4358 - Employee Security) session (Education Code 231.5) reinforce the District’s sexual harassment policy. As needed, these (cf. 5131.7 - Weapons and Dangerous Instruments) 4. Appear in any school or District publication that sets forth the actions may include any of the following: school’s or District’s comprehensive rules, regulations, procedures Recess Restriction 1. Notifying Child Protective Services. and standards of conduct (Education Code 231.5) A teacher may restrict a student’s recess time when he/she believes 2. Notifying parents/guardians of the actions taken. 5. Be provided to employees and employee organizations that this action is the most effective way to bring about improved 3. Providing staff inservice and student instruction or counseling. behavior, subject to the following conditions: Investigation of Complaints at School 4. Taking appropriate disciplinary action. In addition, the principal or 1. The student shall be given adequate time to use the restroom and 1. The principal or designee shall promptly investigate all complaints designee may take disciplinary measures against any person who is get a drink or eat lunch, as appropriate. of sexual harassment. In so doing, he/she shall talk individually with: found to have made a complaint of sexual harassment which he/she 2. The student shall remain under a certificated employee’s knew was not true. a. The student who is alleging harassment supervision during the period of restriction. 5. Removing vulgar or offending graffiti. b. The person accused of harassment 3. Teachers shall inform the principal of any recess restrictions they c. Anyone who witnessed the conduct complained of 8/25/04 impose. d. Anyone mentioned as having related information SCHOOL CLIMATE & DISCIPLINE (See pages 26-28). Appendices I–K Detention After School 2. The student who is alleging harassment shall have an opportunity Appendix I: Administrative Regulation 5144 — Discipline Students may be detained for disciplinary reasons up to one hour to describe the incident, present witnesses and other evidence of the after the close of the maximum school day. (5 CCR 353) Site-Level Rules harassment, and put his/her complaint in writing. If a student will miss his/her school bus on account of being detained In developing site-level disciplinary rules, the school shall solicit the 3. The principal or designee shall discuss the complaint only with after school, or if the student is not transported by school bus, the participation, views and advice of one representative selected by each the people described above. When necessary to carry out his/her principal or designee shall notify parents/guardians of the detention of the following groups: (Education Code 35291.5) investigation or for other good reasons that apply to the particular at least one day in advance so that alternative transportation situation, the principal or designee also may discuss the complaint 1. Parents/guardians arrangements may be made. The student shall not be detained unless with the following persons: the principal or designee notifies the parent/guardian. 2. Teachers a. The Superintendent or designee In cases where the school bus departs more than one hour after the 3. School administrators end of the school day, students may be detained until the bus departs. b. The parent/guardian of the student who complained (5 CCR 307, 353) 4. School security personnel, if any c. If the alleged harasser is a student, his/her parent/guardian Students shall remain under the supervision of a certificated (cf. 3515.3 - District Police/Security Department) employee during the period of detention. d. A teacher or staff member whose knowledge of the students involved may help in determining who is telling the truth 5. For junior high and high schools, students enrolled in the school Students may be offered the choice of serving their detention on Saturday rather than after school. e. Child protective agencies responsible for investigating child abuse The final version of the rules shall be adopted by a panel comprised of reports the principal or designee and a representative selected by classroom (cf. 6176 - Weekend/Saturday Classes) teachers employed at the school. Each school shall file a copy of its f. Legal counsel for the District rules with the Superintendent or designee. Community Service 4. When the student who alleged harassment and the alleged The rules shall be consistent with law, Governing Board policy and As part of or instead of disciplinary action, the Board, Superintendent, harasser so agree, the principal or designee may arrange for them district regulations. The Board may review, at an open meeting, the principal or principal’s designee may, at his/her discretion, require to resolve the complaint informally with the help of a counselor, approved school discipline rules for consistency with Board policy and a student to perform community service on school grounds, or with teacher, administrator or trained mediator. The student who alleged state law. (Education Code 35291.5) written permission of the student’s parent/guardian off school harassment shall never be asked to work out the problem directly grounds, during non-school hours. Such service may include, but with the accused person unless such help is provided and both parties Each school shall review its site-level discipline rules at least every is not limited to, community or school outdoor beautification, agree. four years. campus betterment, and teacher, peer or youth assistance programs. (Education Code 48900.6) 5. In reaching a decision about the complaint, the principal or It shall be the duty of each employee of the school to enforce the designee may take into account: school rules on student discipline. (Education Code 35291) This community service option is not available for a student who has been suspended, pending expulsion, pursuant to Education Code a. Statements made by the persons identified above Disciplinary strategies provided in Board policy, regulation and law may be used in developing site-level rules. These strategies include 48915. However, if the recommended expulsion is not implemented b. The details and consistency of each person’s account but are not limited to: or the expulsion itself is suspended, then a student may be required to perform community service for the resulting suspension pursuant to c. Evidence of how the student alleged harassment reacted to the 1. Referral of the student for advice and counseling this section. (Education Code 48900.6) incident (cf. 6164.2 - Guidance/Counseling Services) Notice to Parents/Guardians and Students d. Evidence of any past instances of harassment by the alleged harasser 2. Discussion or conference with parents/guardians At the beginning of the school year, the Superintendent or designee shall notify parents/guardians, in writing, about the availability of (cf. 5020 - Parent Rights and Responsibilities) e. Evidence of any past harassment complaints that were found to district rules related to discipline. (Education Code 48980) be untrue (cf. 6020 - Parent Involvement) (cf. 5145.6 - Parental Notifications) 6. To judge the severity of the harassment, the principal or designee 3. Recess restriction may take into consideration: The Superintendent or designee shall also provide written notice of 4. Detention during and after school hours the rules related to discipline to transfer students at the time of their a. How the misconduct affected one or more students’ education enrollment in the district. 5. Community service b. The type, frequency and duration of the misconduct 7/14/04 6. Reassignment to an alternative educational environment c. The number of persons involved Appendix J: Board Policy 5144.1 — Suspension And Expulsion/Due (cf. 6158 - Independent Study) d. The age and gender of the person accused of harassment Process (cf. 6181 - Alternative Schools) e. The subject(s) of harassment The Governing Board has established policies and standards of (cf. 6182 - Opportunity School/Class/Program) behavior in order to promote learning and protect the safety and well- f. The place and situation where the incident occurred being of all students. When these policies and standards are violated, (cf. 6184 - Continuation Education) it may be necessary to suspend or expel a student from regular g. Other incidents at the school, including incidents of harassment classroom instruction. 34 Parent Guide 2010-2011 Oakland Unified School District

