Los Angeles Academy of Arts and Enterprise Student & Family Handbook 2015-2016



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Los Angeles Academy of Arts and Enterprise

Student & Family

Handbook

2015-2016
600 South La Fayette Park Place

Los Angeles, CA 90057

Main: 213-487-0600

Fax: 213-487-0500

www.laaae.or


Table of Contents

Mission and vision 7

Student learner outcomes 10

School Hours 12

Right-to-Update Statement 15

Rights and Responsibilities 15

Effective Communication 15

Students’ Rights and Responsibilities 16

Parents’ Rights and Responsibilities 16

Teacher’s Rights and Responsibilities 17

Administrators’ Rights and Responsibilities 17

Conflict Resolution Process 18

UNIFORM Complaint Procedure 18

POLICIES & PROCEDURES 19

I. Academic Policies 19

A. Grading Scale 19

B. Academic INtegrity 19

C. Grading Policy 20

D. Grade Point Average 20

E. Academic Progress 20

F. Progress Reports 20

G. middle school promotion policy 21

H. Graduation Requirements 21

CREDIT REQUIRMENTS 21

CAHSEE 22

Community Service Hours 22



I. School Activity Participation Guidelines 22

J. Honor Roll 23

K. Homework Policy 23

Student's Responsibilities 23

Parents’ Responsibilities 23

L. LATE WORK POLICY 24

M. After School Program- YOUTH POLICY INSTITUTE 24

II. Attendance Policy 25

A. Overview 25

B. Absences 25

C. Excused Absences 25

D. Unexcused Absences 26

E. Emergency or Out-of-Ordinary Leave 27

F. MAKE UP WORK POLICY 27

G. No Credit policy 28

H. Truancy 28

I. Tardiness 29

j. Hallway Pass guidelines 30

III. Discipline Policy 31

A. PHILOSOPHY 31

B. Discipline PHILOSOPHY 31

C. Positive Behavior intervention support (PBIS) Program 32

D. CELL PHONE AND ELECTRONIC DEVICE POLICY 33

E. sCHOOLWIDE bEHAVIOR eXPECTATIONS 33

F. Classroom discipline policy and procedure 35

PROTOCOL FOR STUDENT(S) WHO DEMONSTRATE IMPROPER BEHAVIOR. 35

ADMINISTRATION PROTOCOLS FOR EXTREME, EMERGENCY SITUATIONS. 36

G. Hallway Pass guidelines 36

H. DISCIPLINARY CONSEQUENCES AND STUDENT SUPPORT SERVICES 36

I. Grounds for suspension and expulsion 38

Reasons for Suspension and Expulsion (Education Code 48900 and 48915) 38

Expulsion Hearing 41

Appeal Of Suspension Or Expulsion 44

GUIDELINES GOVERNING SPECIAL EDUCATION STUDENTS. 46

IV. General Policies & NOTICES 47

A. School Activities 47

B. Field trips 47

C. After-School Activities 47

D. Textbooks 48

E. Medication Policy 48

F. Parent/Family Involvement 48

G. Visitors 48

H. PowerSchool 49

I. Technology and Internet Usage 49

Acceptable Uses of the Computer or the Internet 49

Unacceptable Uses of the Computer or the Internet 49

use of the wireless network 53

privacy of information 53

Electronic communication 54

intellectual property 54

Cases of misconduct 55

Waiver 55

disconnection 55



J. Personal Property 55

K. Lost and Found 56

L. Meal Program 56

Application 56

Food Service 56

m. Disaster Procedures 56

School Safety and Emergency Drills 56



Safe School Plan 57

n. Student Transfers 58

o. Driving and Parking 58

P. permission to leave campus 59

Q. Uniform Policy 59

R. Family Educational Rights and Privacy Act (FERPA) Notice 61

S. TRANSPORTATION SAFETY POLICY 62

T. Notice of Nondiscrimination, anti-bullying, & anti-harassment 64

U. Student Searches 68

V. Annual Notice of UNIFORM COMPLAINT PROCEDURE 68

W. Annual Williams Notice to Parents, guaridans, pupils, teachers 70

X. Annual Notice of Physical Fitness Test 71

Y. STUDENTS WITH DISABILITIES AND SPECIAL EDUCATION 72

Z. STUDENTS WITH DISABILITIES UNDER SECTION 504 of the REHABILITATION ACT OF 1973 73


Mission and vision
Our mission is to r confluence of arts and enterprise can lead to more productive, passionate students, engaged in their studies, better able to acquire necessary skills, and thus optimally prepared to pursue their future livelihoods. We are committed to equip students with the skills and personal growth necessary to be successful scholars throughout life. The vision of the school is to effectively integrate academics, the arts and enterprise into student educational experiences which will prepare tomorrow’s leaders. Our belief is that quality instruction combined with community partnerships will enhance both student literacy and meaningful, purposeful, and enjoyable educational learning opportunities.
The concept to establish Los Angeles Academy of Arts and Enterprise originated with Moctesuma Esparza, an awardwinning filmmaker, who produced many movies including “Selena,” The “Milagro Beanfield War,” “Gettysburg,” “Dorothy Dandridge,” “Selma Lord Selma,” “Price of Glory,” and “The Ballad of Gregorio Cortez.” Receiving over 100 honors, including an Academy Award nomination, Esparza grew up in southern California and graduated from UCLA with a bachelor’s and master’s degree in film. He was active in the Chicano civil rights movement in the 1960’s.
