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Founded & Established by the Inner City Education Foundation

INNER CITY EDUCATION FOUNDATION

Est. 1994

View Park Prep Summer Program 1996

View Park Prep After School Program 1996

View Park Prep Accelerated Charter School 1999

View Park Prep Accelerated Charter Middle School 2001

View Park Prep Accelerated Charter High School 2003

Frederick Douglass Academy Middle School 2006

Frederick Douglass Academy High School 2006

Thurgood Marshall Leadership Academy Middle School 2007

Thurgood Marshall Leadership Academy High School 2007

Lou Dantzler Charter Middle School 2007

Lou Dantzler Charter High School 2007

Lou Dantzler Charter Elementary School 2008

ICEF Vista K-8 2008

Fernando Pullam Performing Arts High School 2009

Inner City Education Foundation

Mission Statement

The Inner City Education Foundation’s (ICEF) mission is to offer students at-risk an

excellent education in their own community. ICEF will establish small. Non-sectarian

charter schools and enrichment programs that provide students with a rigorous traditional

education while incorporating information age tools and resources. Theses charter

schools and programs will feature a personal approach to learning with a low student-

teacher ratio and one-on-one tutoring. In this fertile learning environment, students will

master basic skills and core knowledge to form a foundation for higher learning. ICEF

will instill in its students a desire to return to the community in which they were raised to

be the next generation of leaders, teachers, professionals, and donors.

ICEF Board of Trustees


THURGOOD MARSHALL LEADERSHIP ACADEMY SCHOOL

Administartion

Parker Hudnut CEO (K-12)

Peter Watts Director of TMLA

Edith Braswell- Grant Assistant Director

Susaun Wade

Office Manager

Support Staff

Mrs. Chidozie Ollawa Special Education Coordinator

Mr. Matthew West School Psychologist

Mr. Kene Washington School Counselor

Ms. Ana Degel School Resource Teacher

Teachers

Mrs. Grant

Mr. Davis

Mr. Nunez

Mr. Ogbai

Ms. Johnson

Ms. Degel

Ms. Lee


MISSION STATEMENT OF TMLA MIDDLE SCHOOL

Prepare our students to attend and to compete academically at the best colleges and

universities in the nation.

To provide parents and student with alternative academic at a first rate educational public

school system.

To realize this vision by discovering and by developing each student’s gift and talents.

To provide students with a thorough, rigorous, academic curriculum.

GOAL AND OBJECTIVES

To offer students excellence in education and a sense of purpose

To help each student to be a loyal and responsible citizen

To prepare students for entrance into a 4 year college and universities


To train students to be self disciplined

To help the students in his/her growth toward becoming a responsible adult, an

outstanding student and a person with respect for others and himself/herself

To develop in each student the skills of creative thinking and evaluative reasoning

To instill a sense of fairness, competence and self-reliance in work and play

To provide students with environment that allows them to develop into community

leaders.

CURRICULUM PHILOSOPHY

Thurgood Marshall Leadership Academy Middle School’ curriculum is based on one

fundamental assumption from which all our actions and decisions about curricula are based. It is

assumed that every student at Thurgood Marshall Leadership Academy Middle School will go to

be competitive academically at these institutions, and therefore, we have designed an extremely

rigorous and comprehensive course of study.

We believe that to succeed a student must be an excellent reader, writer, and mathematician. We

believe true esteem is the result of actual competence. Thurgood Marshall Leadership Academy

Middle School students will study Language Arts, History, Science, Math, Arts, Music, and

Physical Education.

Thurgood Marshall Leadership Academy Middle School will be an Accelerated School.

“Accelerated,” means two things in our name: one, we teach to the pace of the top 5 students in

the class. The remaining 15 students must work 2 to 3 times harder to keep up. They will learn

how to work smarter as well as harder if they hope to succeed academically at Thurgood Marshall

Leadership Academy Middle School. We provide intense “intervention” tutoring free of charge to

students both during the day and afterschool. Our intervention programs start in September and

ends in May.

Every effort is made to inform parents of every aspect of their child’s education and the

functions of the school to that end. The result is an empowered parent body. Parents have

become active in providing their children with the support and proper environment at

home that their child needs to succeed. They model for their children the importance of

school volunteering four hours each month. Their presence and support has served as a

catalyst for TMLA Middle STAR Assessment test scores.


BLENDED MODEL

Thurgood Marshall Entrepreneurial Academy Middle School can be considered nothing

less than an education revolution. Abandoning the idea of “traditional schooling,”

Thurgood Marshall will utilize a blended learning model incorporating technology with

face-to-face instruction providing students unique opportunities to gain the knowledge

and skills to survive and succeed in the 21st century global economy.

Blended learning, the teaching practice that combines teaching methods from both face-

to-face and online learning, is an established, rapidly growing instructional model that is

proving highly effective in helping schools and districts address the challenges of student

achievement, limited resources, and the expectations of 21st century learners. Whether it

is extending classroom instruction beyond the school day, supporting credit recovery

programs, enhancing teacher professional development or delivering enriched learning

opportunities for accelerated students, blended learning models are increasingly common

practice across the curriculum for students and teachers alike.

Blended learning is implemented in a variety of ways, ranging from models in which

curriculum is fully online with face-to-face interaction to models in which face-to-face

classroom instruction is integrated with online components that extend learning beyond

the classroom or school day. The rapid growth of blended learning has been a catalyst for

additional instructional transformation.

iNACOL, the International Association for K-12 Online Learning, defines blended

learning as “combining online delivery of educational content with the best features of

classroom interaction and live instruction to personalize learning, allow thoughtful

reflection, and differentiate instruction from student-to-student across a diverse group of

learners.”

At Thurgood Marshall our plan is to use the blended learning model in the area of

mathematics. We want to grow our program slowly and each year add to the subject that

we will engage with online. This slow growth approach will allow us to evaluate the

effectiveness of our program. At the same time, the school will save money that would

normally be spent on hiring more teachers. Using this approach we can now put the extra

resources back into the classroom where it should be.


THE ACADEMIES

The second part of our school is our “Entrepreneur Academies.” Thurgood Marshall

Leadership Academy Middle School (TMMS) is seeking to make career technical

education, exploration, and planning an essential part of its academic program. In order to

do so, TMMS will implement a project to create career exploratory academies. TMMS

will create five academies that will function as flexible structures that will allow students,

and eighth graders in particular, to explore their interests and build pathways to careers.

The five academies that TMMS will create are the following: the Science, Technology,

Engineering, and Mathematics (STEM) Academy; the Entrepreneurial Academy; the

Financial Literacy Academy; the Apprenticeship Academy; and the Fine Arts Academy.

The STEM Academy will be developed by working with the organization Project Lead

The Way (PLTW, www.pltw.org); the Entrepreneurial Academy by working with the

Network For Teaching Entrepreneurship (NFTE, www.nfte.com); the Apprenticeship

Academy by working with SPARK (www.sparkprogram.org); the Financial Literacy

Academy by working with Operation Hope (www.operationhope.org) and OneUnited

Bank (www.oneunitedbank.com); and the Fine Arts Academy by working with the Inner

City Education Foundation Performing Arts and Visual and Media Arts programs

(www.icefla.org). The organizations that each academy will be working with will provide

each academy with fully developed programs aligned to the California Career Technical

Education (CTE) standards in the Engineering and Design, Marketing, Sales, and

Service, Finance and Business, and Arts, Media and Entertainment industry sectors.

Each academy will offer non-sequential, one-semester courses in the industry sectors

mentioned previously. Students will be given the opportunity to participate in one

academy per semester as an elective course. The purpose of offering non-sequential, one-

semester courses is to provide the students with enough flexibility to allow for a variety

of opportunities to discover, explore, and experience various career options. For example,

if a student chooses the Apprenticeship Academy, one semester they would have the

opportunity to shadow a professional of their choosing for one semester. At the turn of

the semester, the student would have the option of continuing to shadow that same

professional, shadowing a different professional, or signing up to a new academy

altogether.

ACCELERATED SCHOOL PRINCIPLES

Unity of Purpose- All members of the school community share the dream for the school and

work together toward common goals that benefits all students;

Empowerment Coupled with Responsibility- Every member of the school community is the

empowered to share in decision-making, in the responsibility of decision making and decisions

and being held accountable for the outcome of the decision.

http://www.pltw.org/






http://www.nfte.com/






http://www.sparkprogram.org/





http://www.operationhope.org/





http://www.oneunitedbank.com/





http://www.icefla.org/






Building on Strengths- Accelerated school communities recognize and utilize the knowledge,

talents and resources of every member of the school community.

The three principles of the accelerated school process imply that everyone participates in

the leadership and decision making in the school.

VALUES

EQUITY

COMMUNICATION AND COLLABERATION

PARTICIPATION

COMMUNITY SPIRIT

TRUST

EXPERIMENTATION AND DISCOVERY

REFLECTION

RISK TAKING

SCHOOL AS CENTER OF EXPERTISE

LEADERSHIP

Roles

All cadre/committee meetings have a facilitator, a recorder, timekeeper, a reporter (optional) and

attendance sheet. A meeting has not officially occurred unless the agenda, minutes and the

attendance sheet are filed with the TMLA Parent Liaison.

Below are short descriptions of the expectations of each role.

a. Facilitator-The facilitator helps the group guides discussion, moving the entire group forward,

assuring that all parties involved have the opportunity to participate.

b. Recorder- The recorder records the decision and actions reached in committee and try to

capture the flavor of the discussions that lead to decisions and actions.

c. Timekeeper-The timekeeper ensures that agenda items do not exceed the time allotted for the

meeting. Calls out the amount of time spent on an item and how much time remains for

discussion. Works with the facilitator to start and conclude meetings as scheduled. Ask the group

if they agree to extend or shorten planned agenda item discussions based on the amount of time

the committee is spending on other agenda items.

d. Closure- The closure works in tandem with the reorder to summarize the issues in which

actions were made or future action is required.

