ADDITIONAL RESOURCES
Special Education & Psychological Services Commitment
Alain LeRoy Locke College Preparatory Academy's special education and psychological services team is committed to addressing barriers to learning through an integrated academic, social-emotional and behavioral system that bridges services to students with disabilities in an inclusive environment.
Our approach
We provide high quality and accessible programming that embraces the strengths of our students. Our special education supports are created with high structure in order to foster a highly inclusive supported environment for all of our scholars and their families.
Department Contact Information
Dr. Susana Campo
Senior Director of Special Education & Psychological Services
[email protected]
(323) 565 - 1600
Special Education Program
Administrator
Hugo Rodas Estrada
[email protected]
School Psychologists
Aida Jaramillo
[email protected]
James Foot
[email protected]
Vicky Quinto
[email protected]
Frequently Asked Questions:
Can my child attend Alain LeRoy Locke College Preparatory Academy if she/he has an IEP?
Yes, we are a public school and welcome all students.
I have questions about my child's IEP. Who should I reach out to?
Please contact the school and ask to speak with your child's special education teacher.
Who should I contact for a special education evaluation or support for my child?
Please contact our school psychologist to share your concerns.
Related Links:
A Parent's Guide To Special Education (Rights & Safeguards) - English >>
Una Guia Para Padres de Educación Especial (Derechos y Garantías Procesales)-Espanol >>
The IEP And You/El IEP Y Usted (English/Español) >>
Least Restrictive Environment-English >>
Entorno Académico De Restricción Mínima (LRE) -Español >>
Are You Puzzled By Your Child's Special Needs? - English >>
¿Está Desconcertado Con Las Necesidades Especiales De Su Hijo? -Español >>
School and Family Support Services (SFSS) - English
School and Family Support Services (SFSS) - Spanish
Extended School Year (ESY) Services For Students with Disabilities- English
Extended School Year (ESY) Services For Students with Disabilities- Spanish
Read Our Policy Below for Homelessness Resources
Our School Liason is:
Melissa Peña
Community School Manager
1149 S. Hill St., Ste. 600
323-565-1600
The McKinney-Vento Homeless Assistance Act for Homeless Children and Youth entitles all homeless school-aged
children to the same free and appropriate public education that is provided to non-homeless students. To that
end, Green Dot has adopted the following policy regarding the enrollment and education of homeless students.
A homeless student is defined as a person between the ages of two and eighteen who lacks a fixed, regular, and
adequate nighttime residence. It includes children and youths who:
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- Live in an emergency or transitional shelter; abandoned building, parked car, or other facility not designed as a
regular sleeping accommodation for human beings
- Live in an emergency or transitional shelter; abandoned building, parked car, or other facility not designed as a
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- Live \"double-up\" with another family/are sharing the housing of other persons, due to loss of housing,
economic hardship, or a similar reason;
- Live \"double-up\" with another family/are sharing the housing of other persons, due to loss of housing,
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- Live in a hotel or motel due to lack of alternate adequate accommodations;
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- Live in a trailer park or campsite due to lack of alternate adequate accommodations;
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- Have been abandoned at a hospital;
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- Reside in a home for school-aged, unwed mothers or mothers-to-be if there are no other available living
accommodations;
- Reside in a home for school-aged, unwed mothers or mothers-to-be if there are no other available living
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- Are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or
similar settings; and
- Are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or
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- Are a migratory or abandoned, runaway, or throwaway youth that qualifies as homeless because he/she is
living in circumstances described above.
- Are a migratory or abandoned, runaway, or throwaway youth that qualifies as homeless because he/she is
Homeless status is determined in cooperation with the parent or guardian. In the case of unaccompanied youth,
status is determined by the School Liaison.
School Liaison
The Principal designates the following staff person as the School Liaison for homeless students:
Melissa Peña
Community School Manager
1149 S. Hill St., Ste. 600
323-565-1600
The School Liaison shall ensure that:
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- Homeless students are identified by school personnel and through coordination activities with other
entities and agencies.
- Homeless students are identified by school personnel and through coordination activities with other
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- Homeless students enroll in, and have a full and equal opportunity to succeed at Green Dot.
