Value Schools asserts these five values as the core of its educational model:

• Academic excellence is the means to a full life.

  Academic learning develops a person's capacities to enjoy life, to live cooperatively and comfortably with others, to contribute to the economic well being of oneself and society and to be an active citizen. Anything less than striving for excellence deprives both students and society. The fundamental means to excellence are teachers who offer expert instruction with high expectations for performance, students who are disciplined learners, and standards of accountability for both.

• Each student can develop to his or her fullest potential.

  Each person is different, but each is gifted with talents and abilities. While each ought to excel in an area of special talent, each should also develop a whole range of human talents to the maximum extent possible. Schools have the responsibility of assisting parents and the students to identifying areas of special talent and, at the same time, guiding so that no area of learning is neglected.

• Each individual is unique and deserves respect.

  Each person has the right to life, liberty, and the pursuit of happiness. These rights accord each with dignity that is to be respected by all. This dignity implies that in society there are rules that limit certain behaviors so that all might have the fullest exercise of their rights. These rules are the laws enacted by government, codes of conduct set by institutions, customs and practices found in society and the moral norms freely adapted by individuals. Good schools set high standards for student behavior.

• A safe, nurturing community is essential to academic excellence.

  Rules of conduct that protect each person's dignity are not enough to create community. A community grows from common ideals and shared experiences. A community is composed of persons who genuinely care for each other and seek good for each other. In a community, everyone belongs and feels valued by the others. In community, each feels secure and is supported in efforts to grow in every way.

• Service to others and the community is a responsibility of an educated person.

  An education completes a person by developing his/her talents and abilities. However, an educated person is not satisfied only with personal development. Talents and abilities perfected through an education need to be used to make a better world for all. Community service benefits the civic and economic life of broader society, as well as that of family, social groups and volunteer organizations.

Central City Value High School facilitates the learning of the secondary school students who choose it so that they may become persons who make a difference for their society and their world.

The persons who will make a difference are those women and men who have received a sound education. They can be characterized by the five core values. They will be citizens of their society and their world who:

• actively seek to continue to learn throughout their lives;
• have both the basic knowledge and skills that all persons can acquire and the refinement of those special talents that each person possesses;
• respect every person and work to promote the dignity of each person;
• find in collaborating with others that the community can gain more than what individuals can achieve on their own;
• give something back to society through employment, civic and political participation, family life and community service from the benefit received from education.

The student, parent and school pledges are the heart of the academic program at Central City Value High School. These pledges represent what each parent, student and teacher must commit to in order for all to surpass common expectations and achieve the highest learning level possible.

My son or daughter and I have discussed the Parent and Student Pledges and Code of Conduct. I agree to fulfill all of the promises listed above. I understand that failure to fulfill the above promises may require that the student be withdrawn from Central City Value High School. If I do not; I accept that my student will be asked to enroll in another school.

Location:

221 N. Westmoreland Avenue
Los Angeles CA 90004

A Statement to Parents from the Principal

Welcome to Central City Value High School, a college preparatory charter school. Your child has enrolled in an excellent academic institution staffed with experienced, talented and highly dedicated teachers. The philosophy of the school is centered on five core values which were covered during the interview process.

All of the school’s decisions made by the Value Schools Board of Directors, the Central City Value Faculty and Administration are guided by the five core values. As a faculty, we have set high expectations for your sons and daughters. According to our values, we ask each student to give his or her best effort every day. Likewise, we depend on your support as we build this school together.

This school year, we have implemented a block schedule and new programs to improve the performance of our students in the core subjects, math and English. To assist in this effort, we are starting the school day at 7:30 a.m. for the first period of instruction and ending each day at 2:37 p.m. (except for special schedules and half-days). Selected students will also have an opportunity to receive supplemental instruction in math and/or English after school several days a week. These classes are designed to enhance the students’ education and to ensure that they improve their skills in those areas. This supplemental instruction should also help students improve their performance on the California High School Exit Exams (CAHSEE) which are necessary to graduate.