MEETING NORMS

It is critical to create a meeting atmosphere in which participants feel safe to bring up issues and

concerns without the fear of being stifled or to have their conversation be redirected. Meeting

norms are created when a committee is constituted. They should be posted at all meetings and

read when new members join the committee. Be open to adding to the list a new standards or

experiences are shared.


BUILDING CONSENSUS

When a group reaches consensus, it means that all members of the group have come to a

decision or agreement that all can support or abide by. It is not voting where the majority

makes the decision for the minority. Instead, it is a process of discussion and listening to

the input from each member of the group. Complete unanimity is not the goal. However,

all members of the group work to create an environment where there is agreement on

how decisions are to be reached and how tapping into the aforementioned strengths,

goals, etc. may be most easily accomplished. Knowing ahead of time that everyone will

not agree with all decisions is not only a practical necessity; it honors the efforts of all

those taking their time to offer their input on a practical issue.

REACHING CONSENSUS

a. Thoroughly discuss the issue as time permits.

b. Acknowledge all viewpoints during discussion—but stay on track.

c. Where there is disagreement, articulate why you feel the way you do. Avoid

blocking.

d. Implement the vehicle for deciding how to reach a decision.

e. Acknowledge the fact that there will not be unanimity in reaching a decision. Reflect

on the questions: What can you support? What are your boundaries? Priorities?

PARENT INVOLVEMENT

“The role of parent involvement is extensive and must include support

for education in the home and at school, shared responsibilities in

decisions and activities at the school, and participation in

organizations that reflect the community’s collaborative aspirations

for the education, health and well being of all children.”

The Thurgood Marshall Leadership Academy School will continually seek to involve

parents/guardians and other family members in every aspect of their child’s educational

process. Parents should always report to the office when entering the campus during the

day.

Please observe the following regulations:

1. Enter and leave the room quietly.

2. Do not converse with the teacher during class time.

3. You are requested to limit your visit to 20 minutes.

4. If you wish to confer with the teacher, please schedule a conference.

Parents and family will make a difference at the Thurgood Marshall Leadership Academy

Middle School by being visible members of the school community as a whole. Parents

can be involved in a variety of activities from office support to being an active member of


a Cadre/Committee. If you wish to observe your child’s classroom after the first two

weeks of school, please make arrangements with the Director of the Middle School.

PARENT CADRE/CO-CHAIR

Each Cadre will elect a parent to serve as the parent co-chair of the cadre, along with the

administrative/teacher co-chair. This parent will also represent the cadre and parents on

the Steering Committee of the School. Parents are limited to serving two consecutive

years in any elected leadership position whether it be Co-Chair of the Cadre, Room

Parent, etc. Parents may be afforded the opportunity to be in a leadership position for

third year subject to consensus of the other parents and approval of the administration. In

addition, Parents who do not fulfill their responsibilities (i.e. attend meetings, coordinate

role needs, etc.) for more than two months may be removed from their role.

GRADE LEVEL MEETINGS

Grade Level Meetings are held to communicate information pertaining to individual

grades. Meetings will be held in conjunction with the SAW meeting as needed. The

Grade Level chairperson is responsible for confirming with the Accelerated Coordinator

one week prior to the SAW meeting the need to schedule a Grade Level Meeting.

CADRES/SUB-COMMITTEES

Cadres consist of various subcommittees that help support their respective area of school

needs. They use the inquiry process to address solutions. Cadres do not have decision-

making power; however, their suggestions are weighed by the School As a Whole and a

consensus is reached. Cadres are comprised of members from the school community:

teachers, support staff, administrators, parents, students and community members. These

cadres are subject to change in accordance with a needs assessment and consensus from

all school stakeholders.

COMMITTEE MEETINGS

All committees will meet at the Cadre level. All meetings must be scheduled through the

Accelerated Coordinator. Neither volunteer credit nor acknowledgment of any decisions

made at an unauthorized meeting will be given. An unauthorized meeting is any meeting

that had not been scheduled through the Accelerated Coordinator or Administration

Office.

Parent, teacher, and student representation from each grade can increase communication

and collaboration within a cadre at the grade level and the school as a whole.


Parents who understand and support the philosophy of the school, and are involved in the

child’s day-to-day activities, contribute in positive, lasting ways to their child’s academic

success. Attending the training counts towards volunteer time.

VOLUNTEERING

As a parent volunteer at Thurgood Marshall Leadership Academy

School, I agree that it is my responsibility to preserve and protect the

right of privacy of any child that I observe, or have contact within the

course of my work at school. I will protect the confidentiality of children

by not discussing them with others. I will contact only the child’s

teachers if I have pertinent information that must be shared.

Volunteers must provide proof of current TB shot prior to volunteering. Hours will

not be credited until this is provided.

Volunteer hours must be completed by the end of the fourth quarter date.

40 hours total or 4 hours per month must be served on-site or with students on a

school sanctioned field trip.

Be sure to sign the Meeting Sign-In sheet when attending a meeting. This sheet is

used to credit your time for qualified meetings.

Ask your child’s teacher about the volunteer log sign-in procedure for the classroom.

Do not use the classroom volunteer log for meetings, traffic support, yard supervision

or administration support hours.

A maximum of 20 hours per school year is credited for field trips.

Parties are not credited volunteer time. Such as birthday parties, holiday parties, end

of the school year, etc.

Volunteer time is credited for training’s, School as A Whole and Cadre/Committee

meetings only unless the school administration identifies otherwise.

Volunteers may not be given more than 4 hours of volunteer time from another

Thurgood Marshall Leadership Academy parent/guardian although may send other

relatives and friends who do not have students at Thurgood Marshall Leadership

Academy to help them complete their hours.

Volunteers may not give more than 4 hours of volunteer time to another Thurgood

Marshall Leadership Academy parent/guardian once they have completed their own

hours.

All volunteers are screened according to state regulations.

AFTER SCHOOL PROGRAM VOLUNTEERS

Credit for volunteers in the After School Program is given at the authorization of the

After School Director. You must coordinate your volunteer work with the After School

Director otherwise your hours will not be credited.


VOLUNTEER LOGS

It is imperative that you know and understand the procedure of how to log in your

volunteer hours and how the school credits them. If you are unclear as to when and

where to log your hours ask a school administrator for help. Please print clearly and

complete all entries in the volunteer log so hours can be credited properly. Incomplete

information is considered incomplete. Volunteers will log their family’s authorized

school support activities using volunteer sign-in sheets provided by the school. Your

child will have a sheet in the volunteer notebook, which is kept in the main office.

Volunteer Time Sheet

Each family will have their own volunteer sign-in sheet, which is maintained in the

Volunteer Log Notebook found in the main office. This sheet is filed by your child’s last

name. Be sure you are logging in under child’s name in which you want to receive the

credit. We will not make changes to our report if you log your time for the wrong

student.

You must complete all entries of the sign-in sheet in order to receive credit. Be sure to

acquire an authorized signature. An authorized signature is the school staff or

administrator who authorized you to do the work.

Log in your time the same day you do the service. Volunteer time is update weekly.

Timeliness in recording your time is your responsibility.

VOLUNTEER REPORT

The school maintains a report of the recorded volunteer hours you serve. You can

contact the Accelerated Coordinator to review this report. The school will use this report

to notify you of your volunteer status throughout the school year. It is advisable that you

maintain a record of your volunteer hours. Upon distribution of the report, you have one

week to appeal the official record. After one week, the record will stand.

After June 1st the official record can only be amended by the Steering Committee/

Appeals Board. Volunteer hours are recorded per family - it is not necessary to indicate

the same volunteer time for each child.

VOLUNTEER LOGS

It is imperative that you know and understand the procedure of how to log in your

volunteer hours and how the school credits them. If you are unclear as to when and

where to log your hours ask a school administrator for help. Please print clearly and

complete all entries in the volunteer log so hours can be credited properly. Incomplete

information is considered incomplete. Volunteers will log their family’s authorized

school support activities using volunteer sign-in sheets provided by the school. Your

child will have a sheet in the volunteer notebook, which is kept in the main office.

Volunteer Time Sheet


Each family will have their own volunteer sign-in sheet, which is maintained in the

Volunteer Log Notebook found in the main office. This sheet is filed by your child’s last

name. Be sure you are logging in under child’s name in which you want to receive the

credit. We will not make changes to our report if you log your time for the wrong

student.

You must complete all entries of the sign-in sheet in order to receive credit. Be sure to

acquire an authorized signature. An authorized signature is the school staff or

administrator who authorized you to do the work.

Log in your time the same day you do the service. Volunteer time is update weekly.

Timeliness in recording your time is your responsibility.

VOLUNTEER REPORT

The school maintains a report of the recorded volunteer hours you serve. You can

contact the Accelerated Coordinator to review this report. The school will use this report

to notify you of your volunteer status throughout the school year. It is advisable that you

maintain a record of your volunteer hours. Upon distribution of the report, you have one

week to appeal the official record. After one week, the record will stand.

After June 1st the official record can only be amended by the Steering Committee/

Appeals Board. Volunteer hours are recorded per family - it is not necessary to indicate

the same volunteer time for each child.

SCHOOL SITE COUNCIL

The school site council is composed of the 1/3 parents (the parent chairperson of each

cadre), 1/3 administration, and 1/3 teachers. The Steering Committee meets monthly to

check in with the Cadres and to funnel communication to the “School as a Whole” for

discussion and decision-making.

Parent Informational Meetings (PIM)

The Parent Informational Meetings (PIM) is an open meeting for all staff, parents,

students and administrators. At the PIM Meeting updated information will be given from

the school to the parents.

SCHOOL AS A WHOLE

The School As A Whole (SAW) is an open meeting for all staff, parents, students and

administrators. It is at the SAW that Cadres, having received feedback and approval from

the Steering Committee, bring their action plans to the school community, where

everyone works to reach a consensus on whether to implement the plan or not. The SAW

may tell the Cadres that they need more work and research before all memebers of the

community feel ready to make a decision. Or, they may reach a consensus to begin

piloting the decision presented to the SAW.


