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1 IVY ACADEMIA TK-12 ENTREPRENEURIAL Charter School Educating Our Next Generation of Entrepreneurs Shared support agreement Parent, Teacher, Student Handbook SCHOOL YEAR TK-6 ELEMENTARY CAMPUS 5461 Winnetka Avenue Woodland Hills, CA Mrs. Lyons-Urbach, Principal Ms. Maria Gennaro, Asst Principal Tel Fax Junior/Senior High School, BUSINESS VALLEY CIRCLE OFFICE CAMPUS 7353 Valley Circle Blvd, West Hills, CA Ms. Darla Rice, Principal Ms. Kathy Pino, Asst Principal Mrs. Tina Butler, Asst Principal Mrs. Lynda Llamas, Counselor Tel Fax Business Office, VALLEY CIRCLE CAMPUS 7353 Valley Circle Blvd, West Hills, CA Tel Fax Dr. Caroline Neuhaus Wesley, Executive Director Mr. Kendall Martin, Director of Human Resources Mr. William Macdonald, Director of Student Support Services Board Approval July 24, 2014

2 Table of Contents Contents Introduction... 4 Welcome to Ivy Academia... 4 About this Handbook: Shared Support Agreement... 5 Our Mission... 5 History of Ivy Academia Entrepreneurial Charter School... 5 Entrepreneurship: What Sets Ivy Apart... 6 Nondiscrimination Statement... 7 For Parents... 7 Parent Involvement... 7 Parent Observation of Class... 9 Parent Procedure for Contacting Staff... 9 Use PowerSchool to Monitor Progress... 9 School Reach... 9 Ivy Parent Leadership Group, K-8, Ivy Parent University... 9 Academics Expected Schoolwide Learning Results Physical Education Waiver Academic Standards/Grading Policy Homework Policy Mathematics Placement Mandatory Intervention McKinney-Vento 13 Gifted and Talented Program GATE English Learners Textbooks and Materials Syllabi/Course Outlines Summer Reading Mandatory Intervention Program Students With Special Needs Counseling/Career Center Guidance Appointments College and Career Opportunities and Info Schedule Changes Academic Dishonesty Calendars and Newsletters Hours of Instruction Daily Schedules Early Dismissal/Minimum Days Student Schedules Calendar Attendance and Tardy Policy Definitions Excused Absences Unexcused Absences Tardies Verifying Absences Permission to Leave Campus Make-up of School Work Consequences for Unexcused Absences and Tardies Extended Absence due to Illness Independent Study Contracts Student Attendance Review Team Student Attendance Review Board Attendance Eligibility Health and Safety Inhalers Medications Notifications When to keep my child home ill? Communicable Diseases/Conditions Returning to School after Serious Illness or Injury Home/Hospital Study Emergency Drills Crisis Prevention Student Life Ivy Traditions SGA SGA Cards and Yearbooks Student Store Scholastic Eligibility Ineligibility Regulations National Honor Society Work Permits Non-Participation List Dances Rallies and Assemblies Excursions and Field Trips Overnight Field Trips Daily Bulletin/Pledge of Allegiance Peer Mediation Student Awards Recognition Program Promotion Dress Code and Uniform Policy.25 Uniform Dress Code and Free Dress Ivy Policy Messages and Deliveries to Students Admission Policy Donations Pupil Records Media Complaint Procedures Dismissal/Walking Home On Campus Visitors Closed Campus Valuables Cell Phones and Electronic Devices Bring Your Own Device (BYOD)... 30

3 Video Surveillance Before and After School Keys/Classrooms Confidentiality Personal Gifts Classroom Parties Lost and Found Student Property Confiscated Items Lockers and Storage Search of Personal Property Entering and Exiting Campus Child Custody Release of Minor to Peace Officers High School Graduation Requirements CAHSEE Minimum Enrollment Final Examinations Repeating of Courses Guidance Services High School A-G Requirements Academia v. College Prep Pathway High School Diploma Requirements Credits Student Assignment to Grade Level Work Experience Alternative Programs for Course Credits Transcripts Advanced Courses California High School Proficiency exam College Testing Valedictorian, Salutatorian, Distinguished Counselor Notification to Colleges about Behavior Rights and Responsibilities of 18 Year Olds High School Dances Athletics Sports Eligibility About California Interscholastic Federation Participation in Co-Curricular Activities Co-Curricular Code and Contract Automobile Guidelines Parking Rules and Regulations Discipline Policy Behavior Policies Bullying and Harassment Rules and Procedures Hazing Hate Crimes and Bigotry Food and Drinks in Class Controlled Substance Policy Consequences for Serious Offenses Expulsion Yards/Halls Restrooms Lunch and Nutrition Boundaries at Lunchtime Student Identification Display of Affection Disciplinary Procedures Types of Interventions Progressive Discipline Matrix/Plan Sexual Harassment Policy Sexual Harassment Complaint Procedures Uniform Complaint Procedures Directory Information Disclosure of Directory Information FERPA Rights Student Net Use Agreement and Release from Liability. 62 Forms for Review and Return School Calendar Pledge of Respect RETURN School Compact RETURN Shared Support Agreement Verification Page 3

4 Assistance Directory School Phone Numbers with 24 Hour Attendance Line: TK-6 Elementary Valley Circle Business Office Absence clearance...school Office Application Process.Application of Interest On-line Change of Address or Phone Number...Registrar College Catalogs...School Counselor Conference with Teacher.....School Office or teacher Discipline Contact Teacher, Contact Administator who dealt with the discipline, refer to the Shared Support Agreement Long-Term Illness...Director of Support Services Immunization Records....Registrar Update Phone Numbers and Contacts.Registrar Student Schedules School Counselor Registration....Registrar Transcripts...Registrar SGA Cards...SGA Advisor Yearbook Purchase... Office Manager I.D. Cards... Office Manager Athletic Clearance... Athletic Director/Principal Athletic Information CIF 9-12/Intramural Sports K-8...Athletic Director Lunch Program...Office Manager Grades and Credits... School Counselor Used Clothes... School Office, IPLG Theft Report...Asst Principal or Principal Uniform Questions....Website or Shared Support Agreement Work Permits...Principal Introduction Welcome to Ivy Academia Ivy Academia Entrepreneurial Charter School, one of the state s top-performing public charter schools, is a unique Transitional Kindergarten to Twelfth grade school community offering a high quality, standards-based education with an entrepreneurial focus. What is an entrepreneurial focus? Our entrepreneurial program teaches students life skills including critical thinking, teamwork, tenacity, finances and money management that translate into business skills. Our students learn how to organize and manage an enterprise, usually a business, while successfully employing considerable initiative and overcoming risks. We focus on a rigorous curriculum, relevant activities and building positive relationships. We are committed to working together to make sure students reach their full potential. Together - administrators, teachers, staff, students, parents and community work together to provide our students the very best education Ivy can provide. We encourage you to stay involved and partner with us to move our school forward. Once you are an Ivy Puma, you will develop the powerful traits of the puma to include leadership, integrity and confidence. Pumas embody grace, strength and power. Our goal is that students will gain the skills, courage and competence to compete in the 21 st century and understand the value of independence and self-sufficiency from the puma while balancing collaboration and teamwork from the corporate world. Get on board, and catch the spirit of the Puma! Thank you for your continued support! Caroline E. Neuhaus Wesley, Ed.D. Executive Director Page 4

