Keeping Parents Informed
LAUSD—Authorized Charter Transparency
California Creative Learning Academy California Creative Learning Academy Middle School(CalCreative) is a charter public school governed by a nonprofit board of directors and overseen by the Los Angeles Unified School District. On January 12, 2016, the LAUSD board voted to approve a Board Resolution, “Keeping Parents Information: Charter Transparency” which was passed with the support of the LA charter community. The resolution highlighted information and data that charter public schools share with parents through their charter petitions, School Accountability Report Cards, Local Education Agency Plans, Local Control Accountability Plans, Annual Audits, and other publicly available documents. This information is available from CalCreative electronically or manually by parent request. Per board resolution, parents may request this information in English and any single primary language meeting the requirements of Sections 45400 through 45403 of the California Education Code.
California Creative Learning Academy (formerly LFCSA) Charter Petition
In 2004, a group of parents organized around a common dream: a public school that used a powerful learning model, that would not only benefit their own children, but those of the entire community, for years to come. These 28 Founding Families were the beginning of our school, offering their professional services, organizing the community, and investing a great deal of hands-on work to shape the future of CalCreative.
In June 2006, the Los Angeles Unified School District officially approved the charter for this unique project-based, arts-integrated school. On September 5, 2006 the Los Feliz Charter School for the Arts opened its doors to 120 kindergarteners and first grade students at its first temporary site in a church in West Hollywood. In 2010, the school moved to its current home in Glassell Park, and now serves over 500 students. The school has continued to evolve and further its work in fulfilling its mission and vision.
Access CalCreative’s Charter Petition
California Creative Learning Academy Middle School (formerly LFCMSA) Charter Petition
Los Feliz Charter Middle School for the Arts (LFCMSA) (now part of CalCreative) provides an alternative educational model for students in the Glassell Park and surrounding communities. We believe that students learn best when presented with learning experiences that include their voice, ideas, and creativity. It is important to note that our educational program is not a performance-based art program, but rather a program that teaches core curriculum in and through the arts. Although there are other charters and magnet schools in the area, we would offer the community a progressive constructivist educational model.
In this petition, we are including information regarding the progress of the LFCSA (now CalCreative) elementary charter, as the middle school is an extension of our elementary program. The information demonstrates our areas of strength, and areas of continued development.
Access CalCreative Middle School’s Charter Petition
Local Control Accountability Plans & Parent Budget Overview CCLA & CCLA-MS
What is an LCAP? State of California adopted a new funding system, known as the Local Control Funding Formula (LCFF), which provides a uniform funding level for every student in California with additional revenue to serve students with the greater needs (e.g. English learners, children from low-income families, and foster youth).
To address this formula, schools/districts must create a Local Control Accountability Plan (LCAP) that sets goals and actions for student achievement. The plan describes the budget will be used to achieve goals. In developing these plans, schools/districts must get input from parents, staff, students and the community. The LCAP includes annual goals aligned to the eight state priorities: student achievement, student engagement, other student outcomes, school climate, parental involvement, basic services, implementation of California Standards, and course access.
CalCreative’s Local Control and Accountability Plans (LCAP) are based on goals set by our Board of Directors, state priorities, and input from staff, students, families, and the community. The LCAPs are developed, monitored, reviewed, and revised annually by each school’s School Site Council (SSC). The School Site Councils recommend their respective LCAPs to the LFCSA Board of Directors for approval.
ESSER III Plans
As part of the federal American Rescue Plan (ARP) Act, LEAs must complete an ESSER III Expenditure Plan that describes how it will use ESSER III funds to address students’ academic, social, emotional and mental health needs, as well as the opportunity gaps that existed before, and were exacerbated by, the COVID-19 pandemic.
School Accountability Report Card (SARC)
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of our school. To further understand what is a school’s SARC and access other resources for parents about SARC, please visit the California Department of Education’s resource page HERE.
Audited Financial Statements
California Creative Learning Academy is a charter public school governed by a nonprofit board of directors and overseen by the Los Angeles Unified School District. On January 12, 2016, the LAUSD board voted to approve a Board Resolution, “Keeping Parents Information: Charter Transparency” which was passed with the support of the LA charter community. The resolution highlighted information and data that charter public schools share with parents through their charter petitions, School Accountability Report Cards, Local Education Agency Plans, Local Control Accountability Plans, Annual Audits, and other publicly available documents. This information is available from CalCreative electronically or manually by parent request. Per board resolution, parents may request this information in English and any single primary language meeting the requirements of Sections 45400 through 45403 of the California Education Code.