In addition to movie making, he remains active in the community and served on the Board of Directors of the Los Angeles County High School for the Performing Arts on the California State University, Los Angeles campus. This experience led Mr. Esparza to envision a Los Angeles Academy of Arts and Enterprise as an option to the Los Angeles County High School for the Performing Arts, for students who have limited or no access there, but have dreams and talents that need to be nurtured and developed. He wanted all students, regardless of socioeconomic status, to have access to both a college preparatory curriculum that focuses on visual and performing arts and enterprise. Thus, Los Angeles Academy of Arts and Enterprise was founded and continues to develop into a viable public education option for students and families.

Los Angeles Academy of Arts and Enterprise believes that all people have an abiding need for meaning. People want to connect time and space, experience and event, body and spirit, intellect and emotion. We create art to make these connections, to express the otherwise inexpressible. A society without the arts is unimaginable. Our cultural diversity is a vast resource for any arts discipline, and should be used to help students understand themselves and others. The different art forms provide a variety of lenses for examining the cultures and artistic contributions of our nation and others around the world. Curriculum without the arts is not a complete education.


The study of the arts has been shown to engage students in the learning experience and promote personal accountability while encouraging teamwork, emphasize synthesis of information as well as support divergent thinking, and to allow thinking of the higher values of life. As such, it provides linkages and support for all other curricula, including that which takes place outside the school walls.
The arts have been shown to be a powerful gateway to study, especially for those at risk. Students who have had difficulty learning find self-validation, self-expression and comfort in the arts. The arts provide an atmosphere of engagement so that studies that had previously been interpreted as too difficult to attempt, become more reachable. The arts also provide an environment where communication can be non-verbal. So ability can be seen without misconception, brought about beyond language differences and linguistic minorities. Comprehensive research on arts education and integration is provided in the Arts Integration section of Instructional Design.
Los Angeles Academy of Arts and Enterprise views economics and arts as not only compatible studies but also symbiotic curricular mates. As our world becomes more complex, young people face a large and increasing variety of important economic decisions, both in their personal lives and as citizens in a global society. By the time students graduate from high school, they will need to understand enough about economics to make reasoned judgments about personal finances and economic policies in order to succeed. Much research supports this perspective. For the first time, all 50 states and the District of Columbia include economics in their K-12 standards. Moreover personal finance is included in 13 states as a high school requirement. Despite the strong support for economics and finance, support for entrepreneurship is lagging. According to a 2009 survey by the Council for Economic Education, only four states require study about entrepreneurship as a component of a course needed to graduate. Entrepreneurship education should be universal. Entrepreneurship is a key driver in our economy. People exposed to entrepreneurship frequently express that they have more opportunity to exercise creative freedoms, higher self-esteem, and an overall sense of control over their own lives. Forty percent of youth between the ages of 8 and 24 would like to start a business or have already done so. Not every student will start their own business, but everyone benefits from acquiring an entrepreneurial mindset. “Entrepreneurship education is the fundamental tool for reversing the youth unemployment crisis globally. It is a tool that can arm young people not only to start businesses and create jobs, but also to be opportunity-focused, flexible employees ready to fill existing jobs.”
“It is to the benefit of every student and every community to establish an entrepreneurial culture in every school” for the following four reasons: (1) Entrepreneurship education provides students an alternate career path at any time in their lives; (2) It provides a background for the teaching of academic subjects giving those studies a grounding in the real world; (3) Entrepreneurial concepts and skills require students to be innovative and use critical thinking skills; and (4) Entrepreneurial skills give students a way to give back to their communities.
Los Angeles Academy of Arts and Enterprise is not a school that is apart from community and industry. Los Angeles Academy of Arts and Enterprise links arts, enterprise and community in order to heighten student engagement and excitement in learning, to increase skills, job opportunities and career horizons. Entrepreneurship and business education are taught at Los Angeles Academy of Arts and Enterprise using a hands-on approach, by tapping into students' creativity and by making them move around the business world to show them how it works.