5 About this Handbook: Shared Support Agreement This is our Shared Support Agreement, and all parents and students are required to sign the form that affirms that you have read and understand the school s policies and practices. In this manner, it also serves as a parent/student handbook, since it contains most of the policies of Ivy Academia. Additional policies are listed in the Board Policies. This handbook is intended to be used by students, parents and staff as a guide to the rules, regulations, and general information about our school. Each student is responsible for becoming familiar with the handbook and knowing the information contained in it. Parents are encouraged to use this handbook as a resource and to assist their child in following the rules contained in this handbook. Although the information found in this handbook is detailed and specific on many topics, the handbook is not intended to be all encompassing so as to cover every situation and circumstance that may arise during any school day, or school year. This handbook does not create a contract. The administration reserves the right to make decisions and make rule revisions at any time to implement the educational program and to assure the well being of all students. The administration will be responsible for interpreting the rules contained in the handbook. Should a situation or circumstance arise that is not specifically covered in this handbook, the administration will make a decision based upon all applicable policies, State and Federal statutes and regulations, and educated decisions. Mission Supported by an active and unified community, Ivy Academia educates and empowers our students with rigorous academics and real-life entrepreneurial skills necessary to succeed in the 21 st century. History of Ivy Academia Entrepreneurial Charter School In September 2004, a small group of entrepreneurs and educators developed an independent charter school in the Los Angeles Unified School District called Ivy Academia Entrepreneurial Charter School. The goal was to provide a high-quality education with an entrepreneurial focus. The school began with 280 students on two sites, Pre-K 1 was at Fallbrook and Grades 2-6 started the year in a church before it moved two months later to the De Soto site. The plan was to add one class per year through high school. In 2005, grade 7 was added to De Soto. In 2006, grade 8 was added to De Soto. In 2007, grade 9 was added to De Soto. Also in 2007, Pre-K, K and grade 1 moved from Fallbrook to Temple Judea, and grades 2 and 3 moved from De Soto to Sunny Brae Elementary School, our first co-location school with LAUSD. A gymnasium and additional classrooms were added to the De Soto site. In 2008, grades 8, 9 and 10 moved from De Soto to the Chatsworth High School site.in 2009, the high school became a 9-12 school and a science laboratory was added. In 2011, Pre-K was closed in hopes of reopening in the future, grades K and 1 moved from Temple Judea to Sunny Brae, Grade 3 moved to Stanley Mosk Elementary School, our second co-location school with LAUSD, grades 4-8 remained at De Soto and grades 9-12 remained at Chatsworth. The Ivy Leadership Team was restructured and a new Board of Directors was put in place. In 2012, grades K-2 remained at Sunny Brae, and Grade 3 was moved to De Soto with grades 4-7. Grade 8 was moved to Chatsworth with grades In 2013, Ivy secured a new site for grades 8-12, and moved from Chatsworth to West Hills. The site is located on the Shomrei Torah Synagogue site in place of the New Community Jewish High School. In 2014, grades TK-6 moved to William Howard Taft Charter High School, our third co-location school with LAUSD, and Sunny Brae and De Soto were no longer utilized. Grade 7 was moved to West Hills with grades Currently, Ivy serves 1,200 students grades TK through 12 on two sites: Grades TK-6 at our Woodland Hills Campus, Ivy Elementary, co-located at William Howard Taft CHS and 7-12 at Ivy Junior/Senior High at Valley Circle. Over the next five years, Ivy will serve 1,400 students, growing the high school to 500 students. Academically, Ivy Academia continues to excel and is one of the the highest perfoming Charter Schools in California. Ivy proudly offers a GATE program (Grades 2-8) and Honors and Advanced Placement (AP) courses (Grades 9-12) that are recognized by the University of California and California State University systems. In 2007, Ivy joined the National Honor Society. In 2010, Ivy was granted a 6 year term (the highest accreditation) by WASC (Western Association of Schools and Colleges). The term validates the work that staff has done in order to create the best education possible for each and every Ivy student. In 2011, we honored our first graduating class of 39 students. Students attended Washington University in St. Louis, University of California Page 5

6 at Los Angeles, University of California at Riverside, California State University at Long Beach, California State University at Northridge, California State University at Channel Islands, Cal-Arts, Culinary Institute of America, United States Marine Corps and Los Angeles Pierce College. In 2012, Ivy had our first senior receive the Gates Millenium Scholarship in 2012, the most prestigious scholarship award in the United States. Seniors were accepted to Yale University, University of Southern California, Fisk University, Cardiff, UCs and Cal States. In 2013 and 2014, our Seniors continued the tradition of attending universities like Penn State, Mount Saint Mary s, UCs and Cal States. In 2013, our Charter Petition was renewed for five years until Ivy s API is 864 with an overall growth of 18 points since Our Similar Schools Rank is a 5 out of 10. Our Statewide Rank is a 6 out of 10. Ivy s athletic program has been a member of the California Interscholastic Federation (CIF), which is the official athletic body for high school athletics since In 2010, the Girls Volleyball Team was the CIF Volleyball Championand the team went undefeated. In 2009, Cheerleading took first and second place in competition. In 2014, Middle School Girls Volleyball won the League Championship and the LA Tournament for the second year in a row! Middle School Boys Flag Football won the League Championship! Middle School Boys Basketball was undefeated and are the CSL Champions! Perfect Season! Middle School Girls Basketball won the CSL Championship! Middle School Boys Volleyball won the CSL Championship! Ivy Academia s Elementary and Middle School Cheer Team won 1st place in Overall and in Spirit, Coach s Participation, and Stunting at the SHARP International Cheer Competition for the sixth year in a row! Ivy Academia s Middle School Cheer Team won 1st place in the NRG Competition! Over the past several years, Ivy Academia has been recognized as a leader in California charter schools. It received the New York TimesAward and Kaufman Foundation Platinum Award in It has been featured on local Los Angeles television news regarding its entrepreneurial program and been recognized on national television during its E- Convention. Ivy students competed in the UCLA Anderson School of Business ECHO Project and took second place in 2014 and 2010, first place in 2011, Honorable Mention in 2012 and third place in Ivy middle schoolers competed and won against high schoolers in the ECHO project. For six years, Ivy received a check annually from California State Assemblyperson Lloyd Levine for its participation in the Fitness Challenge. Our staff and students received recognition for excellence in particular for entrepreneurial and innovative programs. 42 Students were redesignated from Limited English Proficient to Fluent English Proficient! 92% of our 10 th Graders passed the CAHSEE on the first try in English and 87% passed in Mathematics! 8 Teachers completed their BTSA training and can now clear their credential from Preliminary to Clear! Encino Chamber of Commerce and Ivy Academia nominated 3 teachers for Teacher of the Year: Mr. Scott Davis, Ms. Charlene Guss, and Mrs. Krista Gale!! Ivy Academia s 8 th Grade Team at the Project Echo Competition was the only middle school team competing against high schools! Best E-Convention in years!! An amazing demonstration of the Next Generation of Entrepreneurs!! Ivy Academia took Best Future Visionaries or third place out of 133 schools in the QuikSCience Competition at USC for the second year in a row! Persia B. won the $1,000 Senior Scholarship at the E-Convention!! Los Angeles Daily News Voted Favorite Charter School for 2013 and Entrepreneurship: What Sets Ivy Apart Ivy Academia recognizes that the U.S. education system can and should do more to prepare young people for success in the rapidly evolving 21 st century. Skills such as global literacy, problem solving, innovation and creativity have become critical in today s increasingly interconnected workforce and society. Ivy Academia employs a cross-curricular approach to encourage entrepreneurial thinking and focuses on the core attributes of real entrepreneurship. Ivy students are taught a variety of entrepreneurial skills throughout the course of their education. Each grade focuses on individual skills that students need to become successful entrepreneurs. Throughout the TK-12 experience, students learn the words and processes associated with a successful community; the attributes of a successful citizen and the importance of social responsibilities; financial Page 6