To facilitate communication, build community, provide mentoring support and academic advisement, we have instituted an Advisory period each day. During this time, students will report to their grade level advisor (homeroom teacher) to discuss school-related issues, affirm student accomplishments, and address concerns. The advisory teachers will also meet with the students and parents several times a year to review their progress.

Central City Value High School encourages open communication among all members of the school community. In order to address concerns or answer questions about something that is happening in one of your son’s or daughter’s classes, you are requested to speak to the teacher privately, either before or after school, or to leave the teacher a message at the front desk (213-471-4686). Parents may also encourage their students to approach the teacher to resolve the problem. If all attempts fail or if a parent believes the matter to be severe, he/she may contact the school and speak with me directly.

Lastly, please take the time to read and be aware of the school’s expectations listed in this handbook. We will hold students accountable for the guidelines written in our handbook as they were developed from the principles of our five core values. When students, parents, and faculty adhere to our values and work together, students can successfully achieve their academic goals and develop into fine young men and women of outstanding character.

On behalf of the teaching faculty, the staff and myself, welcome to Central City Value High School.

Dr. Marie Collins
Principal

School begins each morning at 7:30 a.m. with the first period class. On most days, there are four periods of instruction, each 78 minutes in length. All students will be enrolled in six classes, with each class meeting twice every three days.

Please note a change in this year’s schedule. Unlike last year, we will not have a “Late Start Day” on Wednesday. Instead, we will have an early dismissal day each Wednesday for faculty meetings and professional development.

Central City Value School will utilize the federal and state school food services program to make breakfast, lunch, and snacks available to qualifying students on school days. A parent-paid food service option is also available.

Central City Value School emphasizes academics and discipline in an orderly environment. In order to achieve learning and maintain a peaceful, disciplined environment that is predictable and a consistent expression of the five core values, each member of the Central City community, including students, parents and teachers, have a responsibility to agree to and promote the following:

Goals and Objectives of the Educational Program:

• Academic Excellence
  • Ensure the learning of each individual student
  • Promote the maximum growth in the knowledge and skills of which each student may be capable
  • Stimulate a desire to learn and to advance to higher levels of learning
  • Facilitate the development of good study skills and habits and to develop a lifelong love of learning.
  • Develop students who are critical, creative, and value-based thinkers
• Responsible Behavior
  • Develop an understanding that politeness and courtesy, kind words and just actions toward all are the outward signs of respect for others
  • Foster recognition that good health and good personal appearance are signs of respect for oneself
• Supportive Community
  • Create an environment where everyone feels valued as a member of the school community
  • Promote honesty, cooperation and collaboration, the peaceful resolution of differences, the careful handling of property, the cleanliness of shared areas, the observance of rules and safety procedures, and regular attendance at school as a means to building a learning community
  • Encourage helping others and sharing of one’s own talents and resources.

1. Policies of Responsible Behavior for Students

Responsible behavior is a hallmark of Value Schools because it is the result of an acceptance of the five core values of human dignity and community. Because of a respect for the dignity of each person, words about and to another person, as well as actions taken toward another person affirm that person’s worth. In addition, each person takes good care of himself/herself because of one’s own self-respect and personal dignity. This value results in such traits as:

• politeness and courtesy toward all (e.g., teachers, students, volunteers, visitors and so forth)
• kind words about others: Statements that degrade another because of race, creed, gender, national origin, physical appearance or any other characteristic are not acceptable; language that is crude and obscene or in any way may be considered a form of sexual harassment is unacceptable; threats to a person’s well being and all forms of bullying - even if made in jest - are not acceptable.
• just actions toward others: Acts of physical violence of any kind - including pushing, shoving, tripping - any kind of fighting are not acceptable; taking or destroying or in any way reducing in value the property of another (including community property of the school) is not acceptable; lewd behavior, signs or gestures are not acceptable.
• good personal appearance: Good grooming is a sign of self-respect; wearing of certain articles of clothing, jewelry, and personal adornments of hair style and tattoos that are potentially threatening to others are not acceptable.
• good health, including the avoidance of tobacco; controlled substances and alcohol.