Los Angeles Academy of Arts and Enterprise supports students’ multiple intelligences and learning styles. Moreover, students are encouraged to develop self-discovery and self-worth, in order to gain social and emotional success, and to find their identity in society and community, as well as fulfill their rights and responsibilities as citizens.


Los Angeles Academy of Arts and Enterprise students will acquire and develop the skills that will ensure future academic success. The school’s goal is that each of our students will enter and graduate from the college, university and or conservatory of their choice. Los Angeles Academy of Arts and Enterprise’s curriculum is designed to prepare students for a future that demands self-assurance, flexibility and creativity as well as the ability to demonstrate proficiency of core academic knowledge through a variety of media.

Student learner outcomes
Los Angeles Academy of Arts and Enterprise will prepare its graduates to be:
Lifelong Learners who:


    • Apply learned skills to new experiences.

    • Exhibit self-motivation, self-discipline and self-evaluation

    • Adhere to high quality standards in their academic and personal pursuits

Academic Achievers who:


    • Use tools and knowledge gained in the classroom, and apply it to real world situations

    • Set and meet goals in order to reach their true potential

    • Work hard and are not limited by obstacles

Artists and Entrepreneurs who:


    • Utilize social skills, experiences, and culture to express a commitment to community

    • Refine their craft through courageous, determined, goal-driven work

    • Create opportunities as leaders to express themselves creatively

Advocates for Social Change who:


    • Have courage, integrity and who are effective leaders

    • Promote a safe community through positive communication and relationships

    • Empower themselves and others

Effective Communicators who:


    • are persuasive, intuitive and can drive change

    • use a variety of mediums to deliver the message effectively

    • exercise self-control, awareness and empathy in interactions

School Hours

(Subject to Change)

Teachers…………………………………………………………………………………………………………..8:00 a.m. – 4:00 p.m.

Students………………………………………………………………………………………………………………..See Bell Schedule

Teachers’ Office Hours…………………………………………………………………………………………….Contact Teacher



After school program……………………………………………………..Immediately after-school through 6:00 p.m.
Los Angeles Academy of Arts and Enterprise Bell Schedule 2015-16




A Day - All Periods - Mondays

1 8:30 – 9:15 AM

2 9:20 – 10:05 AM

Nutrition 10:05 – 10:15 AM

3 10:20 – 11:05 AM

4 11:10 – 11:55 AM


MS

Lunch MS 11:55 – 12:30 PM

Advisory MS 12:35 - 1:15 PM
HS

Advisory HS 12:00 - 12:40 PM

Lunch HS 12:40 – 1:15 PM
5 1:20 – 2:05PM

6 2:10 – 2:55 PM

7 3:00 – 3:45 PM

B Day- Periods 1, 3, 5, 7 (Tuesday & Thursday)

