Parent and Student Handbook
Welcome to Sage Oak Charter School! We are pleased you have chosen us as your partners in education. Our goal is to provide your family with a personalized and supportive educational experience. Sage Oak seeks to serve students who benefit from learning that has more flexible pacing and scheduling, is individually targeted, and is parent friendly. As outlined in our mission and vision we strive to create a culture that promotes individual needs, parent collaboration and high achievement. We looking forward to supporting you and your child in your educational journey.
We hope this will be a rewarding and memorable year for your family.
The Sage Oak Leadership Team
Erin Bunch, Erin Havrilesky, Candice Coffey, Cindy Dominguez, Jamee Block, Lisa Thompson, Kameron Salo,and Krista Woodgrift
1473 Ford Street Suite 105
Redlands, CA 92373
Parent Support Email
Sage Oak Departments
Sage Oak has an experienced team of educators who are committed to the program’s mission, vision, and core values. We are here to support our families in meeting their educational goals. If you would like to contact one of the members of our team, you may find our information on our department contact chart.
At the end of each Learning Period (LP), you will meet with your assigned teacher to review the learning that took place and to help plan out the next LP. Please find our 18-19 calendar here.
Table of Contents
General Information 7
Community Collaborative Family of Schools 7
Sage Oak Mission Statement 7
Community Collaborative Family of Schools Mission Statement 7
Student Vision Statement 8
Core Values 8
Student Learning Outcomes (SLOs) 9
WASC Accreditation 11
Parent and Teacher Advisory Councils 12
Parent Portal in the Student Information System (SIS) 12
Parent Email Group 12
Student ID Cards 12
Independent Study Policy 13
McKinney Vento Information 14
Student Freedom of Speech/Expression 14
Family Education Rights and Privacy Act 15
Title IX Notice of Nondiscrimination 18
Annual Notice of Uniform Complaint Procedures 19
Parent Liability for Student Conduct 21
Alcohol, Tobacco, and Drugs 21
Bullying Policy 22
Child Abuse Reporting 22
Suicide Prevention Policy 23
Student Admissions and Enrollment 24
Student Enrollment 25
Enrollment Requirements 25
Age Requirement Chart 26
Transitional Kindergarten (TK)/Kinder Placement 26
Adult Student Enrollment 27
Special Education Students 27
Previous Expulsion 27
Enrollment/Application Timeline 28
Dual Enrollment 28
Private Schools and Dual Enrollment 29
TK and Kindergarten Pre-School Dual Enrollment 29
Master Agreement 29
Required Documentation and the Learning Period Meeting 30
Learning Log (LL) 30
The Assignment and Work Record (AWR) 30
Learning Period Meeting -Assessment of Student Work 30
Planning of Student Learning 31
Homeschool Attendance, Student Support, and Involuntary Withdrawal Policy 31
Outline of Responsibilities that May Result in Involuntary Withdrawal 31
Governing Board Policies 32
Additional Parent/Student Responsibilities 32
First Progress Improvement Notification 33
Second Notification - Meeting with School’s Educational Team 33
Third Notification 34
Special Education Students 34
Suspension and Expulsion Policy and Procedure 34
Education Support and Oversight 35
Teacher Facilitator/Education Advisor (TF/EA) 35
Initial Meeting 35
Learning Period Meetings with your TF/EA 36
Communicating with your TF/EA 36
Student Record Keeping 37
Report Cards 37
Report Card Grading and Protocol 37
High School Transcript 37
Work Samples 37
Curriculum and Education Resources 38
Sage Oak Curriculum Resources 38
Choosing Curriculum 38
Addressing the California Standards 39
English Language Learner 39
Instructional Funds, Materials, and Vendors 40
Instructional Funds Information and Guidelines 40
Management of Instructional Funds 41
Criteria for Materials That Can Be Purchased with Instructional Funds 41
General Criteria 41
Disallowed Items 42
Additional Guidelines for Specific Items 43
Sectarian Materials 43
Technology Options 43
Computer Repair and Refresh Process 44
Services/Educational Activities 44
Educational Activity Policy 44
Field Trips 45
Disallowed Educational Activities 45
Vendor List 45
Requesting a New Vendor 46
Criteria for Educational Vendor Approval 46
Work Permits 46
High School and Guidance 47
Graduation Requirements 47
Quick Glance ~ Expected Assessments by Grade Level 50
Local Assessments 50
Transitional Kindergarten/Kindergarten Assessment (TK/K) 51
Physical Fitness Test 52
Special Education 53
School Safety Plan 53
Plan Elements 54
Community Collaborative Family of Schools
Sage Oak is part of the Community Collaborative family of schools (CCFS). CCFS partner and work together in order to provide and afford our students with diverse options and opportunities.