7 literacy; marketing; customer service; and the value and importance of investment. By the time students reach high school, they are ready to learn about true entrepreneurial responsibility. Through the Ivy Community Entrepreneurial Program, students learn to be confident and responsible. They have jobs, pay bills, learn about law enforcement, and explore the court system. They acquire 21 st century skills like critical thinking, teamwork, and health and wellness awareness. Students also participate in classes such as resume writing and interview skills, business law, public speaking, leadership, management and customer service. After completion of these courses, students operate their new business ventures, and have the opportunity to compete in an entrepreneurial convention (E-Convention) by presenting their businesses to public officials, community members, parents and friends. At the convention, students demonstrate their knowledge, and top entrepreneurial grants are awarded. Ivy Academia is proud to take students beyond textbook learning by providing an environment where students enjoy attending school on a daily basis. It is the goal of Ivy Academia to provide students with a rigorous standards-based academic program while engaging all students in community studies and private enterprise education. Nondiscrimination Statement Ivy Academia Charter School is committed to providing a working and learning environment that is free from discrimination and harassment based on an individual s sex, sexual orientation, gender, ethnic group identification, race, ancestry, national origin, religion, color, mental or physical disability, or any other condition protected by federal, state or local law, ordinance or regulation. Harassment under Title IX (sex), Title VI (race, color, or national origin), and Section 504 and Title II of ADA (mental or physical disability) is a form of unlawful discrimination that will not be tolerated by Ivy Academia. Harassment is intimidation or abusive behavior toward a student/employee that creates a hostile environment, and that can result in disciplinary action against the offending student or employee. Harassing conduct can take many forms, including verbal acts, graphic and written statements, or conduct that is physically threatening or humiliating. For Parents Parent Involvement Ivy Academia Charter School recognizes that, when schools and parents form strong partnerships, student potential for educational success improves significantly. Parents learn the scope of their school s instructional program, and they set high expectations for their children. As a result, schools can better focus on student growth and success. Ivy Academia supports a variety of parent-involvement programs that enable the school to involve parents in a broad range of roles. Volunteer a minimum of 25 hours each year per family, (40 hours if you have more than one child). Parents working on school projects, including fundraising, should coordinate these efforts with administration. Please have any correspondence go through the school principal as well. California State Board of Education Policy Parent Involvement* in the Education of Their Children A critical dimension of effective schooling is parent involvement. Research has shown conclusively that parent involvement at home in their children s education improves student achievement. Furthermore, when parents are involved at school, their children go farther in school, and they go to better schools. From research studies to date, we have learned the following important facts: 1. Families provide the primary educational environment. 2. Parent involvement in their children s education improves student achievement. 3. Parent involvement is most effective when it is comprehensive, supportive, long-lasting, and wellplanned. 4. The benefits of parent involvement are not limited to early childhood or the elementary level; there are continuing positive effects through high school Page 7

8 5. Involving parents in supporting their children s education at home is not enough. To ensure the quality of schools as institutions serving the community, parents must be involved at all levels in the schools. 6. Children from low-income and culturally and racially diverse families have the most to gain when schools involve parents. The extent of parent involvement in a child s education is more important to student success than family income or education. 7. We cannot look at the school and the home in isolation from one another; families and schools need to collaborate to help children adjust to the world of school. This is particularly critical for children from families with different cultural and language backgrounds. Schools that undertake and support strong comprehensive parent involvement efforts are more likely to produce students who perform better than identical schools that do not involve parents. Schools that have strong linkages with and respond to the needs of the communities they serve have student who perform better than schools that don t. Children who have parents who help them at home and stay in touch with school do better academically than children of similar aptitude and family background whose parents are not involved. The inescapable fact is that consistent high levels of student successes are more likely to occur with long-term comprehensive parent involvement in schools. The California State Board of Education recognizes that a child s education is a responsibility shared by school and family during the entire period the child spends in school. Although parents come to the schools with diverse cultural backgrounds, primary languages, and needs, they overwhelmingly want their children to be successful in school. School districts and schools, in collaboration with parents, teachers, students, and administrators, must establish and develop efforts that enhance parent involvement and reflect the needs of students and families in the communities which they serve. To support the mission of California schools to educate all students effectively, schools and parents must work together as knowledgeable partners. All of the grade level reforms, Here They Come: Ready or Not!, It s Elementary, Caught In The Middle, Second To None, and other major initiatives such as Healthy Start (SB 620) and School Restructuring (SB 1274), emphasize parent and community involvement in school restructuring. The reform efforts support school based shared decision-making at the school site that includes all stakeholders, including teachers, administrators, students, parents, and other community members. Ivy Academia, in keeping with the California State Board of Education s policy of parent involvement, will develop strong comprehensive parent involvement by: 1. Helping parents develop parenting skills to meet the basic obligations of family and life and foster conditions at home which emphasize the importance of education and learning. 2. Promoting two way (school-to-home and home-to-school) communication about school programs and students progress. 3. Involving parents, with appropriate training, in instructional and support roles at the school and in other locations that help the school and students reach stated goals, objectives, and standards. 4. Providing parents with strategies and techniques for assisting their children with learning activities at home that support and extend the school s instructional program. 5. Preparing parents to actively participate in school decision-making and develop their leadership skills in governance and advocacy 6. Preparing parents with skills to access community and support services that strengthen school programs, family practices, and student learning and development. These six types of parent involvement roles require a coordinated school-wide effort that has the support of parents, teachers, students, and administrators at each school site. Furthermore, research indicates that home-school collaboration is most likely to happen if schools take the initiative to encourage, guide, and genuinely welcome parents into the partnership. Professional development for teachers and administrators on how to build such a partnership is essential. The issue of parent involvement in the education of their children is much larger than improving student achievement. It is central to our democracy that parents and citizens participate in the governing of public institutions. Parent involvement is fundamental to a healthy system of public education. Page 8