ADMISSION POLICY

By law, admissions are based on lottery with the following exceptions: Siblings of

present students whose families have fulfilled their contractual requirements with the

school are given preference for admission. All families who have upcoming kindergarten

siblings must put their child’s information on the waiting list and complete and return the

sibling Letter of Intent when distributed. If this information is not provided to the school

when asked, your child’s name remains on the waiting list with the general public.

FIELD TRIPS

Parent/Guardian’s permission for field trips and authorization for medical care must be

completed. This will allow your child to attend TMLA field trips for the current school

year without sending a form home to be completed. A note detailing each trip will be

provided. The teacher will take the student’s emergency card on each trip.

Students attending field trips must recognize that they represent TMLA and for that

reason are expected to follow all of the rules of the school. Violation of those rules on the

field trip will lead to similar consequences as to being at school and that student will not

be allowed to attend subsequent field trips.

Volunteers are credited up to 20 hours maximum for field trips.

IMMUNIZATION

All students who enroll in school for the first time must show a written report of a

Mantoux (PPD) test, to show that they are free of tuberculosis. Children must also have

the following immunizations: polio (four shots), DPT (five shots), MMR (two shots),

hepatitis B (three shots). The nurse will review all immunizations, and children who do

not meet state requirements will be excluded from school until these requirements are

met.

READMISSION TO SCHOOL AFTER CERTAIN ILLNESSES

Permission from the school nurse and written permission from a physician is required

after hepatitis, measles (7 days from onset of rash and otherwise recovered), meningitis,

mumps, polio, scarlet fever, strep throat, whooping cough, ringworm, tuberculosis and

scabies.

Permission from the principal and written permission from a physician are required after

surgery, stitches, casts, orthopedic appliances, or previous illnesses requiring

hospitalization.


Permission from the principal or staff is required for chicken pox (7 days from onset of

rash and primary crusts dry), pink eye/conjunctivitis, pneumonia, influenza, German

measles, mononucleosis, colds, impetigo and pediculosis (head lice).

PRESCRIBED MEDICATION IN SCHOOL

Children may only receive medication during school hours with a written request from

the parent/guardian and from the physician who is responsible for the medical

management of the child. Parents are urged, however, to request that the physician

develop a schedule in which taking medication in school is minimized or eliminated.

Requests should be processed through the school nurse or office staff.

All medications must be stored in the school office in the original prescription bottle,

labeled with dosage instructions, and be administered in the office. No student may carry

his or her own medication or take medication unsupervised. Please fill out the

Medication Request Form, found in the office, only if your child needs medication during

school hours.

If your child takes medication regularly during non-school hours, you should leave a

short term supply in the office to be used in case of an emergency, such as an earthquake.

Please fill out the Medication Request Form and label it in red “For Emergency Use

Only.”

A parent must be contacted prior to giving students any medication such as Tylenol or

pepto bismol. Unless the grandparent is the legal guardian we are unable to contact a

grandparent to give permission for medication.

EMERGENCY CARDS

One school emergency sheet must be completed and returned to school. Also, the school

must be informed immediately of any changes pertaining to the emergency contact sheet.

This information is critical in emergency situations when parents must be reached hastily,

e.g., if a child is ill or injured.

CONTACTING YOUR CHILD

Thurgood Marshall Leadership Academy School’s policy is to take messages for teachers

and student while they are in class. Students will not be taken out of class during class

time for any circumstance. To call a student or teacher out of class is too disruptive to

the classroom program. If you wish to speak with your child’s teacher, suggest times

when the teacher may return your call. If there is an emergency, please state this and the

teacher will call you as quickly as possible. If there is a family emergency, where you

need to get in touch with your child a staff member will pass a message and your child

will return you call as soon as possible. DO NOT CONTACT YOUR CHILD VIA CELL

HIS/HER CELL PHONE. If your child is contacted by cell phone during school hours


and it causes a disruptions to the learning process, their cell phone will be taken and held

in the office for a period of 30 days. No exceptions and no excused. Please see the cell

phone policy.

VISITORS

All visitors must sign in with the security officer or the office manager in the main office

and wear a visitor’s badge at all times while on campus. TMLA encourages

parents/guardians to visit the classroom during instructional time; however, you may

NOT communicate with the teacher or the student during classtime. If a visitor disrupts

the classroom environment during the instructional time by communication with his/her

child there will be a warning issued. If it takes place again , the parent may be removed

from the classroom and no longer able to visit during instructional time.

PERSONAL FAMILY EMERGENCIES

If a family emergency arises which will affect your child’s attitude, performance or

emotional disposition in school i.e., death or illness in the family, parents on trips,

parental separation or divorce, please immediately notify the Director. Confidentiality

will be maintained at all times and only shared with the other individuals on need to

know.

PARENT ABSENCE

If the parents plan to be out of town, it is mandatory that the school be notified so that

we are unable to provide the necessary support to the child. We require a written note

that contains the names and telephones of those individuals in charge of your child prior

to your departure as well as, a telephone number to where parents may be reached. This

must be sent to the main office before you leave.

EXCUSES FROM PHYSICAL EDUCATION

Any child who is to be excused, for health reasons, from physical education or any

normal school activity, must bring a note from home to the school office stating the

reason why and the duration of the excuse. This note must be given to the office or the

physical education teacher. The school must receive a doctor’s note to excuse them for

more than two days. Student who do not dress in proper P.E. attire will have a reduction

in their cooperation grade.

COLDS/COMMUNICABLE DISEASES

A student who shows signs of a cold should be kept at home as a precaution. In a way, a

longer absence may be prevented and classmates and staff will be protected. When a

student has a communicable disease it must be reported to the office manager

immediately. If a student is running a fever, they must stay home 24 hours after the fever

has subsided to make sure they are no longer contagious. On returning to school, the

student must bring a doctor’s note verifying that the student is fully recovered and is no


longer infectious; without the note , we cannot allow any student to return to class. Also,

when a communicable disease occurs, the school will make every effort to contact the

families of any student that has been exposed.

LOST AND FOUND

The Lost and Found is located in the main hallway. Please label all removable items,

such as, clothing, lunch boxes and books with your child’s name. Unclaimed articles are

donated at the end of each month.

LUNCH PROGRAM

Thurgood Marshall Leadership Academy School does not provide school lunches. An

outside vendor provides all meals. It is necessary for you to provide your child daily with

lunch or enroll them in the lunch program monthly. If your child has special dietary

needs, we recommend that you send a daily sack lunch with your child. If you bring your

child lunch during the day, you need to drop off that lunch in the office. Do not deliver it

directly to your child, especially if he/she is still in class. Additionally, you may not bring

your child off of the campus in order to get them lunch unless you sign them out in the

main office. If lunch is brought after lunch time is completed, the student will have

to wait until after school to eat their lunch.

FIRE/EARTHQUAKE DRILLS

Fire or earthquake drills are held monthly.

EARTHQUAKE PREPAREDNESS

All students are required to have an earthquake kit at the school. Kits may be made

available for purchase through the school during registration. You may purchase your

own earthquake kit. Please bring it on the first day of school. It is the responsibility of

the family to provide a kit for your child. All kits will remain at school until expiration

of the kit or the child’s termination from school.

REPORT CARDS

There are two semester grading periods. Progress Reports are issued as follows: every

five weeks (3) There are two (2) report cards given each year.

Powerschool Access

Parents are assigned a Username and Password to access their child’s academic progress.

Powerschool should not be used as a report card but for informational purposes only. Once


signed in to Powerschool, parents access a page that looks similar to the report card. See

below.

The No “D” Policy

Please note: During reporting periods, students will be assigned A, B, C, or NP (Not Passed).

This is an ICEF Public Middle Schools policy adapted to prepare middle school students for

High School who do not receive academic credit for D’s on their transcript. It is imperative

that you stay informed of your child’s academic progress by meeting with teachers, checking

progress reports, utilizing PowerSchool and/or using a Weekly Progress Report.

Please refer to the grading policy below.

A (Excellent) 100-90%

B (Above Average) 89-80%

C (Average) 79-70%

NP (Not Passed) 69% or Below

IN (Incomplete because of extended absence)

Guidelines for Incomplete and Below a C Average Assignments

All students will be given an opportunity to improve their initial grades earned that falls

below a C. Students need to complete the assignment and turn it in the following day for a

70% grade.

Guidelines for Incomplete or Missed Assignments

Parents will be called to inform them that their child did not complete an assignment.

Students need to complete the assignment from 3:30 – 4:00 in the homework room after


school, and turn it in the following day for a 70% grade. If the student does not take the

opportunity to improve their grade then and only then will a 0% be issued.

Guidelines for Tests and Quizzes Below a C Average

Students who earn a 69% or below on a test or quiz, will have the opportunity to take an

alternative exam. The teacher will assign a time and date for students to retake the

assessment. If the student does not take the opportunity to improve their grade or does not

achieve a 70% on the alternative test, then and only then will a failing.

Work Habits and Cooperation Marks

Students also earn grades in Work Habits and Cooperation. These grades are:

E Excellent Student is working to their full potential.

S Satisfactory Student is doing just enough to earn a passing grade, but not

a grade

they are capable of earning.

U Unsatisfactory Student is not working to the best of their capabilities.

Evaluating Student Achievement

Please refer to the sample report card, grading scale and explanation of work habits and cooperation

marks to give you further insight on how CORE and Cumulative GPA’s are calculated:

Thurgood Marshall Middle School

“An ICEF Public School”

3500 S. Normandie Ave

Los Angeles, CA 90037

323-290-6940 iceftmms.sharpschool.net

1st Trimester Final Report Card

Student Name: Thurgood Marshall Grade: 7 Director: Mr. Watts

Trimester CORE GPA: 1.75 Trimester Cumulative GPA: 2.33

Above Thurgood earned:


English A 4.00 English A 4.00

**History D 0.00 **History D 0.00

Math NP 0.00 Math NP 0.00

Science B 3.00 Science B 3.00

==================== Art B+ 3.33

7.00 P.E. A- 3.67

Divide by /

=======================

# of classes 4 14.00

==================== Divide by /

1.75 # of classes 6

=======================

2.33 ** Students will not receive 1.00 earned for a D, based on DDMS “No D Policy” student will receive 0.00

for all D’s, which is non-passing.