(cf. 5144 - Discipline) On a case-by-case basis, the enforcement of an expulsion order may App.4th 1321 be suspended by the Board pursuant to the requirements of law. Suspended or expelled students shall be excluded from all school- Garcia v. Los Angeles Board of Education (1991) 123 Cal.App.3d 807 related extracurricular activities during the period of suspension or Legal Reference: expulsion. Fremont Union High School District v. Santa Clara County Board (1991) EDUCATION CODE 235 Cal. App. 3d 1182 (cf. 6145 - Extracurricular and Cocurricular Activities) 212.5 Sexual harassment John A. v. San Bernardino School District (1982) 33 Cal. 3d 301, 308 Except where suspension for a first offense is warranted in accordance with law, suspension shall be imposed only when other 233 Hate violence reduction ATTORNEY GENERAL OPINIONS means of correction fail to bring about proper conduct. (Education 1981 Enrollment of students 84 Ops.Cal.Atty.Gen 146 (2001) Code 48900.5) 17292.5 Program for expelled students 80 Ops.Cal.Atty.Gen. 347 (1997) Expulsion is an action taken by the Board for severe or prolonged breaches of discipline by a student. Except for single acts of a grave 35146 Closed sessions (re suspensions) 80 Ops.Cal.Atty.Gen. 91 (1997) nature, expulsion is used only when there is a history of misconduct, 35291 Rules (for government and discipline of schools) 80 Ops.Cal.Atty.Gen. 85 (1997) when other forms of discipline, including suspension, have failed to bring about proper conduct, or when the student’s presence causes a 35291.5 Rules and procedures on school discipline Management Resources: continuing danger to him/herself or others. (Education Code 48915) 48660-48666 Community day schools CDE PROGRAM ADVISORIES The grounds for suspension and expulsion and the procedures for considering, recommending and/or implementing suspension and 48900-48926 Suspension and expulsion 0306.96 Expulsion Policies and Educational Placements, SPB 95/96-04 expulsion shall be specified in administrative regulation. 48950 Speech and other communication WEB SITES Student Due Process 49073-49079 Privacy of student records CDE: www.cde.ca.gov The Board does not support a zero tolerance approach. The Board CIVIL CODE CSBA: www.csba.org shall provide for the fair and equitable treatment of students facing suspension and expulsion by affording them their due process rights 47 Privileged communication 7/14/04 under the law. The Superintendent or designee shall comply with procedures for notices and appeals as specified in administrative 48.8 Defamation liability Appendix K: Administrative Regulation 5144.2 — Suspension & Expulsion/Due Process (Students With Disabilities) regulation and law. (Education Code 48911, 48915, 48915.5) CODE OF CIVIL PROCEDURE (cf. 5119 - Students Expelled from Other Districts) A student identified as an individual with disabilities pursuant to the 1985-1997 Subpoenas; means of production Individuals with Disabilities Education Act (IDEA) is subject to the (cf. 5144.2 - Suspension and Expulsion/Due Process (Individuals with GOVERNMENT CODE same grounds for suspension and expulsion which apply to students Disabilities)) without disabilities. 11455.20 Contempt On-Campus Suspension Program (cf. 5144.1 - Suspension and Expulsion/Due Process) 54950-54963 Ralph M. Brown Act (re closed sessions) The Board recognizes that students who are suspended from school (cf. 6159.1 - Procedural Safeguards and Complaints for Special often have no supervision or guidance during the school hours when HEALTH AND SAFETY CODE Education) they are off campus and may fall behind in the coursework. The 11014.5 Drug paraphernalia Board believes that, in many cases, it would be better to manage the Procedures for Students Not Yet Eligible for Special Education Services student’s behavior by keeping the student at school and providing 11053-11058 Standards and schedules A student who has not been identified as an individual with disabilities him/her with supervision that is separated from the regular pursuant to IDEA and who has violated the district’s disciplinary LABOR CODE classroom. procedures may assert the procedural safeguards granted under this The Superintendent or designee shall establish a supervised in-house 230.7 Discharge or discrimination against employee for taking time administrative regulation only if the district had knowledge that the suspension program which meets the requirements of law for off to appear in school on behalf of a child student was disabled before the behavior occurred. (20 USC 1415(k) (8)) suspended students who pose no imminent danger or threat at school PENAL CODE and for whom an expulsion action has not been initiated. The district shall be deemed to have knowledge that the student had 31 Principal defined The Superintendent or designee shall examine alternatives to off- a disability if one of the following conditions exists: (20 USC 1415(k) campus suspension and may establish a suspension program which 240 Assault defined (8); 34 CFR 300.527) involves progressive discipline during the school day on campus; 241.2 Assault fines 1. The parent/guardian has expressed concern in writing, or orally if use of conferences between staff, parents/guardians and students; the parent/guardian does not know how to write or has a disability detention; student study teams or other assessment-related teams; 242 Battery defined that prevents a written statement, that the student is in need of and/or referral to school support services staff. The use of such special education or related services. alternatives does not preclude off-campus suspensions. 243.2 Battery fines 2. The behavior or performance of the student demonstrates the need Required Parental Attendance 243.4 Sexual battery for such services, in accordance with 34 CFR 300.7. The Board believes that parental involvement plays an important 245 Assault with deadly weapon 3. The parent/guardian has requested an evaluation of the student for role in the resolution of classroom behavior problems. The Board 261 Rape defined special education pursuant to 34 CFR 300.530-300.536. expects that teachers will communicate with parents/guardians when behavior problems arise. 266c Unlawful sexual intercourse (cf. 6164.4 - Identification of Individuals for Special Education) Whenever a student is removed from a class because he/she 286 Sodomy defined 4. The teacher of the student or other district personnel has committed an obscene act, engaged in habitual profanity or vulgarity, expressed concern about the behavior or performance of the student disrupted school activities or otherwise willfully defied valid staff 288 Lewd or lascivious acts with child under age 14 to the district’s director of special education or to other personnel in accordance with the district’s established child find or special authority, the teacher of the class from which the student was 288a Oral copulation removed may provide that the student’s parent/guardian attend a education referral system. portion of a school day in that class. After completing the classroom 289 Penetration of genital or anal openings The district would be deemed to not have knowledge as specified visit and before leaving school premises, the parent/guardian also in items #1-4 above if, as a result of receiving such information, the shall meet with the principal or designee. (Education Code 48900.1) 417.25-417.27 Laser scope district either conducted an evaluation and determined that the The Board encourages teachers, before requiring parental attendance, 422.6 Interference with civil rights; damaging property student was not a student with a disability or determined that an to make reasonable efforts to have the parent/guardian visit the class 422.7 Aggravating factors for punishment evaluation was not necessary and provided notice to the parent/ voluntarily. The teacher also may inform the parent/guardian about guardian of its determination. (34 CFR 300.527) available resources and parent education opportunities. Teachers 422.75 Protected classes If it is determined that the district did not have knowledge that the should reserve the option of required parental attendance for cases 626.2 Entry upon campus after written notice of suspension or student was disabled prior to taking disciplinary action against the in which they have determined that it is the best strategy to promote dismissal without permission student, then the student shall be disciplined in accordance with positive interaction between the student and the parent/guardian and procedures established for students without disabilities. (20 USC to improve classroom behavior. 626.9 Gun-Free School Zone Act of 1995 1415(k)(8)) The teacher shall apply this policy uniformly to all students within the 626.10 Dirks, daggers, knives, razors or stun guns If a request is made for an evaluation of a student during the time classroom. This policy shall apply only to a parent/guardian who lives period in which the student is subject to disciplinary measures, the with the student. (Education Code 48900.1) 868.5 Supporting person; attendance during testimony of witness evaluation shall be conducted in an expedited manner. Until the Parental attendance may be requested on the day the student returns WELFARE AND INSTITUTIONS CODE evaluation is completed, the student shall remain in the educational placement determined by school authorities. (34 CFR 300.527) to class or within one week thereafter. The principal or designee shall 729.6 Counseling contact any parents/guardians who do not respond to the request to Suspension attend school. The Board recognizes that parental compliance with UNITED STATES CODE, TITLE 18 this policy may be delayed, modified or prevented for reasons such as The Superintendent or designee may suspend a student with a 921 Definitions serious illness/injury/disability, absence from town, or inability to get disability for up to 10 consecutive school days for a single incident of release time from work. UNITED STATES CODE, TITLE 20 misconduct, and for up to 20 school days in a school year, as long as the suspension(s) do not constitute a change in placement pursuant to District regulations and school-site rules for student discipline 7151 Gun free schools 34 CFR 300.519. (Education Code 48903; 34 CFR 300.520) shall include procedures for implementing parental attendance requirements. COURT DECISIONS Services During Suspension Decision Not to Enforce Expulsion Order Board of Education of Sacramento City Unified School District v. Students suspended for more than 10 school days in a school year Sacramento County Board of Education and Kenneth H., (2001) 85 Cal. shall continue to receive services during the term of the suspension, Oakland Unified School District Parent Guide 2010-2011 35