Respecting human dignity is a form of acceptance of another’s rights and differences. However, beyond just getting along with others, human persons have the opportunity of benefitting from the gifts and talents of one another. This value results in such traits as:

• cooperation with teachers and students in academics and other activities;
• honesty; telling the truth creates the possibility of trust and trust leads to a comfort and freedom in cooperation;
• resolving differences peacefully; going beyond the avoidance of negative words or violent actions and seeking to live and work together so that everyone can benefit. Resolving differences peacefully sometimes means bringing in another person (most often an adult) who can help find a solution that works for everyone.
• getting help for those in need; this includes those who are physically sick or injured and those who are psychologically suffering because of personal problems (e.g. substance abuse or depression), family situation ( e.g., death of a parent or divorce) or peer pressure ( e.g. conflicts with school, or with friends, pressure from gangs);
• punctuality and cleanliness which recognize that time and space and material goods in school are shared and not personal possessions;
• following safety rules so that all can feel safe and secure;
• being responsible in reporting absences from school and bringing written excuses: this allows accommodations to be made to continue group activity;
• regular attendance; because frequent absences affect school funding that reduces resources for all.

The other three values - academic learning, the development of each person’s talents in an academically well-rounded way, and service - are manifested in the following traits:

• striving to do one’s best at all times;
• paying attention in class and following teacher directions;
• doing homework and other assignments in a timely fashion;
• helping others to do their work where appropriate

Students may be assigned detention for failing to meet the expectations of responsible behavior.

Finally, all must recognize that the five core values are not just for school hours or for school property. Students will be expected to exemplify these values outside school hours and off school property.

2. Responsible Behavior for Parents

Parents also accept the five core values and so their behavior is also marked by certain characteristics that include:

• modeling behavior and language that is respectful in every way, including not taking sides against other children or their parents when disputes arise at school or elsewhere;
• cooperating with other parents and teachers and staff to improve programs and opportunities for students, including supporting school rules with their children;
• volunteering to help the school when possible;
• supporting and encouraging their children to do their best.

Suspension

In matters of discipline, Central City administration, faculty and staff are committed to try a variety of intervention strategies: referrals for counseling or the Student Success Team, holding parent/student/advisor conferences, initiating student contracts or behavior plans, conducting detention etc. in an effort to assist students in remediating their behavior. If students do not make changes or if their actions constitute serious violations of school rules, they may face suspension.

The principal, in consultation with the dean and the faculty member(s) making disciplinary referrals, will decide if a student is to be suspended. A student may be suspended for violating school rules and policies or for violating the law as outlined in the California Education and Penal Codes.

The grounds for suspension include, but are not limited to, the following:

• threatening, attempting or causing injury to another person. Repeated bullying is considered threatening activity.
• causing a disturbance on a school bus;
• causing or attempting to cause damage to school property or private property;
• stealing or attempting to steal school or private property
• possessing or using tobacco in any form;
• committing an obscene act or engaging in habitual profanity or vulgarity so that it becomes a form of habit;
• disruptive and disrespectful behavior at school;
• cyber-bullying or using technology to threaten, intimidate, or cause harm to another;
• posting on the internet any material that brings dishonor to others or damages the reputation of the Value Schools;
• disrupting school activities or willfully defying the authority of the school.

Parents will be notified of the decision to suspend their student and, in most cases, will have an opportunity to discuss the situation before the final decision is made. The maximum consecutive number of school days for an “out of school” suspension is three. During a period of suspension, the student will be given assignments to minimize the loss of schooling.

Expulsion

The grounds for expulsion include those for suspension as listed above, except that expulsion is reserved for the most serious offenses or for students who have already received three suspensions during their attendance at Central City.