Recognizing Student Achievement

Each Trimester, students are recognized for their academic achievement as well as

outstanding attendance in the following areas:

Honor Roll: Student has achieved a 3.5 or higher in their CORE classes.

Principal’s List: Student has achieved a 3.0-3.49 in their CORE classes

Academic Good Standing: Student has achieved a 2.0-2.99 in their CORE classes.

Perfect Attendance: Student has received no absences (this included excused absences),

tardies, and/or suspensions

TEACHER CONFERENCES

Parent-teacher conferences are held twice yearly and are an essential part of

communication between teachers and parents. Each conference lasts for about 15

minutes. Informal conferences may be scheduled with teachers at any time during the

school year.

Conferences are a critical part of the assessment process, where parents and teachers have

the opportunity to discuss all the academic, social and emotional growth patterns of

young adults, as well as to discuss the areas of strength and weakness.

Rules and Guidelines for Valedictorian

How an individual school confers the title is typically based upon the highest grade

point average. Generally, the graduate deemed to be the highest academically ranked

http://en.wikipedia.org/wiki/Grade_point_average

http://en.wikipedia.org/wiki/Grade_point_average


student in the class, as determined by the academic criteria of the school, is given the title of

class valedictorian. Some institutions confer the title on the class member chosen to deliver

the final graduation address, regardless of the speaker's academic credentials. Historically

and traditionally, however, schools confer the title upon the top ranking graduate of the

class, who thereby earns the honor of delivering the valedictory address.

Some institutions award the title based upon various criteria such as overall

academic record of grades and credits, a student's grade point average, the level of rigor

within a student's academic program of studies, a vote by school administrators, the level of

participation in and dedication to extracurricular activities, and one's public-speaking skills

and abilities. In other schools, the position may be elected by the school body or appointed

directly by the school administration based on various systems of merit. Some schools may

feature "co-valedictorians" in lieu of conferring the title on a single individual from among

the graduating class. This may occur in the case of a numerical tie in grade point averages, as

part of a Latin honors system, or to promote a form of affirmative action such as gender or

racial balance

HONOR ROLL

Students can be awarded status on the honor roll at the end of each semester. Special

recognition will be made for students who have achieved Honor Roll status for both

semesters. Students on the Honor Roll must maintain a 3.0 GPA for Bronze status, 3.5 for

Silver Status, and 4.0 for Gold Status with no D’s, Fail’s or U’s. Students on the honor

roll will be awarded with a special assembly, lunch, or other award.

PROMOTION REQUIREMENTS

With eighth grade promotion ceremonies occurring June 2010, it is necessary to review

the minimum performance standards required of every student. To be eligible to

participate in the promotion ceremonies and all related activities, the following criteria

has been established by the Inner City Education Foundation (ICEF).

- Passing all courses in grade seventh and eighth with a C or better.

- Having no more that one U in Cooperation during the eighth grade year.

- Having no more than one U in Work Habits during the eighth grade year.

- Having an attendance rate of 95% for the 8th

Grade excluding a serious

major illness (every three tardies equals one absence) Provide a written

excuse from the doctor.

- TMEA will not assign “D’s” on the 2009-2010 Report Cards. Only A, B,

C, or NP (Not Passed) will be reported.

- Abiding by the school and District policies with respect to student conduct

and school property.

http://en.wikipedia.org/wiki/Extracurricular_activity

http://en.wikipedia.org/wiki/Latin_honors

http://en.wikipedia.org/wiki/Affirmative_action


Failure to maintain these minimum standards will result in the loss of participation in the

Thurgood Marshall Leadership Academy Middle School promotion ceremonies and/or

related activites. Specifically, students will miss one or more of the following:

ALL PROMOTION ACTIVITIES

PROMOTION CEREMONY

Every effort will be made to inform you if your student is in jeopardy of not meeting

these standards. However, please make an effort to monitor your child’s progress by

utilizing the online powerschool grading review system, student agendas, homework

website, parent conferences, and school enrichment/tutoring programs ( Saturday school,

mandatory tutoring and summer school) to ensure his/her eligibility to participate in the

Culminating activities. Additionally, it is important to maintain satisfactory school

attendance, since there is a direct correlation between students who have poor attendance

and poor academic success.

GRADE POINT SYSTEM

GRADE GRADE POINT

A 4.0

B 3.0

C 2.0

NP 0.0

WORK HABITS AND COOPERATION GRADES

Students will also earn grades in work habits and cooperation. The grades will be either

an “E” = Excellent, “S” = Satisfactory, or “U” = Unsatisfactory. While the work habits

and cooperation grades will not appear on student transcripts, they will be used to

determine student eligibility for activities and the honor roll. Most importantly, they

should be used by the parents to assess the attitude of their adolescent in each of their

classes. These marks are earned in the following manner:

Work Habits

”E”: Student is working to their full potential. Student is missing no more than one

assignment for the quarter. The student has proven that they have studied for all of their

tests and quizzes and works hard on all of their projects.

“S”: Student is doing just enough work to earn a passing grade, but it is not the grade that

they are capable of earning. The student is missing two or three homework assignments

for the quarter. The student studies for their tests and quizzes, but not enough and does

not put maximum effort into their projects.


“U”: Student is working at least 2 grades below their capabilities (i.e. an “A” student is

earning a “C”). Several homework assignments are missing. The student does not study

for quizzes and tests and puts little to no effort into projects.

Cooperation

A student receiving 2 infractions in a single academic quarter from any one class will

receive an ‘S’ (Satisfactory) as a Conduct grade in that class. A student receiving 3 or

more infractions in a single academic quarter in any one class will receive a ‘U’

(Unsatisfactory) as a Conduct grade in that class.

GRADE LEVEL CLASSIFICATION

-6th

grade students must have earned a minimum of 30 credits in order to

promote to the 7th

grade

-7th


promote to the 8th

grade.

-8th


promote to the 9th

grade.

Culmination Requirements

ACADEMIC ELIGIBILITY

Thurgood Marshall Leadership Academy is a rigorous college prep middle school. It

requires 100% effort at all times. Students who are not meeting the required number of

credits or are in danger of not meeting the required number of credits will be placed on

academic probation for the period of one academic grading period (about 5 weeks).

Students who are academically ineligible will not be allowed to participate in any extra-

curricular activities because they should be using all of their free time to bring up their

grades. Students who are academically ineligible should be attending teacher office hours

after school and attending any Saturday tutoring opportunities. If their grades do not

improve because the student is not trying to improve them, then the student may be

expelled.

In order to be academically eligible for extra-curricular activities, clubs, and athletics, a

student must maintain a 2. 0 GPA with no more than 1 Fail, or U.

What is Academic Dishonesty

As you know, we value academic integrity very highly and do not permit any forms of

dishonesty or deception that unfairly, improperly or illegally enhance 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.

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.

Gaining or providing unauthorized access to examination materials

11. Downloading information from the internet and presenting the work product as your

own.

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.).

9. Downloading information from the internet and presenting the work product as your

own.

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.

ACADEMIC PROBATION

Academic Probation is designed for students who have either:

a. Earned a GPA between a 2.0 and 2.49

b. Earned a GPA at or above a 2.5, however had more than 1 Fail, or U

Students on Academic Probation may participate in after school activities including

sports, clubs, drama, Student Body functions, etc., however, they must attend 4 hours of

tutoring (Club 350) per week while on Academic Probation. This can be done after

school or on Saturdays, but must be done on campus. Students must turn in a weekly

tutoring log on Mondays, signed by the tutor(s), confirming the hours. This log must be

turned in to the Principal (Mr. Watts) by 10:00 AM Monday morning. If a student fails to

turn in their tutoring log and/or does not complete the necessary hours, the student is no

longer eligible to participate in after school activities for that grading period.

Students remain on Academic Probation for one grading period (approximately 5 weeks)

and may be on Academic Probation for only one grading period per school year.

Special Education Policies

Douglass – Marshall Middle School uses the Co-Teacher model for Special

Education. Students are clustered with mainstream students. Students participating in the

program must have access to the grade level curriculum with support provided by the


Resource Specialist. Our mainstream teachers are required to provide accommodations and

modifications as outlined in the student’s IEP.

In order to provide our students with the tools and skills to be successful at DDMS,

parents should be forthcoming with any information pertinent to a student’s academic

achievement.

Individual Education Plan (IEP)

An IEP is a legally binding document that spells out exactly what special education services

your child will receive and why. It includes your child’s classification placement, such as a

one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed,

percentage of regular education and progress reports from teaches and therapists. The IEP is

planned at an IEP meeting.

A child must be evaluated to qualify for an IEP in all areas related to the child’s suspected

disability. The evaluation results will be used to decide the child’s eligibility for special

education and related services and an appropriate educational program.

504 Plan

A 504 Plan refers to students who may have a physical or mental impairment which limits

one or more major life activities. Such as physical impairments, illnesses, injuries, chronic

conditions like asthma, allergies, and diabetes, etc. The 504 Plan makes modifications and

accommodations that give the student an opportunity to perform at the same level as their

peers.

Language Speech Therapy

In cooperation with an independent vendor, DDMS/ICEF provides the service of an Speech

and Language Specialist who works with those students in need of remedial therapy as

identified in their IEP.

Student Success Team

Whenever a parent/guardian has a serious concern regarding a student’s achievement, an

SST meeting may be called to brainstorm ideas about giving the child assistance. Please

contact the Main Office for additional information.

Counseling Services

Our counselors are committed to ensuring that students are supported and empowered

during the school year. Although our focus is on supporting students academically, our

counselors understand how home, friends and peers can impact a student’s academic

performance. With their diverse experience in the classroom and with counseling

backgrounds, our counselors create a welcoming environment for students, parents and

teachers to ensure that students receive the services and support they need in order to

become responsible and compassionate individuals.