CCFS schools are as follows:
- Community Collaborative Virtual Schools: Community Collaborative Virtual - Sage Oak Charter, California Pacific Charter School - San Diego, and Community Collaborative Virtual- Keppel Partnership Academy
- Community Collaborative Charter School
- County Collaborative Charter School
Sage Oak Mission Statement
Sage Oak, in collaboration with parents, teachers, students, and the school’s leadership team, cultivates lifelong learners by recognizing students’ and parents’ needs for educational options. Sage Oak balances flexibility with accountability and high academic excellence for families seeking a non-traditional, personalized educational experience. Sage Oak understands the need for partnership in order for students to attain their personal academic goals.
Community Collaborative Family of Schools Mission Statement
Our mission is to create a diverse and individualized learning environment that supports every student and strengthens relationships between families, programs, authorizers, and the community. With a strong foundation of award winning educator experience, we provide organizational and professional support to charter programs so that they can focus on creating customizable learning for any student.
GROWTH: Our strong commitment to serve our community will establish ourselves as a leader in the independent study community. Our stakeholders will benefit from our ability to set ourselves apart from similar educational institutions through expertise, parent support, and high academic achievement.
ACCOUNTABILITY: We are committed to maintain sustainability through academic, fiscal, and legal accountability. We will meet criteria necessary to achieve renewal, ensure audit compliance annually, and continue compliance with legal regulations governing our school.
PERSONALIZATION: We will provide an educational experience of personalized learning and academic choice, within the state guidelines. Our learning model will afford families the peace of mind that they are participating in a program that will keep their students on track for learning, regardless of the school they attend.
SUPPORT: Our priority is to support individualized student learning by collaborating with the parent educator and the student. We will utilize staff strengths, professional development opportunities, and community resources to support our students in their journey to become lifelong learners and reach academic excellence.
Student Vision Statement
Sage Oak students are intrinsically motivated learners who are well equipped for life’s challenges and serve their communities, while successfully pursuing their interests with integrity.
The following demonstrate Sage Oak’s core values. Sage Oak will strive to demonstrate and live these values.
- Student Centered - Support students in becoming lifelong learners.
- Support - Provide the highest level of service to families and one another.
- Compliance - Remain compliant with the law to keep the school sustainable.
- Positive school culture - Welcome the input of every student, parent and staff member.
- Streamlined- Aim to minimize paperwork and documentation for parents and staff to the extent possible.
- Standard of Excellence- Strive to be the most exceptional personalized learning program.
Student Learning Outcomes (SLOs)
SLOs stands for Student Learning Outcomes. They are statements about what all Sage Oak students should know, understand, and be able to do by the time they graduate. Our SLOs are as follows:
To meet the demands of the 21st century, Sage Oak graduates will be:
Creative and Complex Thinkers
Students will propose, evaluate, and use a variety of strategies, tools, and skills to produce solutions.
Students demonstrate the ability to recognize and analyze problems from multiple perspectives including real-world situations.
Students exhibit intellectual courage by advocating for their own learning, seeking help when needed, and persevering when challenged.
Students are able to actively engage in a variety of topics through polite and respectful conversation.
Students exhibit articulate, effective, and persuasive communication orally, visually, and in writing to a diverse range of audiences using a variety of methods.
Students will engage in cooperative relationships with teachers and peers.
Students use technology in various forms to effectively communicate and demonstrate knowledge.
Students show respect for self and others and celebrate cultural diversity.
Students will make positive contributions to their community (e.g. register to vote, care for environment, volunteer).
Students are prepared to meet the demands of college or career; demonstrating various skills in seeking employment and/or college admission.
Empowered and Independent Learners
Students are self-directed, self-disciplined, self-monitored, and demonstrate self- corrective thinking.
Students are curious, inquisitive thinkers, dedicated to lifelong learning.
Students plan and study effectively and efficiently using time management skills.
Students actively participate in the creation and pursuit of personal, academic, and professional goals.
The following is a list of commonly used terms:
Teacher Facilitator (TF) - A Teacher Facilitator is a credentialed teacher who works with students in grades TK-8 and their families to support them in reaching their educational goals.
Education Advisor (EA) - An Education Advisor is a credentialed teacher who works with students in grades 8-12 and their families to support them in reaching their educational goals.