to the extent necessary to provide the student a free and appropriate In relationship to the behavior subject to the disciplinary action, 56505 State hearing public education. (20 USC 1412(a)(1)(A); 34 CFR 300.520) the team shall then determine whether the IEP and placement were appropriate and whether supplementary aids, services, and PENAL CODE If a student with disabilities is excluded from school bus behavioral intervention strategies were provided consistent with 245 Assault with deadly weapon transportation, the student is entitled to be provided with an the student’s IEP and placement. The team shall also determine alternative form of transportation at no cost to the student or parent/ that the student’s disability did not impair the ability of the student 626.2 Entry upon campus after written notice of suspension or guardian, provided that transportation is specified in the student’s to understand the impact and consequences of the behavior, nor dismissal without permission IEP. (Education Code 48915.5) did it impair his/her ability to control the behavior subject to the 626.9 Gun-Free School Zone Act (cf. 3541.2 - Transportation for Students with Disabilities) disciplinary action. (20 USC 1415(k)(4); 34 CFR 300.523) 626.10 Dirks, daggers, knives, razors or stun guns Interim Alternative Placement Due to Dangerous Behavior If the team determines that the student’s behavior was not a manifestation of his/her disability, then the student may be UNITED STATES CODE, TITLE 18 A student with a disability may be placed in an appropriate interim disciplined in accordance with the procedures for students without alternative educational setting for up to 45 days when he/she commits disabilities, as long as the student continues to receive services to the 930 Weapons one of the following acts: (20 USC 1415(k)(1); 34 CFR 300.520) extent necessary to provide that student a free and appropriate public UNITED STATES CODE, TITLE 20 education. (20 USC 1415(k)(4); 34 CFR 300.524) 1. Carries a weapon, as defined in 18 USC 930, to school or to a school 1412 State eligibility function If the team determines that the student’s behavior was a manifestation of his/her disability, then the student’s placement may 1415 Procedural safeguards 2. Knowingly possesses or uses illegal drugs while at school or a school be changed only via the IEP process. (20 USC 1415(k)(4)) function UNITED STATES CODE, TITLE 21 Due Process Appeals 3. Sells or solicits the sale of a controlled substance while at school or 812(c) Controlled substances a school activity as identified in 21 USC 812(c), Schedules I-V If the parent/guardian disagrees with a decision that the behavior was not a manifestation of the student’s disability or with any decision UNITED STATES CODE, TITLE 29 The student’s alternative educational setting shall be determined by regarding placement, he/she has a right to appeal the decision. (20 the student’s IEP team. (20 USC 1415(k)(2)) 706 Definitions USC 1415(k)(6); 34 CFR 300.525) A hearing officer may order a change in placement of a student with a 794 Rehabilitation Act of 1973, Section 504 If the student’s parent/guardian initiates a due process hearing disability to an appropriate interim educational setting if the hearing to challenge the interim alternative educational setting or the CODE OF FEDERAL REGULATIONS, TITLE 34 officer: (20 USC 1415(k)(2); 34 CFR 300.521, 300.522) manifestation determination, the student shall remain in the interim 104.35 Evaluation and placement 1. Determines that the district has established by substantial alternative setting pending the decision of the hearing officer or the evidence, meaning beyond a preponderance of the evidence, that expiration of the 45-day time period, whichever occurs first, unless 104.36 Procedural safeguards maintaining the current placement of the student is substantially the parent/guardian and district agree otherwise. (34 CFR 300.526) likely to result in injury to the student or others 300.1-300.756 Assistance to states for the education of students with If school personnel maintain that it is dangerous for the student to be disabilities 2. Considers the appropriateness of the student’s current placement placed in the current placement (placement prior to removal to the interim alternative education setting), during the pendency of the due COURT DECISIONS 3. Considers whether the district has made reasonable efforts process proceedings, the Superintendent or designee may request an Parents of Student W. v. Puyallup School District, (1994 9th Cir.) 31 to minimize the risk of harm in the student’s current placement, expedited due process hearing. (34 CFR 300.526) including the use of supplementary aids and services F.3d 1489 Services During Expulsion 4. Determines that the interim alternative educational setting M.P. v. Governing Board of Grossmont Union High School District, proposed by school personnel who have met with the student’s Expelled students shall continue to receive services during the term (1994 S.D. Cal). 858 F.Supp. 1044 special education teacher allows the student to: of the expulsion to the extent necessary to provide the student a Honig v. Doe, (1988) 484 U.S. 305 free and appropriate public education. Any alternative program must a. Progress in the general curriculum and continue to receive those provide services to the extent necessary to enable the student to Doe v. Maher, (1986) 793 F.2d 1470 services and modifications, including those described in his/her IEP, to appropriately progress in the general curriculum and appropriately enable the student to meet the goals of the IEP advance toward achieving the goals set out in the student’s IEP. (20 Management Resources: b. Receive services and modifications designed to address the USC 1412(a)(1)(A); 34 CFR 300.121, 300.520) FEDERAL REGISTER behavior and ensure that the behavior does not recur (cf. 6158 - Independent Study) 34 CFR 300.a Appendix A to Part 300 - Questions and Answers The student may be placed in the interim alternative educational (cf. 6185 - Community Day School) 34 CFR 300a1 Attachment 1: Analysis of Comments and Changes setting for up to 45 days, or until the conclusion of any due process hearing proceedings requested by the parent/guardian. (20 USC Readmission WEB SITES 1415(k)(2)) Readmission procedures for students with disabilities shall be the CDE: www.cde.ca.gov Behavioral Assessment and Intervention Plan same as those used for all students. Upon readmission, an IEP team meeting shall be convened. USDOE: www.ed.gov Not later than 10 business days after a student has been suspended for more than 10 school days or placed in an alternative educational Suspension of Expulsion 8/25/04 setting, the district shall convene an IEP team meeting to conduct The Board’s criteria for suspending the enforcement of an expulsion a functional behavior assessment and implement a behavioral order shall be applied to students with disabilities in the same manner intervention plan. If the student already has a behavioral intervention as they are applied to all other students. (Education Code 48917) plan, the IEP team shall review the plan and modify it as necessary to address the behavior. (20 USC 1415(k)(1); 34 CFR 300.520) Notification to Law Enforcement Authorities (cf. 6159 - Individualized Education Program) Prior to the suspension or expulsion of any student, the principal or designee shall notify appropriate city or county law enforcement (cf. 6159.4 - Behavioral Interventions for Special Education Students) authorities of any student acts of assault which may have violated As soon as practicable after developing the behavioral intervention Penal Code 245. (Education Code 48902) plan and completing the required assessments, the IEP team shall The principal or designee also shall notify appropriate city or county meet to develop appropriate behavioral interventions to address the law enforcement authorities of any student acts which may involve behavior and shall implement those interventions. (34 CFR 300.520) the possession or sale of narcotics or of a controlled substance or Procedural Safeguards/Manifestation Determination possession of weapons or firearms in violation of Penal Code 626.9 and 626.10. (Education Code 48902) The following procedural safeguards shall apply when a student is suspended for more than 10 consecutive school days, when Within one school day after a student’s suspension or expulsion, disciplinary action is contemplated for a dangerous behavior as the principal or designee shall notify appropriate city or county law described above, or when a change of placement is contemplated: (20 enforcement authorities, by telephone or other appropriate means, USC 1415(k)(4); 34 CFR 300.523) of any student acts which may violate Education Code 48900(c) or (d), relating to the possession, use, offering or sale of controlled 1. The parents/guardians of the student shall be immediately notified substances, alcohol or intoxicants of any kind. (Education Code of the decision and provided the procedural safeguards notice 48902) pursuant to 34 CFR 300.504 on the day the decision to take action is made. Legal Reference: 2. Immediately if possible, but in no case later than 10 school days EDUCATION CODE after the date of the decision, a manifestation determination review 35146 Closed sessions (re suspensions) shall be made of the relationship between the student’s disability and the behavior subject to the disciplinary action. 35291 Rules (of governing board) At this review, the IEP team and other qualified personnel shall 48900-48925 Suspension and expulsion consider, in terms of the behavior subject to the disciplinary action, all relevant information, including: (20 USC 1415(k)(4); 34 CFR 300.523) 56000 Special education; legislative findings and declarations a. Evaluation and diagnostic results, including the results or other 56320 Educational needs; requirements relevant information supplied by the student’s parents/guardians 56321 Development or revision of individualized education program b. Observations of the student 56329 Independent educational assessment c. The student’s IEP and placement 56340-56347 Individual education program teams 36 Parent Guide 2010-2011 Oakland Unified School District