9 * Parent Involvement refers to the efforts of any caregiver who assumes responsibility for nurturing and caring for children, including parents, grandparents, aunts, uncles, foster parents, stepparents, etc. Many schools are now using the alternative term family involvement. *(Adopted by the California State Board of Education January, 1989 & revised September, 1994). Parent Observation of Class Parents are entitled to visit their students classrooms for the purposes of observation. In accordance with Ed Code at least 24 hours notice is required before the visit may take place. Parent Procedure for Contacting Staff When the need arises for a conference with a teacher, counselor, or an administrator, the first step is to contact that person via or phone. addresses are available on the Ivy Website: Please be aware, most teachers begin their day at 7:30 AM. Often, the easiest time for a counselor, teacher, or an administrator to reach you may be at that time. An attempt will be made to reach you as soon as possible (within 2 school days). If a conference is needed, a convenient time will be worked out for all parties. Parents who wish to meet with a counselor need to call the Counseling Office to arrange an appointment. Communication between parents, students and faculty is important to everyone. The following steps are in place to address con-cerns: 1 The first contact must be with the teacher either by or voice mail. 2 If the teacher has not responded within two school days, then the second contact may be with the principal either by or phone call (voice mail). 3 If the concern remains unresolved, a conference between parent(s), teacher, and an administrator should be scheduled. Ivy is committed to this resolution process. Use PowerSchool to Monitor Progress Ivy Academia uses PowerSchool, an online tool, to keep parents and families updated throughout the year on grades, attendance and other pertinent information. Parents will be given a PowerSchool ID and password upon enrollment and will be able to follow your child's progress throughout the year. In order to use PowerSchool, simply browse to the website (you will be provided the location) and enter your login information. School Reach TheSchool Reach system is used to notify families of the important events at the school. School Reach also offers teachers the opportunity to send individualized messages to students about grades, behavior, and positive reinforcements. It is vital that Ivy Academia have a current active working telephone number for each family. This telephone number can be either a home number or a cell phone number. If there is a change in your telephone number, please contact the school as soon as possible via to or by telephone to (818) If you wish to opt out of the School Reach system, please submit the request to opt out in writing to the school or at IPLG - Ivy Parent Leadership Group Members of The Ivy Academia Parent Leadership Group organize parent involvement in the school, help organize site events, participate in activities and report at the Ivy Academia school board meetings monthly. The primary goal of the IPLG is to fundraise for student activities, equipment and field trips. There are so many ways to be involved as a parent and fulfill our families obligations for community service. The Leadership Group helps organize room parents, SARB hearings, and many other activities. Ivy Parent University The Ivy Academia Parent University is a series of seminars and workshops presented by the Ivy faculty and volunteers designed to help parents cope with many complex educational and social issues facing them and their children in this ever-changing society. The classes are designed to give current information, discuss, exchange ideas, get answers, and hear from professional educators in order to form a real partnership Page 9

10 between Ivy Academia and home. Please keep an eye out for Ivy Parent University flyers; information will also be found on our website. Parents are expected to attend the university seminars. Academics Expected Schoolwide Learning Results Innovative Visionary Youth Physical Education Waiver A student may be excused on a year to year basis from physical education classes by the principal based on the two criteria listed below. Please note if a student is exempt, Ivy Academia may require that the student participates as a scorekeeper or a team manager, usually at the high school level. Health/Medical: The student must provide a written statement from a licensed medical doctor or osteopath, who indicates the physical education activities that would be detrimental to the health of said student. The doctor s statement must be renewed annually if the condition persists. Any Athletic/Training Program for State, National, or Professional Ranking or Olympic Competition: The student who trains for 15 or more hours per week is eligible to miss one school period, provided the period is at the end of the school day. The student must not miss any class other than a scheduled physical education class. Documentation must be submitted to verify training for some type of ranking. Academic Standards/Grading Policy We will use the following grading scales. TK-3 Uses Standards-Based Grading Consistently Above Standard Meets Standard Approaching Standard Well Below Standard Percent Breakdown for Grades 4-12 A A A B B B C C C D D D F See Syllabus for specific breakdowns for each grade. Standards K-8 10 Homework 30 Participation/Classwork 30 Projects 30 Test/Quiz/Essay Grades 9-12 Mathematics 10 Homework 20 Quizzes 30 Tests 20 Projects 20 Participation/Classwork English 15 Homework/Tests/Quizzes Page 10

11 25 Essays 20 Projects 30 Classwork 10 Participation AP English Language and Literature 40 Essays 40 Tests/Projects 20 Participation/Classwork Social Science 40 Tests/Projects 25 Quizzes 20 Homework/Classwork 15 Participation/Warm ups AP US History/AP World History 45% - Essays/Tests/Projects 20% - Quizzes 20% - Homework 15% - Participation Science 10 Homework 40 Quizzes/Tests 20 Projects 20 Classwork/Lab 10 Midterm/Final Spanish 10 Homework 30 Tests/Quizzes 15 Classwork 20 Participation 25 Projects Deficiency notices will be sent once each quarter in grade 4-12 if a student s grade is Below a C in any class. While phone calls and s are used frequently, these deficiency notices serve as a formal notice and are placed in the student s file. The grade in any given course represents the degree to which the student has met the standards and achieved the goals of the course. Grades reflect the quality of the student s work and the student s degree of mastery of academic standards. The semester grade reflects cumulative achievement for the entire semester. Attendance, and related participation and contributions are contributing factors in meeting the standards and earning a grade. A The student has excelled, done exceptional work, stands apart and has mastered all course academic standards at an advanced proficient level. (4 grade points per credit unit) B The student has successfully completed the objectives, and has mastered the course academic standards at a proficient level. (3 grade points per credit unit) C The student has satisfactorily accomplished course objectives and has mastered the course academic standards at a basic level. (2 grade points per credit unit) D The student has met few course objectives and has only met course academic standards at a below basic level. The student may have difficulty passing Quarter Benchmark assessments or the California High School Exit Exam. (1 grade point per credit unit) F The student has NOT met course objectives and has NOT mastered course academic standards. The student is at a far below basic level on course academic standards mastery. The student may have difficulty passing Quarter Benchmark assessments or the California High School Exit Exam. (0 grade points per credit unit) P The student has satisfactorily performed and has mastered course academic standards at a basic level. This grade is not calculated in the grade point average. (It is used for Student Aide and Credit Recovery courses.) The Grade Point Average (GPA) is based on the grade points times the number of credits earned. The sum of the grade points divided by the credits attempted constitutes the GPA. All attempted credits and grades, even for repeated courses, are included when the GPA is calculated. A plus or minus on a progress grade indicates the range within the grade. It is for student and parent understanding and will not appear on a transcript. Advanced Placement courses and some designated Honors courses, which are recognized by the University of California, are given additional weight when calculating the Weighted GPA, one of three GPAs included on a transcript. Homework Policy Page 11