The grounds for expulsion include, but are not limited to, the following:

• causing serious injury to another person;
• threatening or attempting to cause injury that might result in loss of life or limb of another person;
• possessing on school property any firearm, knife, explosive, or other dangerous object – including replicas, toy versions, theatrical props, - or the sale of such objects either on or off school property;
• unlawful possession of any controlled substance or the sale of any controlled substance; or the offering, furnishing or selling of any drug paraphernalia;
• robbery or extortion;
• striking a teacher or school employee;
• hate crimes;
• sexual assault or attempted sexual assault;
• sexual harassment;
• cyber-bullying or illicit postings on the internet (as described above re. suspension)
• three or more suspensions for any reason during enrollment in the school.

In expulsion cases, the school will work cooperatively with the parents, public school district of residence, county, or private school to assist with the educational placement of a student who is being expelled.

The school will notify the school district in which the expelled student will next be enrolled of any and all incidents of violence or of behavior that was threatening to the well being of a person.

Dress Code

Choosing to attend Central City Value School means choosing to wear the uniform. Keeping a strict uniform policy reduces distractions and keeps students focused on learning. Students who are out of uniform or who must be reminded will earn increasing consequences including detention, an unsatisfactory evaluation, or eventually suspension for defying school authority.

Objectionable Language or Disrespectful Conduct

The use of language is a powerful way to express oneself and to affect other people. Students are expected to be disciplined in their use of language. Obscenities, swearing, harsh language, and tone of voice showing disrespect or disregard for others are not permitted. Respect for authority includes a submissive tone and polite language. Students who answer back to school authority or use profanity in talking with school authorities are subject to disciplinary action including suspension and dismissal. Detention may be assigned to students who speak or act inappropriately.

Harassment or Fighting

Central City Value School is committed to providing a learning environment that is free from harassment in any form. Harassment of any student by any other student, teacher or employee is prohibited. The school will treat allegations of harassment seriously and will review and investigate in a prompt and thorough manner.

A charge of harassment will not, in and of itself, create the presumption of wrongdoing. However, acts of harassment will result in disciplinary action up to and including dismissal. Students found to have filed false and frivolous charges will also be treated to disciplinary action up to and including dismissal.

Harassment occurs when an individual is subjected to treatment or to a school environment that is hostile or intimidating because of an individual’s race, creed, color, national origin, physical disability, or sex. Harassment can occur anytime during school or during school-related activities. It includes, but is not limited to, any or all of the following:

• Verbal Harassment: Derogatory comments and jokes or threatening words spoken to another person;
• Physical Harassment: Unwanted physical touching, contact, assault, deliberate impeding or blocking movements, or any intimidating interference with normal work or movement;
• Visual Harassment: Derogatory, demeaning, or inflammatory posters, cartoons, written words, drawings or gestures;
• Sexual Harassment: Includes unwelcome sexual advances, requests to sexual favors, and other verbal and physical contact of a sexual nature when any or all of the following occurs;

1. Submission to such conduct is made either explicitly or implicitly as a term or condition of a student’s academic status or progress;
2. Submission to such conduct by a student is used as the basis of academic decisions affecting the individual.
3. Such conduct has the purpose or effect of unreasonably interfering with an individual’s academic performance or of creating an intimidating, hostile or offensive educational environment.

Specific examples of sexual harassment include, but are not limited to:

1. Making unsolicited sexual advances and propositions;
2. Using sexually degrading words to describe an individual or an individual’s body;
3. Displaying sexually suggestive objects or pictures;
4. Telling inappropriate or sexually explicit jokes;
5. Making reprisals, threats of reprisals, or implied threats of reprisals following a negative response to sexual advances.

It is the student’s responsibility to:

1. Conduct himself or herself in a manner that contributes to a positive school environment;
2. Avoid any activity that may be considered discriminatory, intimidating, or harassing;
3. Consider immediately informing anyone harassing him or her that the behavior is offensive and unwelcome;
4. Report all incidents of discrimination or harassment to the principal;
5. Report a person’s making reprisals, threats of reprisals, or implied threats of reprisals following negative response to sexual advances.