Community, Lazear Elementary, Learning Without Limits Elementary, Directory Mandela High, Manzanita Community, Manzanita SEED, Media College Prep, IN THIS SECTION: Think College Now, United for Success Middle, Urban Promise Academy OUSD LEADERSHIP ...... 36 District 6: Chris Dobbins, Vice President e-mail: [email protected] KEY DISTRICT PHONE NUMBERS ...... 37 Schools: Burckhalter Elementary, Carl Munck Elementary, Coliseum College SCHOOLS DIRECTORY ...... 37-41 Prep Academy (CCPA), Community Day, Community United Elementary, East Oakland Pride Elementary, , Frick Middle, Futures Elementary, Greenleaf K-5 SCHOOLS MAP ...... 42-43 Elementary, Markham Elementary, Melrose Leadership Academy, Parker 6-12 SCHOOLS MAP ...... 44-45 Elementary, Roots International Middle, Skyline High Directory District 7: Alice Spearman, Director e-mail: [email protected] This section contains information about OUSD’s policy makers as well as Schools: Acorn Woodland Elementary, Alliance Academy, Barack Obama contact information for school board members, District offices, and schools. Academy, Brookfield Elementary, Castlemont Business Information and Maps showing all public K–12 schools in the District are on pages 42-45. Technology School (CBITS), East Oakland School of the Arts (EOSA), Edward Shands Adult, Elmhurst Community Prep, EnCompass Academy, Esperanza OUSD LEADERSHIP Elementary, Fred T. Korematsu Discovery Academy, Grass Valley Elementary, Board of Education Howard Elementary, Leadership Preparatory High, Madison Middle, Marshall Elementary, New Highland Academy, Reach Academy, Rise Community, The Board of Education is the elected policy-making body of the Oakland Rudsdale Continuation, Sobrante Park Elementary, Sojourner Truth Unified School District. The board’s primary responsibility is to ensure that Independent Study, Youth Empowerment School (YES) every student served by the District is well educated and demonstrates high academic achievement. Superintendent Dr. Anthony Smith Board meetings generally occur on the second and last Wednesday of each Anthony “Tony” Smith, Ph.D., was named month on the first floor of the Paul Robeson Administration Building, 1025 Superintendent of the Oakland Unified School District Second Avenue, in Oakland. Meetings are open to the public in accordance on May 22, 2009, when the seven-member Oakland with the Brown Act, and decisions are a matter of public record. You can Board of Education selected him by unanimous vote. obtain an agenda in advance of the meetings, as well as minutes of previous An Oakland resident and parent of students in Oakland meetings, on the District website, www.ousd.k12.ca.us/boardmeetings. Public Schools, Smith is the District’s first permanent, All regular meetings are broadcast on KDOL Channel 27 three times a week, locally-appointed Superintendent since 2003. typically Fridays at 6 p.m., Sundays at 4 p.m., and Tuesdays at 6 p.m. Smith is a veteran of the Bay Area education reform movement and a Directors champion for equity in schools. Prior to joining the Oakland Unified School District, he served as Deputy Superintendent for the 56,000-student San Elected members of the Board of Education represent the same seven Francisco Unified School District from November 2007 through June 2009, districts as the Oakland City Council. They may be contacted by mail at 1025 earning lavish praise from San Francisco Superintendent Carlos Garcia and Second Ave., Oakland, CA 94606 or by phone at 879-8653. the broader community for his work in the areas of innovation, instruction, District 1: Jody London, Director and social justice. Smith’s time in San Francisco followed his days as e-mail: [email protected] Superintendent of the Emery Unified School District (EUSD) in Emeryville, Schools: Chabot Elementary, Claremont Middle, Emerson Elementary, Far California. Smith accepted the top post in Emeryville schools when the Board West High, Hillcrest Elementary, Kaiser Elementary, Oakland Technical High, of Education regained control following State Administration in 2004. Prior Peralta Elementary, Piedmont Avenue Elementary, Sankofa Academy, Santa to leading Emery Unified, Smith was Director of the Emeryville Citywide Fe Elementary, TAP Center Initiative, with particular responsibility for the Math, Science, Technology Initiative (MSTI), a joint project of EUSD, the City of Emeryville, the Emery District 2: David Kakishiba, Director Ed Fund and the Bay Area Coalition for Equitable Schools (BayCES). In this e-mail: [email protected] role, Smith fostered the development of a local, state, and federal agenda Schools: Bella Vista Elementary, Cleveland Elementary, Crocker Highlands promoting greater attention to parent, community, and teacher voices as Elementary, Dewey Academy, Franklin Elementary, Garfield Elementary, well as the creation and support of high-quality, equitable, small autonomous La Escuelita Elementary, Lakeview Elementary, Life Academy, Lincoln schools. Elementary, MetWest High, Neighborhood Centers Adult, Oakland High, Roosevelt Middle From 1997 to 2001, Smith served as Director of the Academy for Excellence, Equity and Leadership in Teaching and as Director of the Transitions Project District 3: Jumoke Hinton Hodge, Director at BayCES, an educational non-profit that offers coaching and technical e-mail: [email protected] assistance to schools and districts as part of an effort to promote equity in Schools: Bunche Continuation, EXCEL High, Hoover Elementary, M.L. King Jr. education. In these roles, he was responsible for fundraising, management Elementary, Lafayette Elementary, PLACE, Street Academy, Westlake Middle, and human resources, curriculum development, training and facilitation, West Oakland Middle leadership development, and coaching and youth engagement for projects District 4: Gary Yee, President related to secondary school and English Learner literacy. He also developed e-mail: [email protected] strategies for district-wide interventions and managed relationships between Schools: Allendale Elementary, Bret Harte Middle, Fruitvale Elementary, UC Berkeley, six California high schools, BayCES, and the Hewlett Foundation. Horace Mann Elementary, Joaquin Miller Elementary, Laurel Elementary, New Prior to joining BayCES, Smith worked as management consultant for Maxwell Park Elementary, Montera Middle, Montclair Elementary, Redwood Oakland-based Growers Produce and a program evaluator with An Alliance Heights Elementary, Sequoia Elementary, Thornhill Elementary for Action, an effort to ally the National Collegiate Athletic Association District 5: Noel Gallo, Director (NCAA), major North American professional sports leagues, and community- e-mail: [email protected] based organizations in a project aimed at aiding at-risk youth. Schools: Ascend Elementary, College Preparatory and Architecture Academy, In 1992, Smith received his B.A. in English from the University of California, Edna Brewer Middle, Glenview Elementary, Global Family, International Berkeley, where he was captain of the football team and Graduate Assistant Oakland Unified School District Parent Guide 2010-2011 37