12 Ivy students should expect to receive homework Monday through Thursday for 10 minutes per grade level. In addition to homework, students are expected to read 20 minutes a day (TK-2) and 30 minutes a day (3-12, may include core literature) 7 days a week, 365 days a year. Additional homework includes working on longterm projects. Weekend homework includes daily reading, catching up (class work and long term projects) and getting ahead. Vacation homework includes daily reading and response only. Students enrolled in Honors or Advanced Placement courses and in college preparatory classes will have additional assignments outside of the stated guidelines. All projects and due dates will be posted to the teacher s website along with the link to IXL and Achieve Please go to the Ivy website click school sites, the school and the teacher/subject. Suggested Guidelines in Minutes: Allow us to clarify: Homework is part of class participation of a student s overall grade. The purpose of homework is to extend the learning and to provide opportunities for mastery of basic skills. Homework will be on the computer through two programs, IXL and Achieve 3000 along with nightly reading. If students don t have access to a computer or cannot get to a public library, Ivy will have time in the computer lab before school and after school and priority will be given to those who do not have computer access at home. Our students are involved in a variety of after-school activities and most of our parents work; therefore, the homework assigned must be able to be completed independently at the student s instructional level, based on the student s interest, and should complement the learning during the school day. Homework must be at the student s instructional level so that students spend the same time on homework regardless of their ability. Parent/Guardian Responsibilities: It is suggested that parents and guardians do the following to support their son/daughter in completing homework assignments: Give assistance and encouragement when students get frustrated or discouraged with particularly difficult assignments (but never do the homework for them). Encourage and/or help your student to seek assistance from his/her teacher or other school resources to receive help in completing homework assignments or in learning concepts and skills not mastered. Work with the teacher and/or principal (or designee) to coordinate and/or modify homework assignments in special cases and when unusual difficulties arise. Insist on adherence to deadlines. (Review progress on long-term assignments). Communicate with teacher about how long homework is taking student to complete. Students Responsibilities: Complete homework assignments to the best of their ability. Assignments should be neat and turned in on time. Request help with homework if neded. Page 12

13 Ivy Academia Will Provide a list of supplies student needs at home & school. Provide appropriate homework on a daily/weekly basis in a variety of subject areas. Communicate with parents, as needed, regarding completion of homework and class work. Provide to parents an address for teacher communications regarding their child. The Parents/Guardians Will Occasionally be asked to provide appropriate materials for students to use (list to be provided by teacher). Provide a home environment which values education, encouraging the child to do his/her best in school. Ensure that students complete homework regularly and neatly, in compliance with the homework policy, and return it to school. Check/enforce the return of homework to meet deadlines. Mathematics Department Policy, Grades 6-12 Students are placed on a regular college prep or honors college prep sequence. As Ivy Academia implements the Common Core State Standards, students will be placed in alignment with the Common Core State Standards guidelines. This means that students will not begin Algebra I until Grade 9. This is also in alignment with the University of California s updated policy for the mathematics subject area ³c² requirement for undergraduate admissions purposes. Placement is determined by the mathematics department in conjunction with the administration and is based on performance in the current and past mathematics classes, teacher recommendations, performance on benchmark data, performance on standardized tests (CST), and, for newly enrolled students, a placement exam may take place. Incoming students may be required to take a mathematics placement exam and score 85% or higher to be placed in an Honors class. There are few exceptional students who consistently score above grade level expectations and may qualify to take course one year above their grade level. Approval for this placement may only be provided by the Academic Director. Middle school students placed in the honors college prep sequence, which are mathematics classes that are one grade level above their current grade level, must maintain a 3.5 GPA, pass the class at 85% or better, and score Proficient or Advanced on the California Standards Test in the Spring in order to progress to the next level in the sequence. Students who do not continue to meet these criteria will be placed in the regular sequence mathematics course the following year. High school students must pass each mathematics course to be considered for the next course. The Mathematics Sequence is as follows: Regular /College Prep Sequence Honors/College Prep Sequence 6 - Math 6 6 Math 6 Honors 7 Math 7 7 Math 7 Honors 8 Math 8 8 Math 8 Honors 9 Algebra I 9 Algebra I Honors 10 - Geometry 10 Geometry (Honors) 11 - Algebra II 11 - Algebra II (Honors) 12 Business Math or AP Math 12 AP Calculus and/or AP Statistics Mandatory Intervention Students who do not demonstrate mastery of mandated standards in Mathematics or Language Arts are required to attend inschool, afterschool or summer school intervention courses to improve their performance. McKinney-Vento Education Program Ivy Academia will follow Title X, Part C, of the No Child Left Behind Act, McKinney-Vento Assistance Act. Page 13