Complaint Filing and Investigative Procedures

The following procedures must be followed for filing and investigating a harassment claim:

1. The student must first choose to tell the individual causing the harassment that his/her conduct is offensive and must stop. If the objectionable behavior does not cease immediately, the student must report the harassment to the principal, or to a teacher who will report it to the principal.
2. The student alleging the harassment will be asked to complete a formal, written complaint. The claim will be investigated thoroughly, involving only the necessary parties. Confidentiality will be maintained as much as possible.
3. The investigation will include a meeting with the person alleged to have been harassed, sharing with that person the nature of the allegations as well as the name of the person bringing the allegations. If appropriate, the alleged harasser will be placed on administrative leave, or probation, during the course of the investigation.
4. Once the facts of the case have been gathered, the principal will decide what, if any, disciplinary action is warranted. The disciplinary action will relate to the nature, context, and seriousness of the harassment and can include all disciplinary actions up to and including immediate termination/expulsion.
5. If the complaint is against a non-employee or a non-student, such as a volunteer or a vendor, the school will take steps, within its power, to investigate and eliminate the problem.

School Office Hours:      7:00 - 3:30 p.m.

Plan to have your son or daughter at school before or at the following time every morning:
221 N. Westmoreland Avenue:      7:15 a.m.

Tardies

Each student is responsible for being on time to school in the morning and for being in his or her classroom within the given passing time. The right to learn is seriously compromised when a class is continuously disturbed by tardy students. We consider habitual tardiness a serious impediment to student education and a serious distraction to class.

If a student is going to be tardy due to an anticipated event, such as a doctor’s appointment, he or she is required to call the school ahead of time or bring a note in order to be excused.

Reporting Absentees and Off-Grounds Permits

Education cannot take place unless a student attends class every day. For this reason, each student is expected to report for class every day on time. If a student is ill or otherwise unable to report to school, a parent or guardian must notify the school office by phone by 9:00 a.m. on each day of a student’s absence.

1. Any time a student must leave school prior to dismissal, a parent’s note requesting early dismissal and stating the reason must be presented to the School Office before the student leaves campus. No student is allowed to leave campus without prior notification.
2. Any time a student is absent, a parent or guardian must notify the school by phone by 9:00 a.m. If a parent has not notified the school within 24 hours, the student is subject to being declared truant.
3. Upon returning to school, a student must bring a note from the same parent or guardian indicating the reason for his or her absence.

Truancy

Our goal is to teach students responsibility and accountability. Each student is responsible for reporting to class every day and is accountable for materials required. Truancy from school, or from any class, is a major violation of school rules and a serious breach of responsible behavior.

1. Any truancy will result in notification of the parents or guardians by phone when possible.
2. Proper detention time will be assigned the student.
3. A second truancy notice requires a meeting with the student, his or her parents or guardians and the principal. A parent may be required to attend classes with his or her student.
4. A third truancy may result in more severe disciplinary action.

Detention

Students who are tardy, truant, or excessively absent will be assigned detention, either after school or on Saturday.

Curriculum

Standards-based Curriculum

Central City Value School will use the standards-based curricula that the California State Board of Education and the State Department of Schools have adopted for the essential subject areas of Language Arts, Mathematics, Science, and Social Studies as the center of its academic programming. Central City Value School will also use the California State Board of Education’s standards-based curricula in the areas of Fine Arts and Health/Physical Education.

Subjects:

• Language Arts: writing, reading, written and oral conventions, listening and speaking, including critical thinking and analysis. Courses: English 9 A/B, English 10 A/B, English 11 A/B, English 12 A/B, Practical Writing, Exploratory Writing, CAHSEE English
• Mathematics: Math Readiness, Geometry, Algebra I and II, Pre-Calculus, and AP Calculus
• Social Studies:
  • Grade 10: World History, Culture and Geography: The Modern World
  • Grade 11: United State History and Geography: Continuity and Change in the Twentieth Century
  • Grade 12: Principles of American Democracy and Economics
• Science: Grades 9 - 12: Physical Science, Chemistry, Biology/Life Sciences, AP Biology and Physiology
• Arts: Drama and Visual Arts – Art 1 A/B, Drawing and Painting, Mixed Media, Film, AP Studio Art
• Health and Physical Education
• World Languages: ESL/Spanish I, Spanish II, Spanish III, AP Spanish IV
• Electives

Courses will meet the a-g requirements of the University of California. This includes four years of English, three years of Social Studies, three years of mathematics, two years of laboratory science, two years of a language other than English, one year of visual and performing arts, and one year of an elective from the preceding content areas.