Education Protection Account Spending Plan California Creative Learning Academy
The California Creative Learning Academy Board of Directors recognizes the link between student health and learning and desires to provide a comprehensive program promoting healthy eating and physical activity for district students.
Here you will find the school’s Wellness policy that outlines these plans.
Uniform Complaint Policy
California Creative Learning Academy’s (CalCreative) policy is to comply with applicable federal and state laws and regulations. CalCreative is the local agency primarily responsible for compliance with federal and state laws and regulations governing educational programs. Pursuant to this policy, persons responsible for conducting investigations shall be knowledgeable about the laws and programs that they are assigned to investigate. This complaint procedure is adopted to provide a uniform system of complaint processing.
Title IX Statement
Title IX of the Education Amendments of 1972 (“Title IX”) is a federal law that was passed to ensure students and staff, regardless of their sex, are treated equally and fairly. Title IX prohibits discrimination on the basis of sex, which includes sexual harassment, in any of the education programs or activities at California Creative Learning Academy (“School”). The prohibition extends to admission, employment, and other aspects of School’s operations. Specifically, Title IX provides that:
No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.
Inquiries about the application of Title IX may be referred to the School’s Title IX Coordinator, or the Assistant Secretary for Civil Rights at the U.S. Department of Education, using the contact information below.
Who is the Title IX Coordinator for the School?
The School has designated the following individual as its Title IX Coordinator:
Linda Lee, Executive Director
2709 Media Center Drive, Los Angeles, CA 90065; 323-539-2810; email@example.com
How may I file a complaint of discrimination under Title IX?
You may file a complaint of discrimination on the basis of sex, including sexual harassment, by contacting the School’s Title IX Coordinator.
Otherwise, a discrimination complaint may be filed with the Office for Civil Rights:
San Francisco Office for Civil Rights, U.S. Department of Education
50 United Nations Plaza, Mail Box 1200, Room 1545, Mail Box 1200, Room 1545San Francisco, CA 94102
Phone: (415) 486-5555; Email: firstname.lastname@example.org
Is there a statute of limitations for filing an alleged incident of harassment or discrimination?
Consistent with the School’s Uniform Complaint Procedures (“UCP”), a complaint alleging unlawful discrimination, harassment, intimidation, or bullying must be filed no later than six (6) months from the date when the alleged unlawful discrimination, harassment, intimidation, or bullying occurred or the complainant first obtained knowledge of it. The time for filing may be extended by the School for good cause upon written request from the complainant.
A report or complaint regarding sexual harassment as defined under the Title IX regulations is not subject to the six-month timeline in the UCP.
How are discrimination complaints investigated?
Complaints of sexual harassment as defined under the Title IX regulations filed with the School are investigated in accordance with the School’s Title IX Policy and Grievance Procedures. All other complaints of discrimination are investigated under the School’s UCP.
For federal guidance on how complaints may be further pursued, please see the following link:
Where can I get more information on the rights of a pupil and the public and the responsibilities of the School under Title IX?
The following Internet resources are available to find more information regarding rights and responsibilities under Title IX:
In addition, California law, like Title IX, prohibits discrimination on the basis of sex and affords individuals certain rights. You can access those rights here: Rights Afforded Under Education Code Section 221.8. Specifically, you have the right to:
- Fair and equitable treatment and you shall not be discriminated against based on your sex.
- Be provided with an equitable opportunity to participate in all academic extracurricular activities, including athletics.
- Inquire of the athletic director of your school as to the athletic opportunities offered by the school.
- Apply for athletic scholarships.
- Receive equitable treatment and benefits in the provision of all of the following: (i) equipment and supplies; (ii) scheduling of games and practices; (iii) transportation and daily allowances; (iv) access to tutoring; (v) coaching; (vi) locker rooms; (vii) practice and competitive facilities; (viii) medical and training facilities and services; and (ix) publicity.
- Have access to a gender equity coordinator to answer questions regarding gender equity laws.
- Contact the State Department of Education and the California Interscholastic Federation to access information on gender equity laws.
- File a confidential discrimination complaint with the United States Office of Civil Rights or the State Department of Education if you believe you have been discriminated against or if you believe you have received unequal treatment on the basis of your sex.
- Pursue civil remedies if you have been discriminated against.
- Be protected against retaliation if you file a discrimination complaint.
Statement Against Harassment, Intimidation, Discrimination & Bullying
California Creative Learning Academy (CalCreative) believes all students have the right to a safe and civil learning environment. Discrimination, harassment, intimidation, and bullying are all disruptive behaviors which interfere with students’ ability to learn, negatively affect student engagement, diminish school safety, and contribute to a hostile school environment. As such, the school prohibits any acts of discrimination, harassment, intimidation, and bullying related to school activity or school attendance.