14 Gifted and Talented Education (GATE) Plan Ivy identifies gifted and talented students and provides them an accelerated academic program. In addition, students will participate in monthly GATE activities; create a student portfolio, participation in annual showcase. Parents will receive training regarding GATE plan and program, social and emotional issues related to GATE students and other related topics. Categories and Process of Identification Gifted/Talented students exhibit excellence or the capacity for excellence far beyond that of their chronological peers. Students whose abilities fall into one or more of the categories below may be considered for participation in the Gifted/Talented Programs. High Achievement Ability--Grade 4 and above: Students who consistently function for two consecutive years at advanced levels determined by California Standards Tests in both English Language Arts and Mathematics, Quarterly Benchmark results, Grades and Teacher Recommendation. Grade 1 and 3: Students who demonstrate high achievement at advanced levels determined by California Standards Tests in both English Language Arts and Mathematics, Quarterly Benchmark results, Grades and Teacher Recommendation. Specific Academic Ability: Grade 5 and above: Students who consistently function for three consecutive years at advanced levels determined by California Standards Tests in either English Language Arts or Mathematics. Students in Grades 9-12 may also be considered in either Science or Social Science. Leadership Ability: Students who show confidence and knowledge; influence others effectively; have problem-solving and decision making skills; express ideas in oral or written form clearly; show sense of purpose and direction as determined by administrator and teacher observations, participation in Ivy Community, Student Government Association, Elementary, Junior and National Honor Society, documented community service projects. Process for Identification Identification is accomplished through an assessment process consisting of the following components: (1) Search and referral, (2) Screening and (3) Ivy Committee Determination. Here are the initial steps: Search and referral: The GATE Coordinator develops an initial list of potential candidates through the process of reviewing CST data, personal observation and feedback from teachers, parents and administrators. Parents complete a questionnaire. Screening: The school administrator or designee screens students by collecting data from existing sources, such as, the cumulative record, CST data, quarterly benchmark results, grades, interview Ivy Community, SGA, NHS and Community Service advisors and parent questionnaire. Ivy Committee Determination: At minimum the Ivy GATE Coordinator and site administrator will review all screening materials and determine the eligibility of students. Notification of Eligibility or Non-eligibility School will notify the parents of student's eligibility and program overview or non-eligibility. School will develop an orange folder to place in the cumulative files containing the Committee Report on Eligibility or Non-eligibility. School receives a Parent Consent for Participation for each eligible student, which parent must sign for student participation in the gifted/talented program. The orange folder and the consent form must be kept in student's cum. Program for Gifted and Talented Students to include monthly activities, daily differentiation for problem solving and critical thinking, accelerated courses, student portfolios and annual showcase. English Learners Page 14

15 Ivy Academia is deeply committed to the success of its English Learners ( EL ) and shall comply with all applicable state and federal guidelines in identifying, serving, and redesignating its English learners. Ivy will meet with parents to review the English Learner Proficiency plan to review CELDT scores (initial and current language designation), primary language assessment results, current English Proficiency, program placement, program options, exit criteria, and the English Learners on an IEP, how the current program will meet objective of IEPs, CST Scores, benchmark results, plan for meeting goal including facilitating growth of ELA skills within the home, and discuss the reclassification criteria. Textbooks and Materials Students are responsible for the exact textbooks issued to them. Each book is barcoded; linking the book to a specific student. Therefore, each student must turn in the books issued to them in order to clear their record. The only acceptable writing in a textbook is the student s name. Charges will be made for books that are lost or damaged. The school is not responsible for stolen, lost, or damaged books. Report lost books immediately to pay charges and obtain replacements. If a student is issued any books that are less than satisfactory for any reason, they should notify their teacher immediately to return books for exchange. If better books are not available, the condition of the book will be noted on the student s record. If the student does not follow this procedure, charges may be assessed for the damages. Damages may include writing, highlighting, loose or broken bindings, water damage (mold), missing barcode or any other damage determined by the teacher. Students checking out of school must obtain clearance from the office before school records can be sent to a new school. If a student returns a book with a missing or damaged barcode, the student will not receive credit for the book, since it cannot be properly identified. The parent will be required to pay the replacement cost of the book they are missing. Books need to be covered if they travel to and from school. Failure to make restitution for lost and damaged books shall result in holding the release of transcripts and final report cards. Parents are also be expected to purchase (or use the public library) for supplemental books such as novels. Parents are also expected to provide many of the extra materials used during the year. Syllabi/Course Outlines All students will be given a syllabus for each class, which is an outline of the materials to be covered during the year. The syllabus will also contain information on materials, homework, grading, and other important information. Summer Reading All Ivy students, returning and incoming, will receive a list of novels required to be read during summer. (The list is also available on the school website.) Students who do not do their reading and are unprepared when school starts may find themselves starting the year below grade level. Some additional reading or projects may be required of students who are accepted into honors and AP courses. Mandatory Intervention Program Students who do not demonstrate mastery of mandated standards in Math and/or English are required to attend in-school and/or before/after-school intervention classes. Ivy Academia makes a concerted effort to provide support and help for students when they experience academic problems. Ivy follows our Response to Intervention Plan and provides strategies to students to fill the gaps in learning especially in Reading Comprehension, Reading Fluency, Reading Decoding, Written Expression, Mathematics Calculation and Applied Problems. The school conducts extensive assessment of students to assure proper placement in grades and classes. Intervention classes are available by results of universal assessments and other assessments and by teacher recommendation only. Students with Special Needs The Coordinator of Student Support Services is responsible for assisting Ivy Academia in meeting the needs of Students with Individual Education Plans (IEPs) and Students with 504 Plans. Students with Individual Education Plans: Upon initial enrollment, parents must submit a copy of their student s most recent IEP. The IEP will be examined prior to the start of the school year. It must be implemented to the best of Ivy s ability with existing resources. If it is determined that changes need to be made to the IEP to better meet the needs of the student, an IEP will be arranged within 30 days of enrollment. Ivy is a member of the Option 3 LAUSD Special Education Local Plan Area (SELPA) and is subject to its policies and procedures. Students with Section 504 Plans: Ivy Academia s current 504 procedures can be located with Student Support Service in 504 Appendix I. Upon initial enrollment, parents must submit a recent copy of their child s Section 504 plan to be distributed to the teachers. It is a legal requirement of teachers and administrators to make sure that students receive all educational accommodations as indicated in the 504 plan. 504 plans are to be reviewed and updated annually or as is needed. The School Counselor at each campus is responsible for monitoring this process. Student Success Team (SST): When a child is struggling, his/her teacher may schedule a meeting with the parent, teachers, student (if appropriate), site administrator, and others who are familiar with the student. The purpose of the meeting is to identify the student s strengths and challenges, to ask and answer questions related to the student s performance, to Page 15