Athletic Eligibility

Students must possess a semester GPA of 2.0 in the preceding semester in order to participate in Central City Athletics. Eligibility can be established at school-wide progress reports. This complies with CIF-City Section guidelines.

Procedure for Obtaining Academic Records

Copies of Academic Records such as report cards and transcripts may be obtained from the school office. Transcript Request Forms are available in the Main Office. There is a 3-day time period for obtaining these documents. Transcripts for graduating seniors are sent free to colleges and universities. Transcripts are also free to current students who are transferring to another school. There is a $5.00 fee for transcripts for students who have graduated or who have left Central City Value School.

Expected Student Progress

The first core value of Central City Value School is academic excellence. In order to ensure that each student is achieving this goal, a student must show mastery of the content standards in Language Arts and Mathematics, and of the content standards for the other areas, Social Studies and Science, for which California has adopted a standards-based curriculum.

Central City Value School will use a variety of assessment instruments, including teacher-made tests, unit tests, portfolios and presentation of student work in order to measure individual student performance. Decisions to advance students to the next grade level will be based on these assessments.

In addition, each student must demonstrate competency on the California Standards Test (CST) for each subject tested by the state. If a student fails to demonstrate competence, he/she will be referred for supplemental instruction in summer school or during the school year and may be required to take additional coursework in order to achieve basic competency.

Retention

Students who do not meet performance standards for advancement to the next grade or who have not successfully passed the required credits necessary for satisfactory academic progress will be retained in their current grade. These students will be identified early in the academic year and will most likely be supported by a Student Success Team consisting of all the teachers who provide instruction to the student, the principal, and the person who is identified as an expert in instructional strategies for exceptional students. Both parent and student will be invited to participate on the team.

The Student Success Team will meet as soon as possible after being organized and prepare an initial plan of action. The team will meet regularly until the student begins to make progress. Students who have been retained and continue to do poorly will be referred for individual assessment.

Assessment and Reporting Results

External Assessment

The primary means to demonstrate that Central City Value School is achieving its established performance standards in student learning is the use of academic achievement tests required of all public schools in the state of California. Central City Value School will fully implement the current testing program and any future testing program that may be required by law.

The current testing program to be used includes the following:

• California Standard Tests: These tests are given to all students in the subject areas of language arts, mathematics, science, social studies; these tests report achievement compared to California Curriculum Content Standards.
• California English Development Language Test: This test is given to all students who are English Language Learners, that is students whose home language is not English and who have not demonstrated English language proficiency as measured by this test.
• California High School Exit Exam: This test is administered for the first time in the tenth grade and must be passed before a student can graduate from high school.

Internal Assessments

A performance-based curriculum requires continuous monitoring of student achievement on a variety of standardized measures. Student achievement is also monitored in terms of the products of student work (reports, presentations, graphics, audio and visual recordings) gathered into “portfolios.” Teachers are supported in monitoring their students’ performance by a computerized student record-keeping system, PowerSchool, and by Data Director, a data-tracking system that allows teachers to analyze and track student performance on a variety of tests and other academic measures. Teachers collaborate in analyzing student achievement data to inform their instruction and to design programs to meet students’ needs.

The teachers at Central City Value School will use these internal assessments to determine whether students should be advanced to the next grade. The teachers and principal will agree on a school-wide grading system to report student progress to students and their parents. However, the grading system is not a determiner of student advancement; students advance only when they have achieved the established performance stated in terms of content standards in the curriculum.

Reporting the Results of Academic Testing

Central City Value School will prepare and publish a report that shows the school’s actual achievement in comparison to the established performance standards (AYP). The school will give copies of the report to the parents.