Block 1 8:30 – 10:05 AM




Go
Nutrition 10:05 – 10:15 AM

Block 3 10:20 – 11:55 AM


MS

Lunch MS 11:55 – 12:25 PM

Block 5 MS 12:30 – 2:05 PM

HS

Block 5 HS 12:00 – 1:35 PM

Lunch HS 1:35 – 2:05 PM
Block 7 2:10 – 3:45 PM

C Day – Periods 2, 4, 6 (Wednesday & Friday)


WOLVES!
Block 2 8:30 – 10:05 AM

Nutrition 10:05 – 10:15 AM

Block 4 10:20 – 11:55 AM
MS

Lunch MS 11:55 – 12:25 PM

Advisory MS 12:30 – 1:05 PM
HS

Advisory HS 12:00 – 12:35 PM

Lunch HS 12:35 – 1:05 PM

Block 6 1:10 – 2:45 PM



School Calendar 2015-2016



August 10, 2015 First Day of School

August 27, 2015 Back to School Night

September 3, 2015 Picture Day MS

September 4, 2015 Picture Day HS

September 7, 2015 Labor Day (No School)

September 12, 2015 ACT Test

September 17, 2015 Progress Night

September 26, 2015 Campus Beautification


October 3, 2015 SAT Test

October 6, 2015 CAHSEE (ELA)

October 7, 2015 CAHSEE (Math)

October 8-9, 2015 Midterms

October 9, 2015 Quarter 1 ends & College/Career Fair

October 12, 2015 Pupil Free Day (No School) & Quarter 2 starts

October 14, 2015 PSAT Test

October 24, 2015 Campus Beautification & ACT Test

October 29, 2015 Open House & Quarter 1 Ceremony
November 3, 2015 CAHSEE (ELA)

November 4, 2015 CAHSEE (Math)

November 7, 2015 SAT Test

November 9, 2015 Veteran’s Day (No School)

November 12, 2015 Progress Night

November 14, 2015 Campus Beautification

November 23-27, 2015 Thanksgiving Break

(No School)


December 5, 2015 SAT Test

December 11, 2015 Period 1 Final

December 12, 2015 ACT Test

December 15-17, 2015 Finals (Period 2-7)

December 18, 2015 Quarter 2 ends (Semester 1)

December 21-31, 2015 Winter Break


January 1, 2016 Winter Break ends

January 4, 2016 Pupil Free Day (No School)

January 5, 2016 Quarter 3 starts

January 18, 2016 Martin Luther King Jr. Day (No School)

January 23, 2016 SAT Test

February 2, 2016 CAHSEE (ELA)

February 3, 2016 CAHSEE (Math)

February 6, 2016 Campus Beautification & ACT Test

February 11, 2016 Open House & Semester 1 Award Ceremony

February 15, 2016 President’s Day (No School)


March 5, 2016 SAT Test

March 8-9, 2016 Midterms

March 11, 2016 Quarter 3 ends

March 14, 2016 Pupil Free Day (No School)

March 15, 2016 Quarter 4 starts & CAHSEE (ELA)

March 16, 2016 CAHSEE (Math)

March 18, 2016 Family Fiesta

March 19, 2016 Campus Beautification

March 28-31, 2016 Spring Break (No School)
April 1, 2016 Spring Break Ends

April 9, 2016 ACT Test

April 21, 2016 Progress Night & Quarter 3 Award Ceremony

April 23, 2016 Campus Beautification


May 2, 2016 Pupil Free Day (No School)

May 7, 2016 SAT Test

May 10, 2016 CAHSEE (ELA)

May 11, 2016 CAHSEE (Math)

May 21, 2016 Campus Beautification

May 30, 2016 Memorial Day (No School)


June 3, 2016 Period 1 Final

June 4, 2016 SAT Test

June 6-8, 2016 Finals (Period 2-7)

June 9, 2016 Last Day of Instruction

June 10, 2016 Quarter 4 Ends & Pupil Free Day (No School) & Culmination & Graduation

June 11, 2016 ACT Test



Right-to-Update Statement
The Administration reserves the right to update, clarify misunderstandings, and interpret the rules and regulations of the LAAAE Student & Family Handbook as it sees fit during the course of the school year. Students and parents may be notified of such amendments and are encouraged to check the school website for the most up to date version of the Student and Family Handbook.
Rights and Responsibilities



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