Counselors are available to our students in need of extra help. Parents are always consulted

and permission obtained before any individual counseling is done. Please contact the Main

Office for more information.

Disciplining a Student who has a Current IEP

When imposing any form of discipline on a student identified as an individual with

disabilities, or for whom DDMS knows has a basic knowledge of a suspected disability

pursuant to the Individuals with Disabilities in Education Act (IDEA), Section 504 of the

Rehabilitation Act of 1973 or who is qualified for services and protections is subject to the

same grounds for suspension or expulsion and is accorded the same due process

procedures applicable to regular education students except to the extent where federal and

state law mandates additional or different procedures, which include a determination or

link being made between the action(s) and the disability.

FACULTY RECOMMENDATION REQUEST

Writing meaningful recommendations for students is a labor intensive and time-

consuming project for faculty. For this reason, the faculty needs sufficient time to write

such recommendations. Additionally, faculty cannot be inundated with requests for

recommendations for programs that the students are just merely exploring or when

families are checking out their options. Students should be serious about applying for any

scholarships or opportunities that require faculty recommendations.

Students who need recommendations for scholarships, special summer or after school

programs, etc., must give the teacher, administrator, or office manager the necessary

forms at least 2 weeks prior to the deadline for the recommendation. Staff members

reserve the right to refuse to complete a recommendation if they feel that they cannot

construct a positive recommendation for that student. Additionally, the school reserves

the right to refuse to complete recommendation forms for students to transfer to another

middle school.

HOMEWORK POLICY

The purpose of homework for the student is to enrich and to extend concepts being taught

in the classroom, to build on the current day’s work, and prepare for the following day.

Homework will be assigned 5 days a week.

The most positive way parents can assist their student to complete homework is by

providing the student with a consistent time and place for study, making supplies

available, and helping them develop organizational and time management skills.

Therefore, they can finish and return their homework to school in a timely fashion.

Homework should be student work, but parents should proofread all homework before

returning it to their child’s teacher. This is true even in middle school.


Homework for each grade level may be assigned as follows. The teacher assigns

homework as reinforcement of the day’s lesson and/or as preparation for the next day’s

lesson. The assumption is that 75% of the students can finish the homework in the time

allotted.

Sixth Grade 2 hrs to 2 hrs and 15 mins

Seventh Grade 2 hrs and 15 mins to 2 hrs and 30 mins

Eighth Grade 2 hrs and 30 mins to 2 hrs and 45 mins

A SPECIAL MESSAGE FROM THE PRINCIPAL – READ!

The most important class your child has every day at Thurgood Marshall Leadership

Academy is D.E.A.R. (Drop Everything And Read). D.E.A.R. is 30 minutes of silent

sustained reading. It is important that you reinforce this behavior at home. While it is

important that each night the child reads aloud to you the parent, it is more important that

you the parent read for your own improvement and pleasure. Mistakenly, many parents

think that only the child should read aloud or to his or herself. THE MESSAGE YOU

NEED TO SEND TO YOUR CHILD IS THAT READING IS SO IMPORTANT THAT

EVEN YOU DO IT. The number and quality of books a child reads is the most direct

correlation to their success on the SAT Verbal Section. Parents are encouraged to join

their student during DEAR. Parents will earn volunteer hours for time spent reading in a

classroom with the students.

ASSESSMENT AND TESTING

In the spring, students in grades 1st – 11

th are given the STAR Achievement Test, a

standardized, norm-referenced achievement test. Testing lasts for one to two weeks. In

middle school 7th

grade students take the writing test in February.

Results are used in school wide and classroom instructional program planning and

evaluation, to align our curriculum and teaching standards with state and national

standards.

Thurgood Marshall Leadership Academy School believes in its rigorous curriculum.

That means we teach to a curriculum rich in reading, writing, calculating, thinking,

imagining, speaking, drawing, painting, singing, dancing, and doing! We are fully

confident that in teaching our curriculum the standardized test will take care of itself.

Please do not allow yourself or your child to become obsessed with the STAR to the

exclusion of a love of learning. While the test is an important measuring tool, it is only

one of them.

SCHOOL OPERATING HOURS


The school’s office is open between 7:30a.m until 4:00p.m.

DAILY ATTENDANCE

Regular daily attendance is expected of all students as frequent absences from school

have a critical bearing on their educational and emotional social progress. Students are

considered tardy if they are late for their first class at 7:45 a.m. If a student is tardy,

he/she must enter through the school’s main entrance and report to the main office to

obtain a tardy pass. Appointments with doctors and dentists should be planned during

vacation periods, after school hours or on weekends. If a student has to leave school

early, a written note must be presented to the main office the morning of the desired early

release. This assures that all the teachers can be informed of the student’s absence and

plan the child’s work accordingly. Students will not be released to anyone that isn’t listed

on the child’s emergency card. Identification will be requested.

In the event of an unforeseeable emergency and/or illness, please come follow homework

guidelines and get your child’s homework to avoid receiving a zero for missing that day.

The school discourages additional days off in conjunction with school holidays.

AFTER SCHOOL ACTIVITIES

Students are highly encouraged to participate in co-curricular activities. Many of these

activities may occur after school. Students involved in those activities must be under the

direct supervision of a staff member/sponsor. Those students who participate in after-

school activities must be picked up within 15 minutes of the scheduled completion time

for that activity or the students will be escorted off of school grounds.

Participation in after school activities is a privilege and not a right. Students on Academic

Probation or the STEP Program cannot participate in any after school activities including

but not limited to clubs, sports, dances, rallies, and after school trips. Students who

willingly participate in after school activities who are on probation may be suspended.

REGULAR HOURS OF ATTENDANCE

7:45a.m.- 4:00p.m. No student should arrive before 7:15a.m.

Your child should attend school every day on time. Teachers cannot provide an effective

instructional program for children who are frequently absent or tardy. Students who

arrive tardy to class disrupt the other students who are already actively engaged in

learning.


CONSEQUENCES FOR TARDINESS

Any student that is not in the classroom and ready to learn by 8:00 a.m. is tardy and

should report to the main office to obtain a tardy pass. If a student is tardy three times in

a week they will be required to do detention on Friday/Saturday whichever day it is

scheduled. If that student does not serve the detention, the student will receive in “in-

school” suspension from class for one day.

Students who are tardy to a class must obtain a tardy pass from the main office prior to

entering the class. The student should enter the class quietly without disrupting

instruction. The teacher will note that the student is tardy and not stop with their lesson.

The student must give that teacher a tardy pass from the main office. Students will not be

able allowed to enter any class without a tardy notice. .

Additionally, according to the Los Angeles Unified School District three tardies

constitute one absence. If a student has twenty absences, they may be expelled from the

school. Therefore, excessive tardies can cause expulsion from school.

DETENTION

We reserve the right to hold a student afterschool for a maximum of 15 minutes. In case

of a student needing to serve an hour detention notification will be sent home the day

prior to the day the student needs to serve detention.

TEXTBOOKS

In order to meet the costs of a rigorous and first rate education, we need to provide our

students with the best text and library books every year. Thurgood Marshall Leadership

Academy School therefore finds it necessary to require each family to sign a “Textbook

Accountability Form”. This form holds the parent and the student responsible for all

lost/stolen and/or damaged textbooks.

Lost Books

1. Students should check the lost and found to see if a book was returned.

2. The main office will advise the student of the price of the book.

3. Replacement textbooks will be issued or ordered from the publisher (if needed)

once the lost book is paid for.

4. Payments must be made to Thurgood Marshall Leadership Academy and handed

to the Office Manager. Students should then present the receipt to their teacher so

that they can obtain a new book and fill out a new textbook card.

Stolen Books

Follow the same procedure as for a lost book. Books left in the lunch area or on

school grounds are not considered stolen.


Damaged Books

Each teacher inspects the books upon their return, assesses the damage and informs

the student of the amount of the fine in writing.

50-cents per page for writing

$1 for each torn page

$10 or the value of the book (whichever is less) for a broken binding

$10 for books damaged by liquid

Students Withdrawing from School

A student withdrawing from school should return books to teachers. Please

notify the Office Manager immediately if a student withdrawing from school

did not return a textbook.

When one considers that Thurgood Marshall Leadership Academy School is

providing an education that is comparable to $15,000 a year private schools, I am

sure you will not hesitate to do your part to make Thurgood Marshall Leadership

Academy the best.

SCHOOL CONDUCT

The school must be a safe and secure place for all the students attending. Students must

follow the rules and accept responsibility for making the school safe and secure.

Students Expectations:

Participate in the decision-making process.

Help create and maintain a school climate, which promotes the success of others and

self.

Deal with conflict openly and honestly.

Produce high quality work that meets or exceeds class standards.

Adhere to the TMLA dress code.

Attend school and each class on time each day.

Complete all schoolwork and homework daily.

Participate in school activities.

Follow all rules set by both the district and the school.

Show respect for self, school, students, community, and families.

Respect all property (personal & school).

NOT fight, push, shove or hit other children.

NOT intimidate, extort, harass and/or do bodily harm to any person.

NOT have weapons of any sort (including toys).

NOT jump over, climb on or move benches that are on the playground.

NOT use profanity or sexual language or gestures.

NOT name call.


Walk, not run on school grounds.

Eat lunch in assigned areas. (Clean up after your self)

Follow rules of games and exhibit good sportsmanship.

Carefully use schoolbooks, playground equipment and other educational materials.

Inform staff of problems on the campus.

Items NOT allowed on school grounds

The following items should NEVER be brought to school:

Candy, gum, carbonated canned drinks (all sodas including diet) and glass containers.

Metal pull off tops (canned fruit snacks, tuna snack kits, etc.)

Electronic equipment (gameboys radio, game watches, tape recorders, etc.)