16 determine what has worked and what more can be done by whom and when. Copies of the SST plan will be distributed to all stakeholders for immediate implementation. A follow-up SST meeting to evaluate how the SST plan is working and to make any additions or changes to the plan will be scheduled. The SST process is an essential step in assessing whether or not a student requires further assessment for possible special education support. Counseling/Career Center Ivy Academia has a Junior/Senior High school counselor for grades The counselor presents programs to students and parents during the year. The Counseling Department web site is an important resource for students and parents. Lynda Llamas 7-12 School Counselor Guidance Appointments Ivy has a fulltime school counselor for grades 7-12 which services include individual and group guidance to help with personal, social and academic issues. The counselor works closely with staff and parents for a successful student. Students may arrange for counselor appointments before school, during nutrition break, lunchtime, or after school. Students will not be allowed to arrange for appointments during class time. Students have access to the college career center at the high school and the college and career club at the middle school. College and Career Opportunities and Information The staff assists students in assessing their interests, aptitudes, values, temperament, stereotypes, achievements, and many other factors which relate to college and career choice. This is done through instruction by teachers who relate the regular curriculum to the world of work. At the middle school, there is a college club. At the high school, there is a four year sequence done by the counselor or principal, which includes instruction, self-assessment interest inventories, work observation, career interviews, and career speakers. Schedule Changes At the beginning of each semester, counselors receive many requests for adjustments to students course selections. Only the principal may approve changes. It is important to carefully select the courses and alternate choices at the time of program selection. Changes will be made only for reasons which are educationally sound and consistent with the resources of the school. Changes will not be approved to change teachers, enroll in a class with a friend, or change class time periods. If a student s program is adjusted, the student is responsible for completing all work which was assigned during the period before the student entered the new class. After the fourth week of the semester, a student will receive an F grade when dropping a class. Prior to the fourth week, no record of the student s enrollment will appear on the transcript. Academic Dishonesty Ivy values academic integrity very highly and does not permit any forms of dishonesty or deception that unfairly, improperly or illegally enhances a grade on an individual assignment or a course grade. The following is a list of behaviors that constitute academic dishonesty. We are aware, however, that new forms of cheating, plagiarism and other forms of dishonesty may arise and therefore, we expect every student to interpret the requirement of academic honesty and integrity broadly and in good faith. If you have any doubt as to whether a particular act constitutes academic dishonesty, ask a teacher before you do it! Academic dishonesty includes, but is not limited to: Cheating on Exams 1 Copying from others. 2 Having or using notes, formulas or other information in a programmable calculator or other electronic device without explicit teacher review and permission. 3 Having or using a communication device such as a cell phone, pager, PDA or electronic translator to send or obtain unauthorized information. 4 Taking an exam for another student, or permitting someone else to take a test for you. 5 Asking another to give you improper assistance, including offering money or other benefits. 6 Asking for or accepting money or any other benefit in return for giving another improper assistance. 7 Providing or receiving information about all or part of an exam, including answers (e.g., telling someone in a subsequent period what was on your exam, or being told this information). 8 Having or using a "cheat sheet" (a piece of paper with answers, formulas, information, or notes of any kind) that is not specifically authorized by the teacher. Page 16

17 9 Altering a graded exam and resubmitting it for a better grade. 10 Working together on a take-home exam, unless specifically authorized by the teacher. 11 Gaining or providing unauthorized access to examination materials. Note: Simply having possession during an exam of any prohibited or unauthorized information or device, whether or not it is actually used, is an act of academic dishonesty and will be dealt with as such. Plagiarism in Papers and Assignments 1. Giving or getting improper assistance on an assignment meant to be individual work. (When in doubt, ask.) 2. Including in any assignment turned in for credit any materials not based on your own research and writing. This includes: a. Using the services of a commercial term paper company. b. Using the services of another student. c. Copying part or all of another person s paper and submitting it as your own for an assignment. 3. Acting as a provider of paper(s) for a student or students. 4. Submitting substantial portions of the same academic work for credit in more than one course without consulting both teachers (self-plagiarism). 5. Failing to use quotation marks where appropriate. 6. Failing to properly acknowledge paraphrased materials via textual attribution, footnotes, endnotes and/or a bibliography. 7. Making up data for an experiment ( fudging data ). 8. Citing nonexistent sources (articles, books, etc.). Other 1 Misrepresenting your academic accomplishments, such as by tampering with computer records. 2 Deceiving a teacher or making up a false reason or excuse to get special consideration on an exam or an extension for an exam or paper. 3 Failing to promptly stop work on an exam when the time allocated has elapsed. 4 Forging a signature. 5 Hoarding or damaging library materials. Note: Attempted academic dishonesty, even if unsuccessful, will be treated as academic dishonesty CHARACTER COUNTS *This matrix is intended for use as a guide only. The administration has the authority to determine appropriate consequences for offenses not specifically covered by the matrix. Calendars and Newsletters Monthly calendars and newsletters are posted on the website at the beginning of each month along with the lunch menu. Please post these at home or refer to them on the website. Hours of Instruction In order to provide our students a quality education, Ivy Academia Charter School exceeds both the minimum number of hours of instruction for each grade. Daily Schedules The following table concerns the daily drop-off time and school start and end times for each of our campuses. IVY ELEMENTARY Grade: Drop Off/Supervision Begins: Start/End Time: TK-5: 7:30AM 8:15AM-2:45PM 6 th : 7:30AM 8:15AM-2:56PM TK-6 Min Day: 7:30AM 8:15AM-12:45PM TK-6 Afternoon Supervision: :45PM 3:30PM TK-6 Min Day :45PM-1:15PM Page 17

18 Supervision: VALLEY CIRLCE Grade: Drop Off/Supervision Begins: Start/End Time: 7 th : 7: 50 AM 8:00AM 3:15PM Min Day: 7:35AM 7:45AM-12:15PM 8th-12th: 7:30AM 7:45AM-3:15PM Min Day: 7:30AM 7:45AM-12:15PM Early Dismissal/Minimum Days Early Dismissal and Minimum Days start and end at the same time. The only difference is for teachers. Early Dismissal days are work days for the teachers in the afternoon. Minimum Days are also minimum days for teachers and they may leave early too. Early Dismissal Days are the SECOND TUESDAY OF EVERY MONTH. Start Times remain the same on Early Dismissal. Please make arrangements to pick up your child on time. Teachers and Staff have very important Collaboration Meetings to attend to address the needs of our Ivy school community. Thank you for your continued support and cooperation. Dismissal Times are as follows: TK-6 at Elementary 12:30 PM 7-12 at Valley Circle 12:15 PM Student Schedules TK-6 Class Assignments and 7-12 Individual schedules for each student will be issued during Orientation and Welcome Week. Students who miss Orientation will receive their schedules on the first day of school. Calendar Year Long Calendar is included at the end of this agreement. All events and activities are located on the website. Attendance and Tardy Policy Students who attend school regularly derive the most benefit from the instructional program. Students with good attendance records achieve higher grades, enjoy school more, are more successful in their pursuit of higher education, and are more employable after leaving school. The California Administrative Code Title V, Section 300, states that every pupil shall attend school punctually and regularly, and conform to the regulations of the school. Students must attend class regularly; that work missed because of school related activities or illness be promptly made up; that truancy is unacceptable; and that other absences approved by the parent be minimized or avoided whenever possible. Students who are frequently absent from or tardy to class will be referred to the Student Attendance Review Team and possibly to the Student Attendance Review Board. Definitions Excused Absences a. Excused absences are those that are recognized by the State as LEGAL excused absences: Illness, Medical/Dental Appointments, Funeral services for member of immediate family b. School excused absences include: Field trips, Athletic and academic events, School office appointments, Suspensions c. Personal excused absences are recognized by the school as being justified: Appearance in court, Holiday or ceremony of student s own religion, Verified family emergency Unexcused Absences Absences not defined above as excused are unexcused absences and they include: Unverified absence, Truancy (There are no school sanctioned ditch days), Absence due to leaving campus without permission, Tardy more than 30 minutes, Vacation Page 18