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- Homeless students and families receive educational services for which they are eligible, including
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- Head Start and Even Start programs, and referrals to health care services, dental services, mental
health services, and other appropriate services.
- Head Start and Even Start programs, and referrals to health care services, dental services, mental
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- Parents/guardians are informed of the educational and related opportunities available to their
children and are provided with meaningful opportunities to participate in the education of their
children.
- Parents/guardians are informed of the educational and related opportunities available to their
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- Public notice of the educational rights of homeless children is disseminated at places where children
receive services, such as schools, shelters, and soup kitchens.
- Public notice of the educational rights of homeless children is disseminated at places where children
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- Enrollment/admissions disputes are mediated in accordance with law, the Green Dot charter(s), and
Board policy.
- Enrollment/admissions disputes are mediated in accordance with law, the Green Dot charter(s), and
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- Parents/guardians and any unaccompanied youth are fully informed of all transportation services, as
applicable.
- Parents/guardians and any unaccompanied youth are fully informed of all transportation services, as
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- The School Liaison collaborates with State coordinators and community and school personnel
responsible for the provision of education and related services to homeless children and youths.
Enrollment
- The School Liaison collaborates with State coordinators and community and school personnel
Green Dot shall immediately admit/enroll the student (subject to the school\'s capacity and pursuant to any
procedures stated in the charter), even if the student lacks records normally required for enrollment. Records
will immediately be requested from the previous school.
If the student needs to obtain immunizations or does not possess immunization or other medical records, the
Principal or designee shall refer the parent/guardian to the School Liaison. The School Liaison shall assist the
parent/guardian in obtaining the necessary immunizations or records for the student
Contact the Student Support Team:
Counseling Department Mission Statement
The mission of the Alain Leroy Locke College Preparatory Academy school counseling department is to provide a comprehensive school counseling program in alignment with the American School Counselor Association (ASCA) National Model. The ultimate objective is to empower students to develop self- efficacy and intrinsic motivation, identify their interests and abilities, and enhance dependability, self-expression and control. Students will develop the necessary skills in order to graduate high school and succeed in college, leadership and life.
Counseling Department Vision Statement
The vision of the Alain Leroy Locke College Preparatory Academy school counseling department, is to advocate to ensure all students take action and responsibility for their academic, personal/social, and college/career development in partnership with students, educators, parents/guardians and community stakeholders. Students will become life-long learners and succeed in their chosen paths to become productive and responsible members of society.
Application for students who want to take an online course at an institution other than Alain Leroy Locke College Preparatory. Community Colleges such as Los Angeles Southwest College or El Camino College have their own applications. You may apply at: www.opencccapply.net/
Uniform Policy
Students should concentrate on cleanliness, neatness, good taste, and safety. The regulations listed below are to be observed by all students at all times.
Belts: If a belt is worn, it must be a tan, brown or black, standard width belt, and it must be properly worn at waist level. Belts may be webbed, braided or leather. Belts and belt buckles may not have logos, studs, chains or initials.
Footwear: Dress shoes or tennis shoes are permitted. All footwear must have closed toes and closed heels. No house shoes, slippers, or sandals of any kind are allowed.
Hair that is neat, clean, and fixed in such a way that it does not hang in the face facilitates student learning, as do beards and mustaches that are neatly trimmed.
Headwear: No hats, bandanas, wave caps or visors are allowed on campus. Any student in possession of these items on campus will be sent to the office to turn over the item until the end of the school day. Parents must then come to pick up the item. Students will no longer be able to pick up the item at the end of the school day. Students may not wear their hoods in class. Girls may wear ribbons, rubber bands, barrettes, or headbands. No sweatbands are allowed on your wrists or your head.
Jackets/Coats/Sweatshirts: must be all black with NO writing, emblems or logos of any kind except Alain LeRoy Locke College Prep Academy or a college/university. The body and sleeves of all sweatshirts must be solid black. Any student wearing a jacket or sweatshirt that is not part of the uniform on campus will be sent to the office to turn over the item until the end of the school day. Students will be able to pick up the item at the end of the school day.
Pants/Shorts: Only trouser-style khaki pants/shorts are to be worn. The hem must not be frayed or ripped and sweat pants are not allowed. It is not permissible to cut the leg seam. Shorts must reach the top of the knee in length. Pants and shorts must be worn at the waist, not at the hip.