Strength and Conditioning Coach before going on to earn his Master’s and Student Assignment & Bilingual Testing ...... 434-7752 Doctorate Degrees in Division of Language and Literacy from Cal’s Graduate Student Attendance Review Board (SARB) ...... 434-7752 School of Education in 1993 and 2002, respectively. Technology Learning Center ...... 879-8319 State Trustee Technology Services ...... 879-8288 OUSD was administered by the California Department of Education for Truancy Tip Line ...... 879-8172 six years, beginning in 2003 when severe financial difficulties forced the District into state receivership in exchange for a sizable state loan. In July of Translations ...... 434-7752 2008, after making great strides in operational and financial health, OUSD For referral to an office not listed or for other information, please call 879- began operating with two governing boards responsible for policy—the 8200. state Department of Education and the locally elected Oakland Board of Education. The State Trustee is the state representative who represents the You can also find a listing of key District departments in the business section state’s financial interest in OUSD. The Trustee does not play a role in day- of your phone book under Oakland Public Schools. A telephone and e-mail to-day operations of the District, but maintains veto authority over financial directory is available on the District’s website, www.ousd.k12.ca.us, along decisions that might imperil the stability of the OUSD. OUSD is required with a wealth of other information and resources, including online data for to host a State Trustee until the full amount of the loan is repaid, or the each school and employment opportunities. California Department of Education determines it is no longer necessary. For more information about our State Trustee, please visit www.ousd.k12.ca.us/ FRAUD ALERT HOTLINE statetrustee. Nearly every organization is the victim of fraud that robs them of many KEY DISTRICT PHONE NUMBERS thousands of dollars of precious resources each year. Confidential, anonymous tips are the most common method in detecting fraud, and Superintendent ...... 879-8200 early detection reduces losses. Board of Education ...... 879-8199 The District’s toll-free bilingual (English & Spanish) Fraud Alert hotline State Trustee ...... 879-4661 and anonymous website are safe and confidential means for anyone Deputy Superintendent of Instruction, in the OUSD community to promote ethical behavior, prevent fraud, Leadership & Equity in Action ...... 879-8156 and report suspicious and fraudulent activities. All reports are kept confidential and anonymous. Deputy Superintendent of Business & Operations ...... 879-4622 • OUSD’s Fraud Alert Hotline access code is alert270. This code is Regional Executive Officer, K-8 Schools ...... 879-2923, 879-8261 required to report alleged fraud. Regional Executive Officer, High Schools ...... 879-8133, 879-8134 • To access the Fraud Alert Hotline by telephone, dial 1-888-372-8325. Adult and Career Education ...... 879-3036 • To report fraud or abuse by mail, send information to Fraud Alert, PO Anonymous Crime/Safety Tip Line ...... 532-4867 Box 220, La Verne, CA 91750. Alternative Education ...... 879-2140 • To report fraud or abuse online, go to www.1888FraudAlert.com. Buildings & Grounds ...... 879-8397 Charter Schools ...... 879-8349 At the time this Parent Guide was printed, OUSD was in the midst College & Career Readiness (internships, work permits, etc.) ...... 879-2144 of a phone systems upgrade that has required many of our phone Communications Office ...... 879-8242 numbers to change. Work on our phone systems will not be complete until 2011, until which time phone numbers in some of our schools Complaints/Ombudsperson ...... 879-8685 and departments may change. You can find the most current phone Fraud Alert Hotline ...... 888-372-8325, access code: alert 270 numbers on our website at www.ousd.k12.ca.us/phonenumbers. District Advisory Council ...... 434-7752 SCHOOLS DIRECTORY District English Learner Advisory Committee ...... 434-7752 The following pages contain listings of contact information for all the Early Childhood Education ...... 879-8328 elementary, middle, and high schools in Oakland Unified. Alternative and Exceptional Children (Special Education) ...... 879-8222 charter schools are on pages 40-41. Family & Community Office ...... 434-7752 Elementary Schools Foster & Juvenile Justice Youth Program ...... 434-7752 ACORN ACORN WOODLAND Health Services ...... 879-8816 1025 81st Avenue, 94621 / Phone: 639-3344 Fax: 639-3346 Homeless Family Support ...... 434-7752 ALLENDALE Independent Study ...... 879-2980 3670 Penniman Avenue, 94619 / Phone: 535-2812 Fax: 535-2815 Legal Office ...... 879-8535 ASCEND (K-4, 6-8) 3709 East 12th Street, 94601 / Phone: 879-3140 Fax: 534-7377 Migrant Education ...... 434-7752 BELLA VISTA Nutrition Services ...... 879-8344 1025 East 28th Street, 94610 / Phone: 436-4900 Fax: 436-4925 Police (dial 911 in an emergency) ...... 879-3670 BRIDGES ACADEMY @ MELROSE Pupil Discipline Hearing Panel (expulsions) ...... 434-7752 1325 53rd Avenue, 94601 / Phone: 535-3876 Fax: 535-3875 Refugee & Asylee Program ...... 434-7752 BROOKFIELD 401 Jones Avenue, 94603 / Phone: 879-1030 Fax: 879-1039 School Security ...... 879-3670 38 Parent Guide 2010-2011 Oakland Unified School District

BURCKHALTER LAKEVIEW 3994 Burckhalter Avenue, 94605 / Phone: 879-1050 Fax: 879-1059 746 Grand Avenue, 94610 / Phone: 879-1300 Fax: 879-1309 CARL MUNCK LAUREL 11900 Campus Drive, 94619 / Phone: 531-4900 Fax: 531-4920 3750 Brown Avenue, 94619 / Phone: 531-6868 Fax: 531-6725 CHABOT LAZEAR 6686 Chabot Road, 94618 / Phone: 654-4884 Fax: 654-4135 824 29th Avenue, 94601 / Phone: 535-3844 Fax: 535-3847 CLEVELAND LEARNING WITHOUT LIMITS@ JEFFERSON (K-5) 745 Cleveland Street, 94606 / Phone: 879-1080 Fax: 879-1089 2035 40th Avenue, 94601 / Phone: 879-1282 Fax: 879-1289 COMMUNITY UNITED @ LOCKWOOD (K-5) LINCOLN 6701 International Boulevard, 94621 / Phone: 879-1340 Fax: 879-1349 225 11th Street, 94607 / Phone: 874-3312 Fax: 874-3375 CROCKER HIGHLANDS MANZANITA COMMUNITY SCHOOL 525 Midcrest Road, 94610 / Phone: 451-5900 Fax: 451-5905 2409 East 27th Street, 94601 / Phone: 535-2822 Fax: 535-2825 EAST OAKLAND PRIDE @ WEBSTER (K-5) MANZANITA SEED 8000 Birch Street, 94621 / Phone: 879-1620 Fax: 879-1629 2409 East 27th Street, 94601 / Phone: 879-1373 Fax: 879-0139 EMERSON MARKHAM 4803 Lawton Avenue, 94609 / Phone: 654-7373 Fax: 654-7360 7220 Krause Avenue, 94605 / Phone: 639-3202 Fax: 639-3206 ENCOMPASS ACADEMY MARSHALL 1025 81st Avenue, 94621 / Phone: 879-0207 Fax: 879-0209 3400 Malcolm Avenue, 94605 / Phone: 639-3275 Fax: 639-3278 ESPERANZA @ STONEHURST MARTIN LUTHER KING, JR. 10315 E. Street, 94603 / Phone: 639-3367 Fax: 639-3370 960 10th Street, 94607 / Phone: 874-3381 Fax: 874-3383 FRANKLIN MAXWELL PARK INTERNATIONAL ACADEMY 915 Foothill Boulevard, 94606 / Phone: 874-3354 Fax: 874-3358 4730 Fleming Avenue, 94619 / Phone: 879-1390 Fax: 879-1399 FRED T. KOREMATSU DISCOVERY ACADEMY @ STONEHURST MELROSE LEADERSHIP ACADEMY@ SHERMAN (K, 6-8) 10315 E. Street, 94603 / Phone: 639-3377 Fax: 639-3380 5328 Brann Street 94619 / Phone 535-3832 Fax: 535-3834 FRUITVALE MONTCLAIR 3200 Boston Avenue, 94602 / Phone: 535-2840 Fax: 535-2843 1757 Mountain Boulevard, 94611 / Phone 879-1430 Fax: 879-1439 FUTURES @ LOCKWOOD (K-5) NEW HIGHLAND ACADEMY 6701 International Boulevard, 94621 / Phone: 636-0520 Fax: 879-1349 8521 A Street, 94621 / Phone: 879-1260 Fax: 879-1269 GARFIELD PARKER 1640 22nd Avenue, 94606 / Phone: 535-2857 Fax: 535-2861 7929 Ney Avenue, 94605 / Phone: 879-1440 Fax:879-1449 GLENVIEW PERALTA 4215 La Cresta Avenue, 94602 / Phone: 531-6677 Fax: 531-6668 460 63rd Street, 94609 / Phone: 879-1450 Fax: 879-1459 GLOBAL FAMILY @JEFFERSON (K-5) PIEDMONT AVENUE 2035 40th Avenue, 94601 / Phone: 879-1280 Fax: 536-5883 4314 Piedmont Avenue, 94611 / Phone: 654-7377 Fax: 654-7309 GRASS VALLEY PLACE @ PRESCOTT 4720 Dunkirk Avenue, 94605 / Phone: 879-1220 Fax: 879-1229 920 Campbell Street, 94607 / Phone: 874-3333 Fax: 874-3337 GREENLEAF @ WHITTIER (K-5) REACH ACADEMY 6328 East 17th Street, 94621 / Phone: 636-1400 Fax: 636-1411 9860 Sunnyside Street, 94603 / Phone: 879-1100 Fax: 879-1109 HILLCREST (K-8) REDWOOD HEIGHTS 30 Marguerite Drive, 94618 / Phone: 879-1270 Fax: 879-1279 4401 39th Avenue, 94619 / Phone: 531-6644 Fax: 531-6616 HOOVER RISE @ HIGHLAND 890 Brockhurst Street, 94608 / Phone: 879-1700 Fax: 879-1704 8521A Street, 94621 / Phone: 879-2487 Fax: 879-1263 HORACE MANN SANKOFA 5222 Ygnacio Avenue, 94601 / Phone: 879-1360 Fax: 535-1355 581 61st Street, 94609 / Phone: 654-7787 Fax: 654-7819 HOWARD SANTA FE 8755 Fontaine Street, 94605 / Phone: 639-3244 Fax: 639-3246 915 54th Street, 94608 / Phone: 654-7372 Fax: 654-7629 INTERNATIONAL COMMUNITY SEQUOIA 2825 International Blvd, 94601 / Phone: 532-5400 Fax: 532-5464 3730 Lincoln Avenue, 94602 / Phone: 531-6696 Fax: 531-6611 JOAQUIN MILLER SOBRANTE PARK 5525 Ascot Drive, 94611 / Phone: 531-6688 Fax: 531-6667 470 El Paseo Drive, 94603 / Phone: 879-1540 Fax: 879-1549 KAISER THINK COLLEGE NOW 25 South Hill Court, 94618 / Phone: 549-4900 Fax: 549-4904 2825 International Boulevard, 94601 / Phone: 532-5500 Fax: 532-5551 LA ESCUELITA THORNHILL 1100 3rd Avenue, 94606 / Phone: 874-7762 Fax: 874-7764 5880 Thornhill Drive, 94611 / Phone: 339-6800 Fax: 339-6801 LAFAYETTE 1700 Market Street, 94607 / Phone: 879-1290 Fax: 879-1299 Oakland Unified School District Parent Guide 2010-2011 39