19 Students who are late to class often fail to realize that the teacher may have already recorded them as absent. It is always in the student s best interest to remain after class and ask the teacher to correct the absence to a late. Tardies A tardy occurs when the student is not in their assigned seat when the class begins. If a child arrives late to school, he/she must stop by the office for a pass to class. More than 3 tardies per year are considered excessive. Excessive tardiness may result in the referral to the School Attendance Review Team. A student who is tardy or absent for more than any 30-minute period during the school-day without a valid excuse on three occasions in one school year, is a truant and shall be reported to the Student Attendance Review Team. Verifying Absences When a student is absent from school for any reason, the parent must notify the school office. A phone call the day of the absence by the parent or guardian is acceptable. A note stating the reason for the absence on or before the return day is preferred. All absences must be cleared within three (3) calendar days from the last consecutive day of absence. After that time, all absences will be considered unexcused. Under state funding guidelines, it is fraudulent for a parent to falsely excuse a student s absence or tardiness. After 14 excused absences verified by a parent, all subsequent excused absences must have a doctor s note in order to be excused. Permission To Leave Campus a. For a student to legally leave campus, once the school day begins, parents must call or write the school office and request a permit to leave for their student, indicating the reason and time for dismissal. b. Before a student leaves school, he or she must have a permit to leave issued by the school. Students requesting dismissal for a medical, dental, or court appointment must bring a note from their parent or guardian. Students who arrive late to school due to these appointments must have a doctor or court verification. Without verification, the student will be given an unexcused tardy readmit to class. Makeup of School Work Students shall be allowed to complete, to the extent reasonably possible, all assignments and tests missed due to excused, justifiedexcused, and school excused absences. Generally, a student will have one day to make up work following a one day absence, two days following a two day absence, and so on. However, students should plan to make up all work within a week. In the event of a lengthy illness, the student should see their counselor to make special arrangements. Makeup work shall, where practicable, be reasonably equivalent to work missed. It must be recognized that it may not be possible to meet certain objectives taught during the absence regardless of the reason for the absence. No makeup of assignments and/or tests shall be permitted in cases of truancy or suspension. Consequences for Unexcused Absences and Tardies for Students in Grades 7-12 In addition, the following administrative procedures will be implemented in grades 7-12: 1. Teachers may give a failing (F) grade to any students whose unexcused avsences in the class total eight (8) or more days during any given semester. 2. Teachers shall review their grading standards with all students enrolled in their classes at the beginning of each semester. 3. If a student has an unexcused absence and does not subsequently turn in homework, take a test, or fulfill other class requirements which the student missed, the teacher may lower the student s grade for nonperformance. A student has an equal number of school days to make-up work as days missed or five (5) school days, whichever comes first. 4. A reasonable opportunity for the student or the student s parent or guardian to explain the absences will be provided by each school site. Proof of excuse must be provided to school officials within three (3) school days following the day of absence rd Unexcused Absence from Class - Referral to Office, Administrator conferences with student, and parent is called th Unexcused Absence from Class, Referral to Office, Administrator conferences with student, parent and contract is signed by three parties th Unexcused Absence from Class, Teacher can give a grade of FA, rather than A, B, C, D, F meaning student would fail the class and must retake that semester. 5. The failing grade(s) assigned to the student on the basis of excessive unexcused absences will be noted on the student s transcript and on the grade report with FA (Failure due to unexcused absences). 6. Any student who is thirty (30) or more minutes late to an assigned class will be considered absent. Page 19

20 6.1 Tardies 1 to 9 Each site has various steps and consequences for these tardies or More Tardies Any student who has received ten (10) tardies will remain in the assigned class. Students who receive ten (10 ) tardies may end up failing the class due to non-participation. Extended Absence due to Illness - Homework After the parents have notified the school office of the student s absence, the parents should check the teacher s website for homework and contact teachers via or phone for clarification of assignments. Independent Study Contracts Students who attend school regularly derive the educational benefit. Independent Study Contracts will only be approved if student will miss 5 days of instruction, but no more than 10 days of instruction. Parents must request Independent Study Contract from the Principal a minimum of 2 weeks prior to absence. The principal s decision on approval is final. Parents should understand that an Independent Study Contract cannot replicate the education within the classroom and that such absences, and the subsequent missing of important information, can affect a student s grade on tests and projects. It is the student s responsibility to check-in with teachers upon return to school for any additional work missed. Teachers will assign work, and that work must be completed and returned on the student s first day back in class. If the work is complete, the absences will be identified as Independent Study. If the work is incomplete, the absences will be identified as Unexcused. It is probable that the student will be referred to the School Attendance Review Team and possibly to the Student Attendance Review Board and subsequently with the District Attorney. Student Attendance Review Team (SART) The Student Attendance Review Team (SART) is a school based team developed to assure students come to school every day and on-time. It is Ivy s hope that by working together, we can assure students attend school regularly. If we are not able to resolve the attendance issues, students and parents may be referred to the Student Attendance Review Board (SARB). Student Attendance Review Board (SARB) Habitually truant, tardy, or students with excessive absences, may be referred to the Student Attendance Review Board (SARB). The District Attorney has the power to order students and parents to obey the state s attendance laws, and parents may be fined for not assuring student attendance. Education Code states that students must attend school on a regular basis. Administrative action shall be taken with students who have excessive absences, whether excused or unexcused. This will result in referral to the Student Attendance Review Team and may result in filing legal action with Student Attendance Review Board and subsequently with the District Attorney. Attendance Eligibility Any student who is unable to be present for a full day of classes is not permitted to attend an athletic or school function (dance), represent Ivy at another school, or participate in any athletic or school-scheduled event that takes place in the afternoon or evening of the same day or the prior Friday of a weekend event. Exceptions to this are absences due to: School-sponsored outings (e.g. field trip, retreat). Funeral of an immediate family member. Doctor/dentist appointment (prior written notice required). Special absence with prior approval of the principal. Extenuating circumstances with the approval of the principal. In the case of a Saturday or Sunday game or school event, students must fulfill Friday s requirement in order to participate. Tardies will not make a student ineligible on the day of the activity; however, if a student develops a pattern of tardies, he/she will not be allowed to participate in the scheduled activity. Health and Safety Inhalers: School Office encourages all asthmatics to have authorization on file for use of inhalers. The required form can be secured from the office at any time. The parent and physician fill in their respective areas and then return the completed form to Page 20

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