Grades

Progress reports and semester grades are issued at the end of each 10 week period in the school year. Grades are given on an “A” to “F” basis. Every grade is assigned a numerical value in descending order. For all college-prep courses, A = 4 points; B = 3 points; C = 2 points; D = 1 point, and F = 0 points. For all Honors and Advanced Placement Classes, A = 5 points; B = 4 points, C = 3 points, D = 1 point, F = 0 points. Only marks recorded at the semester are recorded on the transcript.

Grading Guidelines

The following are definitions of each grade given at Central City Value School.

Distribution of Progress Reports and Report Cards

Parents are the primary educators of their children. Because parents have engaged the Central City administration and faculty in a collaborative effort to educate and form their sons and daughters, we feel that there is a need for dialog and mutual agreement on values and methods. Therefore, progress report meetings will be held with parents and students at 6-week intervals, twice a semester. Report Cards will be mailed to parents at the end of each semester.

Assignments During Absences

If a student must be out of school for one or two days due to routine illness, he or she is to call a friend or the teachers for assignments. If the absence is for an extended period of time, due to accident or serious illness, arrangements should be made through the principal to obtain assignments from teachers.

Except for illness and family emergencies, students are expected to attend school on all scheduled days during academic semesters.

Transferring out of Central City

Before a student is considered transferred out of Central City, an exit interview must be conducted with the Principal, at least one parent, and the student.

Central City uses a collaborative model to meet the needs of all students. Students who enroll with an existing IEP (Individualized Education Plan) from their previous schools will receive special education services from Central City as outlined in their IEP and will be monitored using the Welligent special education system. After 30 days from the time a student enrolls, an IEP meeting will be conducted to determine the appropriateness of the student’s placement at Central City and to review the goals of the IEP and to modify them if necessary.

In addition to students with IEPs who have already been qualified for special education services, any student who is not making satisfactory academic progress may be referred by his/her teachers/advisor for help. The student’s parent will be invited to a meeting to discuss problems observed by the teacher and to offer insights into what may be occurring. After this meeting, the parent/guardian and teacher will meet with the principal to review the student’s needs. Strategies to assist the student will be reviewed and modified if necessary.

If, after one quarter, the student still does not make satisfactory progress, a “Student Success Team” will be convened by the SST Coordinator. If at any time during this process the principal or the Student Success Team believe the student should be referred for special education assessments, the process will be initiated.

Referral Process

A student’s parent/guardian may request in writing a referral for an individualized assessment. The principal or designee, the Resource teacher, will respond in writing within 10 school days to the parent/guardian whether the referral is considered appropriate. If so, an assessment plan will be provided to the parent/guardian within the next 15 school days. Within ten school days after receiving an Assessment Plan, the parent/guardian will respond in writing whether he or she agrees to the Assessment Plan. If the parent does not agree, Central City Value School will not proceed with the assessment.

Assessment Procedures

The purpose of assessment is to determine whether a student qualifies for Special Education Services and to provide sufficient information to guide the preparation of an “Individualized Education Plan” (IEP) for the student. All assessments will comply with the following guidelines:

1. A student will be assessed only after the parent/guardian has given written consent to the Assessment Plan.
2. A student will be assessed only in the areas of the suspected disability and as described in the Assessment Plan.
3. Multiple assessments, as appropriate, will be conducted; they will be appropriate to determine the suspected disability; and they will be described in the Assessment Plan.
4. Only qualified personnel will conduct the assessments; and the personnel will be named in the Assessment Plan.

Student Government

The Student Government, i.e. Student Council, is the official representative body of students in all matters concerning school life. The role of Student Council is to promote effective communication between students and administration. Any registered student of Central City Value School is entitled to membership in the Associated Student Body and to the rights and privileges stated in the Associated Student Council Constitution. The Student Council will oversee and coordinate student activities in conjunction with the Administration.

The officers of Student Council are as follows:

• President
• Vice President
• Secretary
• Treasurer

Procedure for Obtaining Work Permits

Permission to Work Forms may be obtained from the Main Office. Request for Permission to Work Forms must be filled out and returned to the school secretary. There is a 3-day turnaround period for Permission to Work Forms.