Discrimination, harassment, intimidation, and bullying describe conduct, including verbal, physical, written communication, the use of derogatory language (including racial epithets), intimidation, and threats, unwanted physical contact and/or physical violence, and the use of derogatory language and images in graffiti, pictures, or cyber bullying. CalCreative does not tolerate these behaviors, including but not limited when the behavior is based on the actual or perceived characteristics of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics.
Any student who believes he or she has been subjected to harassment or a hostile environment or who witnesses this type of behavior at CalCreative is encouraged to report the behavior to the school. Students and parents may report any and all allegations of harassment and/or discrimination to the Director of Student Support Services. In the event the Director of Student Support Services or designee is named in a report, reports can be made to the Executive Director/Principal. Reports can be made in person, using a complaint form, or by contacting the Director of Student Support Services at (323) 539-2810. A copy of the Uniform Complaint Procedure (UCP) complaint form may be obtained in the CalCreative main office, on CalCreative’s website or in the Parent Handbook. A copy of the complete UCP procedures may be found in the Parent Handbook and in the CalCreative main office.
Investigation: Upon receipt of a report of harassment, intimidation, or bullying from a student, staff member, parent, volunteer, visitor or affiliate of the Charter School, the Director of Student Support Services or designee will promptly initiate an investigation. At the conclusion of the investigation, the Director of Student Support Services or designee will notify the complainant of the outcome of the investigation. The Charter School will make every effort to maintain the confidentiality of student information unless necessary to effectuate resolution of the complaint and ensure the safety and well-being of the alleged victim. Complaints shall be investigated and resolved within sixty (60) days. All records related to any investigation of discrimination, harassment, intimidation or bullying will remain in a secure location in the Main Office of the school.
Office for Civil Rights: Students or parents alleging discrimination on the basis of race, color, national origin, gender, disability or age may also file a complaint with the Office for Civil Rights, U.S. Department of Education.
(U.S. mail): Office for Civil Rights 50 Beale Street, Suite 7200
San Francisco, CA 94105
(e-mail): email@example.com (online): https://ocrcas.ed.gov/
The school remains committed providing a safe learning environment and we will make reasonable efforts to prevent students from being discriminated against, harassed, intimidated and/or bullied. Staff and administration will take action to investigate, respond, and address any reports of such behaviors in a timely manner. LFCSA staff who witness acts of discrimination, harassment, intimidation, and bullying will take immediate steps to intervene, so long as it is safe to do so.
Students who engage in discrimination, harassment, intimidation or bullying, including conduct based on sex, disability, or any of the other fore-mentioned characteristics, may be subject to prompt disciplinary action, up to and including suspension and/or expulsion, as outlined in the school’s Student Discipline Policy.
This statement is intended to encourage students, parents/guardians and Charter School staff to work together and collaborate to prevent acts of harassment of any kind. Thank you for your understanding and cooperation.
Gender Identity Inclusiveness and Nondiscrimination Policy
We accept the gender identity that each student asserts. There are no medical or mental health diagnoses or treatment thresholds that students must meet in order to have their gender identity recognized and respected. All persons, including students, have a right to privacy. This includes student’s right to keep their actual or perceived gender identity and expression private. Such private information shall be shared only on a need to know basis. Students have the right to openly discuss and express their gender identity and expression, and to decide when, with whom, and how much information to share. In situations where students have not publicly disclosed their gender identity; school personnel must be mindful of the confidentiality and privacy rights of students when communicating with others, so as to not reveal, imply or refer to a student’s gender identity or expression. To ensure confidentiality when discussing a particular concern such as conduct, discipline, grades, attendance or health, school personnel focus on the concern, not the student’s gender. See the entire policy below.
Student Assessment of Student Performance and Progress
CAASPP—The primary purpose of the California Assessment of Student Performance and Progress (CAASPP) System is to assist teachers, administrators, students, and parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types. The CAASPP includes the Smarter Balanced assessment system for English language arts/literacy (ELA) and mathematics, the California Science Test (CAST), the California Alternate Assessments (CAAs) for ELA, mathematics, and science, and the optional California Spanish Assessment (CSA).
Smarter Balanced Summative Assessments for ELA and Mathematics
The Smarter Balanced Summative Assessments for ELA and mathematics are an annual measure of what students know and can do using the Common Core State Standards for English language arts/literacy and mathematics.
The purpose of the Smarter Balanced Summative Assessments is to assess student knowledge and skills for English language arts/literacy (ELA) and mathematics, as well as how much students have improved since the previous year. These measures help identify and address gaps in knowledge or skills early so students get the support they need for success in higher grades.