Shirts: Only black, collared shirts, preferably polo-style are to be worn. The only approved logo or name is that of the Locke Family of Schools or one of the Academies. All shirts must be tucked in at all times during school hours. When both hands are raised, the shirt must be long enough to remain tucked. All undershirts must be white, grey or black and must be worn under the shirt, not over the shirt. Academies may designate other acceptable shirt colors.
Skirts/Skorts: khaki skirts/skorts must be the appropriate size and must reach the top of the knee in length.
Tights/Leggings: only solid white, beige, or black tights may be worn under skirts or shorts of the appropriate length. Tights with holes are not permitted.
Sweaters/sweatshirts: V-neck pullover, crew-neck pullover or cardigan in solid black may be worn.
Free Dress Days
The Principal authorizes and approves all Free Dress Days. They may reflect a particular holiday and/or theme; however, the following guidelines are to be observed on all Free Dress Days:
- Boys and girls are permitted to wear casual pants, including clean and un-torn jeans.
- Boys and girls are permitted to wear T-shirts, sweatshirts or other casual shirts/blouses provided they are modest and do not make reference to drugs, alcoholic beverages, taverns, offensive activities or hard rock concerts, etc. “Double meaning” T-shirts are not permitted. At no time for boys and girls are midriff T-shirts, sweatshirts or other casual shirts/blouses to be worn as well as clothing that exposes the midriff (stomach/waist).
- Girls may wear casual slacks, skirts, shorts and skorts and appropriate blouses. Undergarments are not to show at any time when students are in free dress. Skirts and skorts are not permitted if they are shorter than the uniform skirts and skorts.
- Sandals are not permitted for either boys or girls.
- Neither boys nor girls are permitted to wear caps or hats. Hats are not to be worn during class period.
- Students must use discretion when selecting clothing for free dress days and any student who has doubt about what to wear, should simply not wear it.
Students will earn free dress privileges as designated by each academy
Clothing for Dances
The Free Dress Day guidelines are to be followed for all informal dances. For formal dances, appropriate clothing is required. Formal dresses must be mid thigh or longer. Clothing must not reveal undergarments. Slits anywhere on the dress cannot be higher than the thumbs when hands are kept at the side. Formal attire includes tuxes, suits, or dress pants with a suit coat. A long sleeve collared dress shirt with a tie must at least be worn. Dress pants must be long. No cut-offs, shorts, or sweat suits. If a student is not dressed in appropriate formal dance attire, the student will be sent home and no refunds will be given.
Alain Leroy Locke College Preparatory 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 Alain Leroy Locke College Preparatory Academy 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.
Safety and Facilities
- Health and safety plans and procedures (see charter petition, page 100)
- School facility assessment (see School Accountability Report Card, page 6)
Curriculum and Instructional Focus
- Local Education Agency Plan (see link above)
- Instructional materials (see School Accountability Report Card, page 4)
- Curriculum content (see charter petition, page 23)
Staff
- Teacher credential status (see School Accountability Report Card, page 4)
- Qualifications of employees (including school leaders); Staff (including, but not limited to teachers, administrators, clerical staff, custodial staff, aides, etc.) compensation scheme available upon request. (see charter petition, page 90)
- Governance Structure and Financial Management (see charter petition, page 140)
- Brown Act compliancy (see charter petition, page 104)
- Governance structure and policies (see charter petition, page 78)
- Any material relationships among the school, its charter management organization (CMO) and any person or entity controlling, controlled by, or under common control with the school or its CMO; As used herein, “control” has the meaning ascribed to it in Rule 405 promulgated under the Securities Act of 1933, as amended – that is, the possession, direct or indirect, of the power to direct or cause the direction of the management and policies of a person, whether through the ownership of voting securities, by contract, or otherwise.