Personal play equipment (toys, collectible cards, skateboards, bikes, sport balls,

water/toy guns, etc.

Hazardous items, such as, knives of any kind, shape or size, sharp objects, guns or

other lethal weapons.

WEAPONS ON CAMPUS ARE GROUNDS FOR EXPULSION!

INTERNET POLICY

The TMLA Internet policy models and expands the LAUSD policy.

1. Students must agree and sign the TMLA internet contract (Acceptable Use

Policy) prior to accessing the computer in any classroom.

2. Students may:

a. Use the internet to research assigned classroom projects.

b. Use the internet to send e-mail related to classroom projects.

3. Students MAY NOT:

a. Use the internet for any illegal purposes.

b. Use impolite or abusive language in e-mails.

c. Violate the rules of common sense and etiquette.

d. Change computer files that do not belong to the user.

e. Send or receive copyrighted material without permission.

f. Share his or her password with anyone.

4. Students who are found to be non-compliant with the TMLA and LAUSD policies

will be subject to disciplinary action which will consist of, but not be limited to

suspension and loss of access to all TMLA computer.

TELEPHONE

Students are allowed to use the telephone in the main office for urgent matters only!

There is no pay phone on the building. Forgetting your lunch or your homework are not

considered urgent matters.

CELLULAR PHONES


Cellular phones must be turned off and placed out of sight during all school hours.

Before and after school the phone should only be used to communicate with

parents/guardians in the designated area at entrance of school. Students may never use

cellular phones, pagers, two-ways, text-messengers, etc. during school hours. The only

time a student may use a cellular phone during school hours is in the event of a natural

disaster (i.e. earthquake, fire, et. al.). If a student is using a cellular phone for any reason

during school hours, be it as a phone, organizer, or calculator or abusing the privilege of

using it before or after school by talking to friends the phone will be confiscated. A

parent/guardian may pick up the phone from the office for the first offense. The second

time it happens parents may pick up the phone after a period of 30 days. If a student

violates the policy a second time, the phone will be confiscated again and held for

the remainder of the school year.

STUDENT TRANSPORTATION

Skateboards are not allowed on campus. If a student uses a skateboard as a means of

transportation the student will need to leave the skateboard in the office until the end of

the school day. If skateboards are used on campus they will be confiscated for 30 days.

Students who use bikes as their mode of transportation to and from school will lose their

privilege for 30 days if the bike is used during school hours. We are not responsible for

lost, stolen or damages bikes or skateboards.

STANDARDS FOR BEHAVIOR

Restroom Etiquette:

Use the restroom before school, at breaks, lunch and/or at dismissal.

Flush the toilet. (Inform an adult if toilet is not working properly.)

Wash hands after using toilet, especially before eating.

Do not play or socialize in the restrooms.

Use few paper towels and throw them in the wastebasket ONLY.

Turn off lights when leaving.

Classroom:

Enter the classroom prepared and ready to work.

Follow the classroom guidelines set by the teacher and classmates.

Get permission and a hall pass before leaving the classroom for any reason. (Students

found outside of class without a pass will be disciplined).

Do not interrupt the teacher or talk loudly or excessively.


Respond politely and promptly to instructions given by the teacher, aide or volunteer.

Do not touch others to hurt, harm or embarrass them.

Respond politely and promptly to instructions given by the teacher, aide or volunteer.

Do not touch others to hurt, harm or embarrass them.

for their food.

Use good table manners.

Clean area of all trash and throw away uneaten food before leaving.

Office:

Enter the office quietly at all times.

Speak and refer to all school personnel by their appropriate titles.

Wait to be recognized after entering the office.

Speak in reasonable and respectful voice tones.

Use courteous language, eye contact and complete sentences.

Eating Area:

Eat lunch in the assigned area as directed by the teacher.

Remain seated while eating and not yell or scream when talking.

Do not ask other students

Auditorium:

Do not talk during any performance or assembly.

Enter and leave the auditorium quietly.

Sit quietly with backs against the chair, hands in lap and feet on the floor.

Remain seated during entire performance or assembly.

Show appreciation by clapping only. No booing, hooting or whistling are allowed

at any time.

Only enter the auditorium with teacher or other appropriate adult.

Never bring food or drink in the auditorium.

STUDENT BEHAVIOR POLICY

Our goals for this policy are to provide a positive classroom climate that promotes

learning and to provide a safe and caring total school environment for students and staff.

During the first two weeks of the school year, students are made aware of the student

expectations. In order for the students to understand and accept the student expectations

that will regulate student behavior, each teacher has taken the time to explain in detail the

student expectations and consequences of the program.

Teachers will use a classroom positive discipline plan and a variety of behavior

management techniques, such as the following:


*Reinforcement of specific objectives (achievement, self-discipline, on-task behavior,

cooperation, etc.)

*Parent contracts

*Character building activities

*Peer tutoring

*School-wide recognition and assemblies

*Contract System

*Notes home to parents

SCHOOL NORMS AND EXPECTATIONS (No excuses, Carpe Diem, don’t settle for an a…)

1. Students are accountable for their words and actions in eliminating disruptive

behavior.

a. Causing the teacher to stop instruction

b.Questioning authority

c. Calling someone outside of their name

d.Disrupting learning of fellow students

2. Show respect at all times for all people and their property.

a. Taking responsibility for your own learning

b.Keeping hands off of other people and their property, including school

belongings

c. Refraining from foul language

d.Giving respect to earn respect

3. Students must be seated quietly and on time with their completed homework

assignment out, ready to start class.

a. Working on warm-up activity without being told to

b.Maintaining an organized notebook, locker, and backpack

c. Having multiple blue/black ink pens and several already sharpened pencils

d.Taking care of restroom and personal grooming before and after class

4. Students must be dressed in uniform at all times. Students must abide by TMLA’s

uniform policy.

Consequences:

Students who fall short of the above expectations will be subject to the following

consequences.

Teacher Intervention for Initial Offenses:


In almost all cases, a teacher will use these strategies before referring a student to the

office or putting them into the STEP program. These interventions progress from “least”

to “most” restrictive. However, the sequences may vary depending on the student’s

specific needs.

1. Reminding student of appropriate behavior.

Give individual warning and talk with disruptive student.

2. Counsel with the student to discover underlying reason(s) for the behavior;

determine possible positive reinforcement.

3. Isolation within classroom; time-out.

Assign a “statement of problem” paper.

Time-out; student sent to another classroom.

4. Parent contact: phone conference, note home.

5. Teacher assigned after school detention.

6. Referral to the Main Office.

DISCIPLINE

Behavior Consequence Duration

Weapons possession Expulsion Permanent

Gang affiliation Expulsion Permanent

Possession of narcotics/alcohol Expulsion Permanent

Possession of tobacco Suspension and STEP

Program

Up to 5 days

Fighting Suspension and STEP

Program

Up to 5 days

Theft Suspension and STEP

Program or Expulsion

Permanent

Cheating – 1st offense Suspension and STEP

Program

Up to 5 days

Cheating – 2nd

offense Expulsion Permanent

Intimidating/harassing other

students

Suspension and STEP

Program

Permanent

Minor vandalism – under $25

in damage

Detention and pay for

damage

1 day

Major vandalism – over $25 in

damage

Suspension and STEP

Program or Expulsion

Permanent

Defiance Detention or suspension Up to 5 days

Excessive tardies Detention or possible

expulsion

Permanent

Profanity not directed at

someone

Call home

Profanity directed at someone Detention or suspension Up to 5 days

Dress code violation Call home Student to remain in

office until proper


uniform is brought to

school

Leaving school grounds

without permission

Suspension Up to 5 Days

Truancy Suspension 1 day

Bullying 1st offense Suspension Up to 5 days

Bullying 2nd

offense Expulsion Hearing Permanent

Internet bullying – facebook,

twitter, myspace, tumblr, etc..

Suspension/Expulsion Up to 5 days/ Permanent

TEACHER INTERVENTION POLICY AND PROCEDURES:

1. Student chooses not to follow one of the rules = warning

2. Student once again chooses not to follow one of the rules = send to office

* Severe clause: Students participating in any severe behaviors (fighting,

defiance, blatant disrespect, etc.) will be sent directly to the office.

Step Program

The Step Program is an intervention program that is designed to guide students towards a

more suitable behavior before the student is subjected to more serious consequences (i.e.

suspension or expulsion). Students who are on the Step Program have demonstrated a

serious or reoccurring disregard for the spirit of the rules and expectations of Douglass –

Marshall Middle School. Only administration can place a student on the step program;

however, a teacher can recommend that a student be placed on the step program after

providing supporting documentation. Students can be placed on any step at any time based

on the severity and/or frequency of the infraction. Some offenses are so severe that a student

may be suspended or expelled without reference to the Step Program. Similarly, the severity

and/or frequency of the infraction may result in the offending student skipping some steps

of the program.

Step 1

Student has not responded to in-class and parent notified interventions. Student and teacher

will meet with the Dean, Director, or Head of School to discuss the situation leading up to

Step 1. If the student refrains from violating the Student Conduct Policy, the student will be

removed from the Step Program one month following their inclusion in the Step Program.

The parents of the student will be notified in writing of the reason their child has been

included in the Step Program and the potential duration of their inclusion. If the student

continues to misbehave, the student will be immediately suspended and placed on Step 2.

Step 4 is expulsion.

Step 2


A student may be placed on Step 2 for any violation that occurs after being placed on Step 1.

Students on Step 2 have likely continued to disregard student expectations of behavior. The

student is suspended from school for a minimum of one (1) day. If the student refrains from

violating the Student Conduct Policy, the student will be removed from the Step Program

one month following the date of being moved to Step 2. The parents of the student will be

notified in writing of the reason their child has been included in the Step Program and the

potential duration of their inclusion. If the student continues to misbehave, the student will

be immediately suspended and placed on Step 3. Step 4 is expulsion.