All students in grades three through eight take the Smarter Balanced Summative Assessments unless a student’s active individualized education program (IEP) designates the California Alternate Assessments.
California Education Code (EC) Section 215, as added by Assembly Bill 2246, (Chapter 642, Statutes of 2016) mandates that the Governing Board of any local educational agency (LEA) that serves pupils in grades seven to twelve, inclusive, adopt a policy on pupil suicide prevention, intervention, and postvention. The policy shall specifically address the needs of high-risk groups, including suicide awareness and prevention training for teachers, and ensure that a school employee acts within the authorization and scope of the employee’s credential or license.
Youth Suicide Prevention Policy (AB 2246)
For more information on AB 2246 Pupil Suicide Prevention Policies, go to the California Legislative Information Web page at https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160AB2246.
For resources regarding youth suicide prevention, go to the State Executive Director of Public Instruction (SSPI) letter regarding Suicide Prevention Awareness Month on the California Department of Education (CDE) Web page at http://www.cde.ca.gov/nr/el/le/yr16ltr0901.asp and the Directing Change For Schools Web page at http://www.directingchange.org/schools/.
Youth Suicide Prevention Policy
The Governing Board of Los Feliz Charter Middle School for the Arts recognizes that suicide is a leading cause of death among youth and that an even greater amount of youth consider (17 percent of high school students) and attempt suicide (over 8 percent of high school students) (Centers for Disease Control and Prevention, 2015).
The possibility of suicide and suicidal ideation requires vigilant attention from our school staff. As a result, we are ethically and legally responsible for providing an appropriate and timely response in preventing suicidal ideation, attempts, and deaths. We also must work to create a safe and nurturing campus that minimizes suicidal ideation in students.
Recognizing that it is the duty of the district and schools to protect the health, safety, and welfare of its students, this policy aims to safeguard students and staff against suicide attempts, deaths and other trauma associated with suicide, including ensuring adequate supports for students, staff, and families affected by suicide attempts and loss. As it is known that the emotional wellness of students greatly impacts school attendance and educational success, this policy shall be paired with other policies that support the emotional and behavioral wellness of students.
This policy is based on research and best practices in suicide prevention, and has been adopted with the understanding that suicide prevention activities decrease suicide risk, increase help-seeking behavior, identify those at risk of suicide, and decrease suicidal behaviors. Empirical evidence refutes a common belief that talking about suicide can increase risk or “place the idea in someone’s mind.”
In an attempt to reduce suicidal behavior and its impact on students and families, the Executive Director/Principal or Designee, the Director of Student Support Services, shall develop strategies for suicide prevention, intervention, and postvention, and the identification of the mental health challenges frequently associated with suicidal thinking and behavior. These strategies shall include professional development for all school personnel in all job categories who regularly interact with students or are in a position to recognize the risk factors and warning signs of suicide, including substitute teachers, volunteers, expanded learning staff (afterschool) and other individuals in regular contact with students such as crossing guards, tutors, and coaches.
The Executive Director/Principal or Designee, the Director of Student Support Services, develop and implement preventive strategies and intervention procedures that include the following:
Overall Strategic Plan for Suicide Prevention
The Executive Director/Principal or Designee, The Director of Student Support Services, shall involve school-employed mental health professionals (e.g., school counselors, psychologists, social workers, nurses), administrators, other school staff members, parents/guardians/caregivers, students, local health agencies and professionals, law enforcement, and community organizations in planning, implementing, and evaluating the district’s strategies for suicide prevention and intervention. Districts must work in conjunction with local government agencies, community-based organizations, and other community supports to identify additional resources.
Los Angeles Unified School District
Charter Operated Programs
Charter Assessment Response and Evaluation (CARE) Team • Cheryl Samson
Mental Health Consultant
• Lenore Pallares
Mental Health Team Lead firstname.lastname@example.org
To ensure the policies regarding suicide prevention are properly adopted, implemented, and updated, the district shall appoint an individual (or team) to serve as the suicide prevention point of contact for the district. In addition, each school shall identify at least one staff member to serve as the liaison to the district’s suicide prevention point of contact, and coordinate and implement suicide prevention activities on their specific campus. This policy shall be reviewed and revised as indicated, at least annually in conjunction with the previously mentioned community stakeholders.
Pupil Safety: Human Trafficking Prevention Resources
Senate Bill 1104 requires schools educating grades 6 to 12 to identify methods of informing parents and guardians of pupils in those grades of Human Trafficking Prevention resources. “Trafficking can involve school-age youth, particularly those made vulnerable by challenging family situations, and can take a variety of forms including forced labor, domestic servitude, and commercial sexual exploitation.” – U.S. Department of Education