Middle Schools OAKLAND TECHNICAL 4351 Broadway, 94611 / Phone: 879-3050 Fax: 879-3059 ALLIANCE ACADEMY @ ELMHURST 1800 98th Avenue, 94603 / Phone: 639-2893 Fax: 639-3387 SKYLINE 12250 Skyline Boulevard, 94619 / Phone: 879-3060 Fax: 879-3069 BRET HARTE 3700 Coolidge Avenue, 94602 / Phone: 531-6400 Fax: 482-7272 YOUTH EMPOWERMENT SCHOOL (YES) 8251 Fontaine Street, 94605 / Phone: 879-8877 Fax: 569-7042 CLAREMONT 5750 College Avenue, 94618 Phone: 654-7337 Fax: 654-7341 Alternative Schools of Choice COLISEUM COLLEGE PREP @ HAVENSCOURT (6-10) FAR WEST (9-12) 1390 66th Avenue, 94621 / Phone: 639-3201 Fax: 639-3214 5263 Broadway Terrace, 94618 / Phone: 654-7116 Fax: 654-7157 EDNA BREWER METWEST 3748 13th Avenue, 94610 / Phone: 531-6600 Fax: 531-6626 314 East 10th Street, 94606 / Phone: 879-0235 Fax: 879-0235 ELMHURST COMMUNITY PREP @ ELMHURST OAKLAND INTERNATIONAL HIGH (9-11) 1800 98th Avenue, 94603 / Phone: 639-2888 Fax: 639-2891 353 4521 Webster Street, 94609 / Phone: 879-2142 Fax: 879-2143 FRICK STREET ACADEMY 2845 64th Avenue, 94605 / Phone: 729-7736 Fax: 729-7739 417 29th Street, 94609 / Phone: 874-3630 Fax: 874-3633 MADISON Continuation Schools 400 Capistrano Drive, 94603 / Phone: 636-2701 Fax: 636-2704 BUNCHE CONTINUATION SCHOOL MELROSE LEADERSHIP ACADEMY @ SHERMAN (K, 6-8) 1240 18th Street, 94607 / Phone: 874-3300 Fax: 874-3305 5328 Brann Street 94619 / Phone: 879-1530 Fax: 879-1539 DEWEY ACADEMY (9-12) MONTERA 1111 Second Avenue, 94606 / Phone: 874-3660 Fax: 874-3661 5555 Ascot Drive, 94611 / Phone: 531-6070 Fax: 531-6354 RUDSDALE CONTINUATION (9-12) ROOSEVELT 1180 70th Avenue, 94621 / Phone: 636-7992 Fax: 636-7996 1926 19th Avenue, 94606 / Phone: 879-2120 Fax: 879-2129 Additional Alternative Education ROOTS INTERNATIONAL @ HAVENSCOURT 1390 66th Avenue, 94621 / Phone: 639-3226 Fax: 639-3214 BARACK OBAMA ACADEMY (7,8) 9736 Lawlor Street, 94605 / Phone: 879-1357 Fax: 879-2983 UNITED FOR SUCCESS @ SIMMONS 2101 35th Avenue, 94601 COMMUNITY DAY SCHOOL (6-8) (9-12) 333 4917 Mountain Boulevard, 94619 / Phone: 879-8450 Fax: 879-9988 URBAN PROMISE ACADEMY 3031 East 18th Street, 94601 / Phone: 879-1640 Fax: 879-4297 GATEWAY TO COLLEGE AT LANEY COLLEGE 900 Fallon St. Rm. A-205, 94607 / Phone: 986-6941 WESTLAKE 2629 Harrison Street, 94612 / Phone: 879-1494 Fax: 879-1493 HOME & HOSPITAL PROGRAM 920 -53rd Street, 94608 / Phone: 879-2140 Fax: 879-2146 WEST OAKLAND MIDDLE SCHOOL @ LOWELL (6,7) 991 14th Street, 94607 / Phone: 879-2093 Fax: 879-8012 SOJOURNER TRUTH INDEPENDENT STUDY (K-12) 8251 Fontaine Street, 94605 / Phone: 879-2980 Fax: 879-2989 High Schools TEMPORARY ALTERNATIVE PLACEMENT CENTER (TAP) (6-12) CASTLEMONT COMMUNITY OF SMALL SCHOOLS 581 – 61st Street, 94609 / Phone: 597-4900 Fax: 597-4919 8610 MacArthur Boulevard, 94605 Early Childhood Education BUSINESS INFORMATION & TECHNOLOGY / Phone: 879-3010 x443 The Early Childhood Department provides a model early education program EAST OAKLAND SCHOOL OF THE ARTS / Phone: 879-3010 for preschool children ages three through five and an afterschool program Fax: 879-2535 for children in kindergarten through third grade. The program is designed LEADERSHIP PREPARATORY HIGH / Phone: 879-3010 Fax: 879-1997 to meet the educational, social, emotional and physical needs of each child. Currently we serve 1,800 preschool children at 31 sites and 800 school-age FREMONT FEDERATION children in afterschool programs at 22 sites adjacent to OUSD elementary 4610 Foothill Boulevard, 94601 / Phone: 879-8881 Fax: 879-3029 schools. In addition to promoting student success, our program is designed COLLEGE PREP. & ARCHITECTURE ACADEMY / Phone: 879-8881 to provide childcare so that parents have an opportunity to be gainfully Fax: 879-8874 employed and/or pursue an education or job training. MANDELA HIGH SCHOOL / Phone: 879-1141 Fax: 879-8876 The half-day and full-day preschool programs are designed to support a seamless transition from preschool to kindergarten for children, families, MEDIA COLLEGE PREP / Phone: 879-1597 Fax: 879-1236 and staff. Our early literacy and mathematics programs are aligned with LIFE ACADEMY the OUSD K–3 curriculum to provide children with the necessary skills to be 2101 35th Avenue, 94601 / Phone: 534-0282 Fax: 534-0283 successful. It is our goal for children to be ready to master the kindergarten standards and to maintain their enthusiasm for learning throughout all grade McCLYMONDS EDUCATIONAL COMPLEX levels. 2607 Myrtle Street, 94607 Our school age children receive concrete learning experiences that EXCEL / Phone: 879-3031 Fax: 879-2979 complement their instructional program and are presented in a structured OAKLAND HIGH and nurturing afterschool environment. It is important to us that our 1023 MacArthur Boulevard, 94610 / Phone: 879-3040 Fax: 879-3049 program helps children gain self-confidence and improve their success in school by providing a supportive, complementary learning environment. We 40 Parent Guide 2010-2011 Oakland Unified School District