Step 3

Once a student is placed on Step 3, he/she is in grave jeopardy of being expelled. In addition

to calling parents and sending a note home with the student, parents are also notified in by

writing certified mail to ensure they are informed of their child’s status and the potential

consequences. The student’s parents are called in for a conference with the Dean, Director,

or Head of School. The student joins at the end of the conference to discuss further options

and future consequences. The student is suspended for a minimum of three (3) days. Step 4

is expulsion. The student will be removed from the Step program following a month

without any violations of the Student Conduct Policy.

Step 4

If a student reaches Step 4, his/her parents will be immediately notified to pick up the

student from school. The parent will also be notified that the student is being recommended

for expulsion.

Grounds for Suspension, Expulsion and Disenrollment of Students

A student may be suspended or expelled for any of the enumerated acts listed below if the

act is related to school activity or school attendance occurring at Douglass – Marshall Middle

School or at any other school at any time including but not limited to: (a) while on school

grounds; (b) while going to or coming from school; (c) during the lunch period, whether on

or off the school campus; (d) during, going to, or coming from a school-sponsored activity.

1) Caused, attempted to cause, or threatened to cause physical injury to

another person or willfully used force or violence upon the person of

another, except in self-defense.

2) Possessed, sold, or otherwise furnished any firearm, knife, explosive, or

other dangerous object unless, in the case of possession of any object of this

type, the student had obtained written permission to possess the item from a

certificated school employee, with the Director/Administrator or designee’s

concurrence.

3) Unlawfully possessed, used, sold or otherwise furnished, or was under the

influence of, any controlled substance as defined Health and Safety Code

11053-11058, alcoholic beverage, or intoxicant of any kind.


4) Unlawfully offered, arranged, or negotiated to sell any controlled

substance as defined in Health and Safety Code 11053-11058, alcoholic

beverage or intoxicant of any kind, and then sold, delivered or otherwise

furnished to any person another liquid substance or material and represented

same as controlled substance, alcoholic beverage or intoxicant.

5) Committed or attempted to commit robbery or extortion.

6) Caused or attempted to cause damage to school property or private

property.

7) Stolen or attempted to steal school property or private property.

8) Possessed or used tobacco or any products containing tobacco or nicotine

products, including but not limited to cigars, cigarettes, miniature cigars,

clove cigarettes, smokeless tobacco, snuff, chew packets and betel.

9) Committed an obscene act or engaged in habitual profanity or vulgarity.

10) Unlawfully possessed or unlawfully offered, arranged, or negotiated to

sell any drug paraphernalia, as defined in Health and Safety Code 11014.5.

11) Disrupted school activities or otherwise willfully defied the valid

authority of supervisors, teachers, administrators, other school officials, or

other school personnel engaged in the performance of their duties.

12) Knowingly received stolen school property or private property.

13) Possessed an imitation firearm, i.e., a replica of a firearm that is so

substantially similar in physical properties to an existing firearm as to lead a

reasonable person to conclude that the replica is a firearm.

14) Committed or attempted to commit a sexual assault as defined in Penal

Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as

defined Penal Code 243.4.

15) Harassed, threatened, or intimidated a student who is a complaining

witness or witness in a school disciplinary proceeding for the purpose of

preventing that student from being a witness and/or retaliating against that

student for being a witness.

16) Unlawfully offered, arranged to sell, negotiated to sell, or sold the

prescription drug Soma.


17) Engaged in, or attempted to engage in hazing. For purposes of this

subdivision, “hazing” means a method of initiation or preinitiation into a

pupil organization or body, whether or not the organization or body is

officially recognized by an educational institution, which is likely to cause

serious bodily injury or personal degradation or disgrace resulting n physical

or mental harm to a former, current, or prospective pupil. For purposes of

this subdivision, “hazing” does not include athletic events or school-

sanctioned events.

18) Engaged in an act of bullying, including, but not limited to, bullying

committed by means of an electronic act, as defined in subdivisions (f) and

(g) of Education Code Section 32261, directed specifically toward a pupil or

school personnel.

19) Made terrorist threats against school officials and/or school property as

defined in Education Code Section 48900.7.

20) Committed sexual harassment as defined in Education Code Section

212.5.

21) Caused, attempted to cause, threatened to cause, or participated in an act

of hate violence as defined in Education Code Section 233(e).

22) Intentionally harassed, threatened or intimidated a student or group of

students to the extent of having the actual and/or reasonably expected effect

of materially disrupting class work, creating substantial disorder, and/or

invading student rights by creating an intimidating or hostile educational

environment. This includes acts that may be generally described as bullying.

Douglass – Marshall Middle School will immediately suspend and recommend for expulsion

any student who commits the following offenses while on campus or while attending a

school function:

1. Possessing, selling, or furnishing a firearm. It is a federal mandate that a

school expel, for a period of not less than one year (except on a case by case

basis), any student who is determined to have brought a firearm to school.

2. Brandishing a knife at another person.

3. Unlawfully selling a controlled substance.

4. Committing or attempting to commit a sexual assault or sexual battery.

5. Possession of an explosive.


SUSPENSION LEADING TO EXPULSION

Once a student is suspended for 20 days, they will be expelled from school. The parent

of the student can appeal the expulsion to the school Discipline Committee composed of

parents, teachers and administrators.

UNLAWFUL SEX ( PENAL CODE 261.5)

It is against the law for minors to engage in sexual activities or public displays of affection

(PDA). If the student is caught engaging in that type of activity the student is guilty of a

misdemeanor.

BANNING PARENTS

When a parent is banned from campus they have demonstrated behavior that is not

conducive to the learning environment or their child. Parents displaying disruptive

behavior will be banned from DDMS campus for a period of 30 days and may not

participate in any school functions. It will be the responsibility of the family to send another

adult/guardian. In the case there is not another adult present the parent may allowed on

campus only under direct supervision of the administration. Should the parent have

repeated offenses the family may be asked to withdraw from DDMS during the course of the

academic school year.

Reasons for Limiting Parent Access on School Grounds

Use of profanity Being hostile with a teacher, staff member or parent

Disruption of Instruction Assault/Battery of an employee

Fighting on/near school Unlawful possession of drugs or firearm on campus

Damaging school property Being rude or disrespectful to a teacher or staff

member

Immoral Conduct Intimidating/causing harm to student, employee or

parent

Picketing or inciting a riot Behavior that is counter-productive to the vision and

values of Douglass – Marshall Academy

We expect our parents to demonstrate courtesy and act with reasonable judgment. If during

the school year a parent is banned, the student will be allowed to finish the school year;

however, future enrollment will be reevaluated for the upcoming school year. It is

imperative that we model the behavior that we wish for our children.


Uniforms are worn Monday through Friday. Uniforms may be purchased at Michael’s

Uniforms located at Market St., Inglewood, CA 90301, No alterations are to be made to the

uniform. Students wearing non-uniform items may be confiscated until the end of the day;

repeated offenses may result in additional consequences.

Hair: Hairstyles will be moderate, exaggerated styles are not permitted.

Field Trips: School Uniforms will be worn unless excused by the Director.

Fall Picture Day: Students are to wear their Formal Uniform.

Spring Picture Day: Student may wear Free Dress.

Physical Education & Dance Clothing: Students are required to wear athletic socks and

closed toe shoes at all times. The uniform consists of a TMMS T-shirt and shorts available

for purchase at TMMS. Failure to wear the proper attire affects the student’s grade and

safety. Dance students may be required to purchase a leotard and is not included in our

P.E. package. Uniform packages are available for purchase by cash or money order only.

Please make payable to TMMS.

TMMS has the right to determine the appropriateness of a student’s attire as it pertains to

the ever changing trends. In addition, when you accept enrollment in TMMS you agree to

the terms and conditions of abiding and supporting these rules that have been set in

place. Please see Uniform Policy below as it pertains to your child’s campus. We

appreciate you cooperation in this matter!

UNIFORM POLICY

BOYS

White oxford shirt with TMEA Logo

Navy Blue Tie

Grey Pants or Shorts

TMLA Navy Pullover Sweater or Vest

Black Shoes

Black Shoe Laces

Black Belt

TMLA navy Polo Shirt on FRIDAY ONLY!

Navy Blue Blazer - optional (8th

grade only)

GIRLS

White oxford shirt

Navy Blue Tie

Navy Blue Pants or blue plaid skirt

TMLA Navy Pulloover Sweater or Vest

Black Shoes

Black Shoes Laces

Black Belt

TMLA Navy Polo Shirt on FRIDAY ONLY!!!

Navy Blue Blazer – optional (8th

grade only)


Any outerwear must be an official TMLA Jacket or plain Navy blue

*Shirts must be tucked in at all times * *Any student not in compliance with the TMLA uniform policy will be asked to call a

parent or guardian to bring the proper uniform and will be held out of class.

* Free dress days will be announced by Mr. Watts

Uniform Code of Conduct Disciplinary Procedure

It is the responsibility of the student and the family to be compliant with the school’s

uniform policy. A student may be issued a special school attire when administration deems

necessary to avoid missing instructional time. Students must change into the attire

regardless of how unfashionable it may be. Students who come to school out of uniform will

incur the following infractions:

1st major violation- receives a citation and the parent is contacted to bring student their

proper uniform.

2nd

major violation- parent is contacted to bring the student their proper uniform. During

nutrition or lunch, student reviews the uniform policy and explains how they are out of

compliance with the uniform policy and why.

3rd

major violation- parent is contacted to bring the student their proper uniform. During

nutrition or lunch, student reviews the uniform and explains how they are out of

compliance and why. The following day the student will have in school suspension.

Major Violations are repeated refusals to comply with the uniform policy, not adhering to

previous warnings about being out of compliance, or continuing to defy the school’s

uniform policy expectations with result in parents going before the school site council


APPENDIX A

LOS ANGELES UNIFIED SCHOOL DISTRICT

NONDISCRIMINATION STATEMENT

The Los Angeles Unified School District 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 or mental or physical disability, or any other basis protected by federal, state,

local law, ordinance or regulations. Harassment under Title IX (sex), Title VI (race, color, or

national origin) and Section 504 and Title II of the ADA (mental or physical disability) is a

form of unlawful discrimination that will not by tolerated by the District. 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 and name-calling,

graphic and written statements or conduct that is physically threatening or humiliating.