- Audited Financial Statements (see link above)
- Local Control Accountability Plan (LCAP) (see link above)
Food Services
- Meals offered to students
- Free and reduced-price meals are provided to students who would be eligible for them at a traditional public school
Admissions
- Lottery processes (including any preferences) and enrollment deadlines (see charter petition, page 107)
- Academic Performance (in each case, disaggregated for all numerically significant sub-groups) (see 2015 California Assessment of Student Performance and Progress, link above)
- Statewide testing results (see 2015 California Assessment of Student Performance and Progress, link above)
- Four-year cohort graduation rates (see School Accountability Report Card, page 13)
- Drop-out rates (see School Accountability Report Card, page 13)
Student Demographic Rates
- Ethnicity (see School Accountability Report Card, page 3)
- Income-eligibility for free and reduced-price meals (see School Accountability Report Card, page 3)
- English Language Learner status (see School Accountability Report Card, page 3)
- Special Education, by type (detailed to the extent permitted by applicable state and federal law and as available by traditional District public schools) (see School Accountability Report Card, page 3)
The Education Protection Account (“EPA”) provides local education agencies (“LEA”) with general purpose funding from the State of California. This funding was provided by the passage of Proposition 30 on the November 2012 California ballot.
A spending plan must be approved by the governing board during a public meeting. EPA funds cannot be used for the salaries or benefits of administrators or any other administrative costs. Each year, the LEA must publish on its website how much money was received from the EPA and how the funds were expended.
The Annual EPA Summary can be found here >>
For more information, please visit the California Department of Education FAQs regarding the EPA.
Purpose
The SAC shall review the Single School Plan addressing the following focus areas before September 15th for the ensuing academic year. The SAC will subsequently monitor the plan and applicable data, and if necessary, recommend modifications to the plan to reflect changing needs and/or priorities throughout the year:
- Curricula, instructional strategies and materials responsive to the individual needs and learning styles of our students
- Instructional and auxiliary services to meet the needs of non-English-speaking or limited-English-speaking students; students with special or exceptional needs; and advanced students
- A professional development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs
- Build the schools’ and parents’ capacity for strong parental involvement and develop and annually review a written parent involvement policy, pursuant to No Child Left behind. The policy shall:
- Provide the coordination, technical assistance, and other support necessary to assist the school in planning and implementing effective parent involvement activities to improve student academic achievement and school performance
- Coordinate and integrate parental involvement strategies [under Title I] with parental involvement strategies under other programs as appropriate
- Conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools, including identifying barriers to greater participation by parents in activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described in this section
- Involve parents in the activities of the school
- Review the school budget to assure spending in accordance with the goals of the plan. The SAC will recommend the school budget for the ensuing fiscal year before the principal submits it for Green Dot Public Schools Board approval from the SAC and will advise them of such changes at the next monthly meeting
- Other activities and objectives as designated by the Green Dot Board of Directors
Supplemental Education Service (SES)
Under No Child Left Behind (NCLB), schools receiving Title 1 funds that have been identified as a Program Improvement (PI) school must offer Supplemental Educational Services (SES) to eligible students. The SES program offers parents a chance to get their children extra academic help in reading and mathematics through free tutoring. Green Dot recommends New Hope Academy of Change for SES tutoring:
New Hope Academy of Change
http://newhopeacademyofchange.org/
1119 Rhea St
Long Beach, CA 90806
(562) 231-7468
400 N Long Beach Blvd
Compton, CA 90220
(424) 224-4811
Parents may also choose another SES provider from the list approved by the state. If you are interested in enrolling your child in SES, please contact the school office.
Public School Choice (PSC)
All parents/guardians of students attending a Program Improvement (PI) school have the right to request a transfer of their children to a non-PI school. Students enrolled in charter schools have the option of returning to their "home" public school. If the home public school is a PI school, the student may request a school transfer to a non-PI school in the home district, with paid transportation, by contacting the district.
The home district will pay for transportation costs. The number of students who can transfer with paid transportation may be limited by the amount of money available to pay for transportation costs. If there is not enough money available, the lowest-achieving students from low-income famililes will be given priority. However, you can always request a school transfer to a non-PI school without paid transportation
If you are interested in transferring your child to a non-PI school in your home district, please contact Megan Quaile, Vice-President of Education at [email protected]. The following non-PI schools are available for transfers:
South Region High School (SRHS) #12
8800 S San Pedro St
Los Angeles, CA 90003
**Please note that Alain LeRoy Locke College Preparatory Academy remained in Year 5 of Program Improvement for the 2015 - 2016 school year.