strive to increase academic achievement by aligning standards, curriculum, M.L.KING, JR. instruction, and assessment to meet the District’s goal for all children to read, 960A 12th Street, 94607 / Phone: 874-3392 Fax: 874-3391 write, communicate, and compute on grade level by the end of third grade. PARKER Please contact any of our sites individually for more information (see the 7901 Ney Avenue, 94605 / Phone: 639-3272 Fax: 639-3269 information listed below). You can also call our Enrollment Center at 434- PIEDMONT AVENUE 7915 if you would like to learn more about our programs or our enrollment 86 Echo Avenue, 94611 / Phone: 879-0832 Fax: 879-1808 process. SANTA FE ACORN WOODLAND 5380 Adeline Street, 94608 / Phone: 654-7555 Fax: 654-7658 1025 81st Avenue, 94621 / Phone: 635-1997 Fax: 879-0198 SEQUOIA ALLENDALE 3730 Lincoln Avenue, 94602 / Phone: 482-7219 Fax: 531-5655 3670 Penniman Ave, Rm 1, 94619 / Phone: 879-1018 Fax: 879-1018 STONEHURST ALICE STREET 901 105th Avenue, 94603 / Phone: 639-3382 Fax: 639-3385 250 17th Street, 94612 / Phone: 874-7753 Fax: 874-7755 WEBSTER ACADEMY ARROYO VIEJO 7980 Plymouth Street, 94621 / Phone: 879-0842 Fax: 879-2639 1895 78th Avenue, 94621 / Phone: 879-0802 Fax: 879-0804 YUK YAU BELLA VISTA 291 10th Street, 94607 / Phone: 874-7759 Fax: 874-7761 2410 10th Avenue, 94606 / Phone: 535-2808 Fax: 535-2811 YUK YAU ANNEX BRIDGES ACADEMY 314 East 10th Street, 94606 / Phone: 874-7756 Fax: 874-7758 1325 53rd Avenue 94601 / Phone: 535-3876 Fax: 535-3875 BROOKFIELD Alternative Education 401 Jones Avenue, 94603 / Phone: 879-0806 Fax: 879-2899 ALTERNATIVE EDUCATION OFFICE CENTRO INFANTIL DE LA RAZA 4521 Webster, 94609 • Phone: 879-2140 • Fax: 879-4094 2660 E 16th Street, 94601 / Phone: 535-2802 Fax: 535-2803 BARACK OBAMA ACADEMY CENTRO INFANTIL ANNEX Grades: 6–8 314 E 10th Street, 94606 / Phone: 874-7748 Fax: 874-7750 9736 Lawlor Street, 94605 • Phone: 879-1357 • Fax: 879-2983 COX BUNCHE CONTINUATION SCHOOL / Grades: 11–12 9860 Sunnyside Street, 94603 / Phone: 879-2816 Fax: 879-2816 1240 18th Street, 94607 • Phone: 879-1730 • Fax: 879-1739 EMERSON COMMUNITY DAY SCHOOL / Grades: 6–12 4801 Lawton Avenue, 94609 / Phone: 654-7760 Fax: 654-7757 4917 Mountain Boulevard, 94619 • Phone: 879-8450 • Fax: 879-2861 FRUITVALE DEWEY ACADEMY / Grades: 9–12 3200 Boston Avenue, 94602 / Phone: 535-2825 Fax: 535-2825 1111 Second Avenue, 94606 • Phone: 879-3100 • Fax: 879-3109 GOLDEN GATE HOME & HOSPITAL PROGRAM 6232 Herzog Street, 94608 / Phone: 654-7741 Fax: 654-7698 920 53rd Street, 94608 • Phone: 879-2904 • Fax: 879-4094 H .R TUBMAN. SOJOURNER TRUTH INDEPENDENT STUDY / Grades: K–12 800 33rd Street, 94608 / Phone: 654-7890 Fax: 654-7896 8251 Fontaine Street, 94605 • Phone: 879-2980 • Fax: 879-2989 HIGHLAND RUSDALE CONTINUATION SCHOOL / Grades: 9–12 1322 86th Avenue, 94621 / Phone: 636-8214 Fax: 636-8216 1180 70th Avenue, 94621 • Phone: 879-4237 • Fax: 879-4243 HINTIL KUU CA STREET ACADEMY / Grades: 9–12 11850 Campus Drive, 94619 / Phone: 531-8400 Fax: 531-8405 417 29th Street, 94609 • Phone: 879-3130 • Fax: 879-3139 HOWARD TEMPORARY ALTERNATIVE PLACEMENT (TAP) CENTER / Grades: 6–12 8755 Fontaine Street, 94605 / Phone: 639-3262 Fax: 639-3262 581 61st Street, 94609 Phone: 597-4900• Fax: 597-4919 INTERNATIONAL 2825 International Blvd., 94601 / Phone: 532-7267 Fax: 261-2024 Programs for Exceptional Children JEFFERSON (Special Education) 1975 40th Avenue, 94601 / Phone: 535-3871 Fax: 535-3873 SPECIAL EDUCATION OFFICE LAKEVIEW 2850 West Street, 94608 • Phone: 879-8222 • Fax: 879-8529 746 Grand Avenue, 94610 / Phone: 879-0857 Fax: 879-2969 PRESCHOOL DIAGNOSTIC CENTER LAUREL 3550 64th Avenue, 94605 • Phone: 879-8829 • Fax: 879-3074 3825 California Street, 94619 / Phone: 531-6226 Fax: 531-6270 CAREER TRANSITION SERVICES LOCKWOOD 2850 West Street, 94608 • Phone: 879-8829 • Fax: 879-8899 1125 69th Avenue, 94621 / Phone: 639-2884 Fax: 639-2886 HILLSIDE ACADEMY / Grades: 7–12 LOCKWOOD PRE-K 8350 Hillside Street, 94605 • Phone: 879-2200 • Fax: 879-2208 6701 East 14th Street, 94621 / Phone: 879-0827 Fax: 879-2617 MANZANITA Adult and Career Education 2618 Grande Vista, 94601 / Phone: 535-2804 Fax: 535-2807 Oakland Adult and Career Education (OACE) Administrative Offices 2607 Myrtle Street, 94607 • Phone: 879-3036 • Fax: 452-2077 Oakland Unified School District Parent Guide 2010-2011 41

Charter Schools Oakland School for the Arts (6-­12) 1800 San Pablo Ave. (Moving: 1970 Broadway‐Fox Theater) / Phone: Achieve Academy (4­‐5) 873‐8800 Fax: 873-­8816 1700 28th Ave. / Phone: 904-6440 Fax: 904­‐6761 Oakland Unity High School (9-­12) American Indian Public Charter School (5-8) 6038 Brann St. / Phone: 635­‐7170 Fax: 635­‐3830 3637 Magee Ave. / Phone: 482-­6000 Fax: 482-­6002 Reems (E.C.) Academy of Technology & Art (K-­8) American Indian Public Charter School II (6‐8) 8425 MacArthur Blvd. / Phone: 729‐6635 Fax: 562-­9539 171 12th Street / Phone: 482 6000 Fax: 482 6002 Wilson (Lionel) College Preparatory Academy (9-­12) American Indian Public High School (9-­12) 400 105th Ave. / Phone: 635-7737 Fax: 635-7727 3626-3628 35th Ave. / Phone: 482-­6000 Fax: 482-­6002 World Academy (K-­3) ARISE High School (9-­12) 1700 28th Ave. / Phone: 904-6400 Fax: 904-6763 3301 E. 12th Street, Ste. 205 / Phone: 436-­5487 Fax: 436-­5493 Bay Area Technology School (6-­11) 4521 Webster St. / Phone: 645-­9932 Fax: 645‐9934 CHARTER SCHOOLS Berkley Maynard Academy (K-­7) Charter schools were established under California law in 1992 as 6200 San Pablo Ave. / Phone: 658-­2900 Fax: 658-­1013 public schools of choice. Compared with other public schools, they enjoy greater autonomy in their operation in exchange for greater Civicorps Elementary School (K-­4) accountability for their outcomes. Parents who reside in California may 1086 Alcatraz Ave. / Phone: 420 3701 Fax: 420 3703 choose to enroll their children at any charter school in California if there Civicorps Middle School (5) is space available, or may withdraw if dissatisfied, regardless of what 1086 Alcatraz Ave. / Phone: 420-­3701 Fax: 420-­3703 city they live in. Civicorps Academy (12/adults) Like all public schools, charter schools may not charge tuition, teach a 101 Myrtle St. / Phone: 992-­7855 Fax: 992-­7950 religious curriculum, or violate anyone’s civil rights in their operations. Each charter school that OUSD authorizes has an agreement (charter) COVA Conservatory of Vocal/Instrumental Arts (K-­8) with the District that describes what grades it will offer, how the school 3800 Mountain Blvd. / Phone: 339­‐2961 Fax: 531-­9434 will provide learning opportunities to its students, and how the District East Oakland Leadership Academy (K-­8) will measure its success. The charter school principal or director makes 2614 Seminary Ave. / Phone: 562-­‐5238 Fax: 562­‐5239 most daily decisions at a charter school, in consultation with teachers East Oakland Leadership Academy High (9-­10) and parents. But the charter school’s governing board is ultimately 5856 Foothill Blvd. / Phone: 562-­5238 Fax: 562-­‐5239 responsible for what happens at the school. Education for Change at Cox Elementary (K-­5) Approximately 8,000 students attend Oakland charter schools. No two 9860 Sunnyside St. / Phone: 904-­6300 Fax: 904-­6377 are the same. If you are considering a charter school, try to visit while school is in session. Interview school leaders, parents, and students. ERES Academy (K-­8) Review the charter document. Decide whether the school is a good fit 1936 Courtland Ave. / Phone: 436-9760 Fax: TBD for you and your child. For more information about oversight of charter KIPP Bridge Charter Academy (5­‐8) schools, please contact the Office of Charter Schools at 879-8349. 991 14th Street / Phone: 879-­2421 Fax: 879-­3182 Lighthouse Community Charter School (K-­8) 345 12th St. at Webster / Phone: 562-­8801 Fax: 271-­8803 Lighthouse Community Charter High School (9‐12) 1600 Broadway / Phone: 562‐8225 Fax: 271-­8803 LPS College Park (9-­12) 8601 MacArthur Blvd. / Phone: 633-­0750 Fax: 291-­9783 Millsmont Academy (K-­5) 3200 62nd Ave. / Phone: 638-9445 Fax: 638-0744 Millsmont Academy Secondary (6-­11) 8030 Atherton St. / Phone: 562-­8030 Fax: 562-­8013 Monarch Academy (K-­5) 1445 101st Ave. / Phone: 568-­3101 Fax: 568-­3521 North Oakland Community Charter School (K-­7) 1000 42nd St. / Phone: 655-­0540 Fax: 655-­1222 Oakland Aviation High School (9-­12) 7850 Earhart Road (OAK) / Phone: 633-­6375 Fax: 633-­8351 Oakland Charter Academy (6-­8) 3001 International Blvd. / Phone: 532-­6751 Fax: 532-­6753 Oakland Charter Academy High School (9-­10) 171 12th Street / Phone: 532-6751 Fax: 532-6753 Oakland Military Institute, College Prep. Academy (6-­12) 3877 Lusk St. / Phone: 594-­3900 Fax: 597-­9886 42 Parent Guide 2010-2011 Oakland Unified School District Oakland Unified School District Parent Guide 2010-2011 43 44 Parent Guide 2010-2011 Oakland Unified School District Oakland Unified School District Parent Guide 2010-2011 45