This nondiscrimination policy covers admission or access to or treatment or employment in

District programs and activities, including vocation education. The lace of English language

skills will not be a barrier t admission to or participation in District programs or activities.

Additional information prohibiting other forms of unlawful discrimination/harassment,

inappropriate behavior and/or hate crimes may be found in other Districts that all such

policies be read consistently to provide the highest level of protection from unlawful

discrimination in the provisions of educational services and opportunities.

Any inquires regarding this District nondiscrimination policy or the filing of

discrimination/harassment complaints may be directed to:

Educational Equity Compliance Officer

Los Angeles Unified School District

333 South Beaudry Avenue, 16th Floor

Los Angeles, CA 90017 * 213-241-6000


APPENDIX B

LOS ANGELES UNIFED SCHOOL DISTRICT

SEXUAL HARASSMENT POLICY

The Los Angeles Unified School District is committed to maintaining a working

and learning environment that is free from sexual harassment. Sexual

harassment of or by employee or students is a form of sex discrimination in that

it constitutes differential treatment on the basis of sex, sexual orientation or

gender, and for that reason, is a violation of state and federal laws and a

violation of this policy.

The District considers sexual harassment to be a major offense which can result

in disciplinary action to the offending employee or the suspension or expulsion

of the offending student in grades four through twelve. Suspension or expulsion

as a disciplinary consequence for sexual harassment shall not apply to students

enrolled in Kindergarten and grades one through three.

Any student or employee of the District who believes that she or he has been a

victim of sexual harassment shall bring the problem to the attention of the proper

authority (whether in an office or school) so that appropriate action may be taken

to resolve the problem. The District prohibits retaliatory behavior against anyone

who files a sexual harassment complaint or any participant in the complain

investigation process. Any such complaint is further advised that civil law

remedies may also be available to them. Complaints will be promptly

investigated in a way that respects the privacy of the parties concerned.

The California Education Code Section 212.5 defines sexual harassment as any

unwelcome sexual advances, requests for sexual advances, requests for sexual

favors or other unwelcome verbal, visual, or physical conduct of a sexual

nature made by someone from or in the work or educational setting, under the

following conditions:

Submission to the conduct is explicitly or implicitly made a term or a


condition of an individual’s employment, academic status or progress.

Submission to or rejection of the conduct by the individual is used as the basis

of employment or academic decisions affecting the individual.

The conduct has the purpose or effect of having a negative impact upon the

individual’s work or academic performance or of creating an intimidating,

hostile, or offensive work or educational environment.

Submission to or rejection of the conduct by the individual is used as the basis

for any decision effecting the individual regarding benefits and services,

honors, programs, or activities available at or through the educational

institution.

Sexual harassment may include, but is not limited to:

Unwelcome verbal conduct such as suggestive, derogatory comments, sexual

innuendos, slurs, or unwanted sexual advances, invitations or comments

pestering for dates; making threats or spreading rumors about or rating

others as to sexual activity or performance.

Unwelcome visual conduct such as displays of sexual suggestive objects,

pictures, posters, written material, cartoons, or drawings, graffiti of sexual

nature or obscene gestures or leering.

Unwelcome physical conduct such as unwanted touching, pinching, kissing,

patting, hugging, blocking of normal movement, assault; or interference with

work or study directed at an individual because of the individual’s sex,

sexual orientation, or gender.

Threats and demands or pressure to submit to sexual requests in order to

keep a job or academic standing or to avoid other loss and offers of benefits in

return for sexual favor.

For further assistance with student concerns, contact Educational Equity

Compliance at 213-229-5900 or For further assistance with employee concerns,

contact Educational Equity Compliance at 213-633-7735.


Thurgood Marshall Leadership Academy Middle School

Parent & Student Handbook

I. Structure & Organization

Administration and Support Staff

Teacher Staff Enrichment

Mission Statement

Goals and Objectives

Curriculum Philosophy

II. Principles and Values of our Organization

Principles

Values

Roles

Meeting Norms

Building Consensus

Reaching Concensus

III. Involvement Opportunities

Parent Involvement

Cadres/Subcommittees

Committee Meetings

Accelerated Training

Volunteering

After school Program Volunteer

Volunteer Log

Volunteer Report

IV. Steering Committee

V. Parent Informational Meeting (PIM)

VI. School as a Whole

VII. Daily Schedule Policy and Procedures

Admission Policy

Field Trips

Immunizations

Readmission to School After Certain Illness

Prescribed Medication in School

Emergency Sheet Information

Excuses for Physical Education

Contacting Your Child

Visitors

Personal Family Emergencies

Parent Absence

Excuse for PE

Cold/Communicable Disease


Lost and Found

Telephone

Lunch Program

Fire Earthquake Drill

Earthquake Preparedness

VIII. Academic Policies and Procedures

Report Cards

Teacher Conferences

Student Led Conferences

Honor Roll

Promotion Requirements

Grade Point Average

Work Habits/Cooperation Grades

Honors Class Designation

Grade Level Classification

Culmination Requirements

Academic Eligibilty

Academic Integrity

Academic Probation

Faculty Recommendation Requirement

Homework Policy

Special Messages from HEAD of School

Assessment and Testing

School Operating Hours

Daily Attendance

Programs After School Hours

Regular Hours of Attendance

Consequences for Tardiness

Detention

Textbook

IX. Student Conduct

Internet

Telephone

Cell Phone Use

X. Student Behavior Policy

Student Expectations

Student Transportation

Consequences

Classroom Discipline

STEP Program

Suspension Leading to Expulsion

XI. Uniform Policy

XII. Volunteer Contract

XII. Handbook Contract


Handbook Contract

As a school, Thurgood Marshall Leadership Academy School promises to:

Expect and demand the best from our teachers, staff and administration.

Expect and demand the best from our students.

Establish and maintain the highest academic standards.

Provide a safe environment for students and staff members.

Demonstrate respect for students, parents and educational staff.

Recruit and retain professional, qualified educators who are motivated and committed to the

Thurgood Marshall Leadership Academy School vision.

Provide a structure for complete involvement in the schools’ activities by parents, teachers,

staff and administration.

Provide on-going Accelerated training for staff and administration.

Attend a minimum of 70% of School as A Whole (SAW) meetings.

Provide current textbooks and educational technologies that will advance learning.

As a Parent/Guardian, I promise to:

Expect and demand the most from my child as a student.

Expect and demand the best from myself as a parent.

Show respect for my child’s teacher and the school.

Discover the best ways for my child to learn his or her style of learning.

To support TMLA high standard of instruction, to support TMLA hands-on student learning

by having my child participate in discovery and exploration activities; including making the

outdoor experience a classroom extension. Each family is expected to promote this endeavor

by actively participating and supporting each grade level classroom extension exploration

activity.

Provide a home environment that encourages my child to learn.

Maintain open lines of communication with my child’s teacher.

Communicate daily with my child about his/her school activities.

Encourage my child to read at home and monitor his/her TV viewing.

Volunteer 40 hours per school year at Thurgood Marshall Leadership Academy (20 hours per

semester); 4 hours a month in which three of those hours are served at the school site.

Attend a minimum of 70% of School as A Whole (SAW) meetings.

Attend a one-time only eight-hour Accelerated training and thereafter a four-hour refresher

training every year.

Ensure that all homework assignments are completed and reviewed.

As a student, I promise to:

Believe in myself and expect the best from myself as a student.

Take pride in my work and my achievements.

Be on my best behavior and show my teachers the proper respect.

Demonstrate respect for my schoolmates, school staff, others and myself.

Be a willing participant in each exploratory activity.

Participate in developing team building skills and strategies through a cooperative learning

experience.

Come to school prepared with my homework and supplies.

Talk to my parents daily about my school activities, assignments and concerns


Please sign below and return within 5 school days.

APPENDIX D

THURGOOD MARSHALL MIDDLE SCHOOL

PARENT & STUDENT HANBOOK ACKNOWLEDGEMENT FORM

2011-2012 SCHOOL YEAR

PARENT’S COPY OF AGREEMENT

Thank you for reading this handbook carefully and understanding that is your responsibility

as a member of Douglass – Marshall Middle School community to know and abide by these

policies. Please read the following statements, sign below and return to the office manager to

be filed in your student records:

This handbook was designed to help myself, family and child understand the rules,

guidelines, and procedures that have been established to make Frederick Douglass Academy

Middle School operate safely and effectively.

I understand by signing below that my signature indicates that I have received a Parent & Student

Handbook that I will read in its entirety and/or refer to regarding school policies and procedures and

will abide by the school policies and procedures published herein.

-Return bottom portion of agreement------------------------------------------------------------------------

-------------------

PARENT & STUDENT HANBOOK ACKNOWLEDGEMENT FORM

OFFICE COPY OF AGREEMENT

__________________________________________________________________________________

Parent/Guardian Name Parent/Guardian Signature

_________________________________________________________________________________

Student Name Grade Student Signature

APPENDIX E


THURGOOD MARSHALL MIDDLE SCHOOL

8th Grade Promotion Requirements

2011-2012 SCHOOL YEAR

PARENT’S COPY OF AGREEMENT

Thank you for reading this handbook carefully and understanding that is your responsibility

as a member of FDAMS school community to know and abide by these policies. Please read

the following statements, sign below and return to the office manager to be filed in your

student records:

This handbook was designed to help myself, family and child understand the rules,

guidelines, and procedures that have been established to make Frederick Douglass Academy

Middle School operate safely and effectively.

I understand by signing below that my signature indicates that I have received a Parent & Student

Handbook that I will read in its entirety and/or refer to regarding school policies and procedures and

will abide by the school policies and procedures published herein.

_________________________________________________________________________________

Parent/Guardian Name Parent/Guardian Signature

_________________________________________________________________________________

Student Name Grade Student Signature

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