✂ ✂ tear off

2212 - you do not only if ase be aware that there AKLAND, CA 94606

however, ple or filmed by members of the media,

1025 SECOND AVENUE O or filmed.

OPT-OUT FORM www.ousd.k12.ca.us TO YOUR CHILD’S SCHOOL SITE MEDIA OL DISTRICT • photographed or filmed by the media outlets or other organizations for conferencing on the Internet. ant my child to be photographed w

Please discuss your wishes with your child so that s/he knows if you do not photographed

I DO NOT OAKLAND UNIFIED SCHO udents. Your child’s name, grade may be included in the report. Classrooms might also

PLEASE SIGN AND RETURN want your child to be photographed or filmed. 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 want your child to be Date Telephone Number of Parent/Guardian Print Name of Parent/Guardian � may be circumstances when your child control. may be photographed or filmed beyond our use in print, television, film or Internet publications. 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 school in their publications andyour informational materials. child’s name and the name of the Please sign and return the attached form only if you DO NOT want your child to be Dear Parent or Guardian, There are times when our school may be photographers and/or featured film crews from TV, radio stations, in newspapers or magazines may various media. News reporters, wish to photograph and/or film your child in st relation to a story about our schools or participate in video- We will make every effort to honor your request,

✂ tear off ✂

Once you receive notice of any planned pesticide application, notify all persons on your registry at least 72 72 least at registry your on persons all notify application, pesticide planned any of notice receive you Once I would prefer to be contacted by E by contacted be to prefer would I Phone: Day Address: Number: Homeroom or Classroom and Name Student member: Staff or Parent/Guardian of Name � California Department of Pesticide Regulation’s website at at website Regulation’s Pesticide of Department California the at use pesticide and pesticides these regarding information more find can You Administrator: Site to Note Signature: application. efore b hours School(s) neatly: print Please school a as me to provided e via home sent be will notification the that understand OAKLAND UNIFIED SCHO UNIFIED OAKLAND I would like to be notified before each pesticide application at this school this at application pesticide each before notified be to like would I

INDIVIDUAL PESTICIDEAPPLICATION

REQUEST FORNOTIFICA OL DISTRICT • • DISTRICT OL

Please file original in the main office and create your master site registry. registry. site master your create and office main the in original file Please staff member, at least 72 hours before application. before hours 72 least at member, staff

www.ousd.k12.ca.us - m

at: ail 1025 SECOND AVENUE O AVENUE SECOND 1025

Evening Phone: Evening Date:

TION OF - mail or with my child, or child, or my with mail or www.cdpr.ca.gov

AKLAND, CA 94606 CA AKLAND,

I . I .

- 2 212

2010 – 2011 School Calendar

JULY 2010 AUGUST 2010 SEPTEMBER 2010 In celebration of Independence Day (Schools/offices closed) ...... July 5 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) ...... Aug. 25 1 2 3 1 2 3 4 5 6 7 1 2 3 4 Professional Development Day 4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11 (No school for students) ...... Aug. 26 11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18 Teacher Planning Day (No school for students) ...... Aug. 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25 Y First Day of School for Students ...... Aug. 30 25 26 27 28 29 30 31 29 30 31 26 27 28 29 30 Labor Day (Schools/offices closed) ...... Sept. 6

OCTOBER 2010 NOVEMBER 2010 DECEMBER 2010 Professional Development Day (No school for students) ...... Oct. 8 S M T W T F S S M T W T F S S M T W T F S Veterans’ Day (Schools/offices closed) ...... Nov. 11 1 2 1 2 3 4 5 6 1 2 3 4 u Thanksgiving Recess 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 (Schools closed) ...... Nov. 22–24 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 Thanksgiving Day Holidays (Schools/offices closed) ...... Nov. 25-26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25 u Winter Recess (Schools closed) ...... Dec. 20–31 24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31 Offices closed ...... Dec. 23–24, Dec. 30-31 31 Child Development Centers and offices closed Dec. 23-31

JANUARY 2011 FEBRUARY 2011 MARCH 2011 Martin L. King, Jr. Day (Schools/offices closed) ...... Jan. 17 S M T W T F S S M T W T F S S M T W T F S Professional Development Day (No school for students) ...... Jan. 28 1 1 2 3 4 5 1 2 3 4 5 Presidents’ Day Holiday 2 3 4 5 6 7 8 6 7 8 9 10 11 12 6 7 8 9 10 11 12 (Schools/offices closed) ...... Feb. 21 9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19 César Chávez Day (Schools/offices closed) ...... Mar. 31 16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26 23 24 25 26 27 28 29 27 28 27 28 29 30 31 30 31

APRIL 2011 MAY 2011 JUNE 2011 u Spring Recess (Schools closed) ...... Apr. 18-22 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 27 1 2 1 2 3 4 5 6 7 1 2 3 4 Memorial Day Holiday (Schools/offices closed) ...... May 30 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 Y Last Day of School for Students ...... June 16 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 Teacher Planning Day 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 (No school for students) ...... June 17 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30

Report Card Periods (Ending Dates) Key Dates: Individual student progress reports are sent to parents within one week of the End of First Semester: January 27, 2011 following dates: Beginning of Second Semester: January 31, 2011 Elementary Schools First ...... December 3 Day of the Teacher: May 3, 2011 Second ...... March 11 Classified Employees’ Week: May 16–20, 2011 Third ...... June 16 Secondary Schools, First ...... October 7 Fall Semester Second ...... November 19 Note: Child Development Centers are open 12 months a year. The testing calendar is available in September. Third ...... January 27 Secondary Schools, First ...... March 11 Spring Semester Second ...... April 29 Third ...... June 16

© 2010 Oakland Unified School District • 1025 Second Ave., Oakland, CA 94606 • Communications Office Phone: (510) 879-8200