Assistant Director (AD) - An Assistant Director supports teachers and families and assists in the oversight of the school. An AD specializes in a specific area and helps to train, guide and assist our TF/EAs in this area, as well as provide parent and student support in the specialized area.
Instructional Funds (IFs) - The funds that each student is allotted for his/her educational needs. Materials purchased with IFs are property of Sage Oak. Instructional fund allocations are prorated based on the date of enrollment.
Learning Period (LP) - The instructional days between learning period meeting/the assignment.
Learning Period Meeting (LPM) -The meeting in which the student and parent meet with their assigned TF/EA once every learning period to review the learning that took place, plan for future learning periods, complete attendance, and offer support to the parent and student. At the LPM, your TF/EA will review your student’s complete body of work/learning for that period.
Master Agreement (MA) - This is the agreement between the school, the teacher facilitator or education advisor, the student, and the parent. It outlines the available coursework, methods of study, available resources, methods of evaluation, learning period meetings, and board policies.
Acknowledgment of Responsibilities (AoR) - This is the acknowledgment of each party's responsibilities including the school, the teacher facilitator or education advisor, the student, and the parent. It outlines the educational responsibilities of the school, the TF or EA, the student and the parent.
Sage Oak high school students who are on an a-g path are enrolled in schools that are fully accredited by Western Association of Schools and Colleges (WASC).
- certifies to the public that the school is a trustworthy institution of learning.
- validates the integrity of a school's program and student transcripts.
- fosters improvement of the school's program and operations to support student learning.
- assures a school community that the school's purposes are appropriate and being accomplished through a viable educational program.
Additionally, WASC accreditation is important because the military often requires applicants to have graduated from accredited schools and many school districts and universities will only accept credits from WASC accredited schools.
Parent and Teacher Advisory Councils
Sage Oak believes that active parent, student, and employee participation in school operations and governance helps foster a public school’s long-term sustainability as a successful program. We welcome parent, student and employee involvement and value open and positive communication.
Sage Oak has established a Parent Advisory Council (PAC) and a Teacher Advisory Council (TAC) that play an important role in molding Sage Oak to be responsive to staff, student, and parent needs, and provide the opportunity for continual improvement. The PAC and TAC meet regularly and function to make recommendations and provide feedback to school administration regarding specific areas of school operations.
Members may serve continuously (year after year) unless there is another candidate from the same geographic area interested in holding a position. In this case, the candidate will be limited to a term of 2 consecutive years, allowing other interested candidates the opportunity to serve. Those areas include:
2. School Program Development
3. Fundraising and Grants
4. School budget, including the LCAP
Parent Portal in the Student Information System (SIS)
Parents have access to the student information system (SIS) through the parent portal. This document has been set up to support our families with the parent portal.
Parent Email Group
One of the main venues of communication to our parents is through our parent email group. Parents receive time-sensitive communication, deadline reminders, and vendor notifications. Parents must inform their TF/EA if they’d like to be signed up. If you do not receive parent emails within a week of enrolling, please follow up with your TF/EA.
Join Sage Oak parent group emails
Request to be removed from parent email groups
Student ID Cards
Student ID cards are available for all enrolled students in grades TK-12th. To request a card, please email the clerk at firstname.lastname@example.org with a picture of your student, the enrolled student's full name, grade, and date of birth.
Your new student ID card will be mailed to you. Please allow three weeks for processing and mailing at the beginning of the school year, and two weeks thereafter. Please note, Sage Oak can only provide ID cards to our enrolled students, not to their parents. Our parents are not officially enrolled or employed by Sage Oak and therefore we cannot provide an ID card.
Independent Study Policy
Sage Oak may offer independent study to meet the educational needs of pupils enrolled in the charter school. Independent study is an alternative education program designed to teach the knowledge and skills of the core curriculum. Sage Oak shall provide appropriate existing services and resources to enable pupils to complete their independent study successfully. The following written policies have been adopted by the Board for implementation at the Charter School:
- For pupils in all grade levels offered by the Charter School, the maximum length of time that may elapse between the time an assignment is made and the date by which the pupil must complete the assigned work shall be twenty (20) school days.
- A pupil may miss two (2) assignments during any period of twenty (20) school days before an evaluation is conducted to determine whether it is in the best interests of the pupil to remain in independent study. Therefore, when any pupil fails to complete three (3) assignments during any period of twenty (20) school days, the Principal or his or her designee shall conduct an evaluation to determine whether it is in the best interests of the pupil to remain in independent study. A written record of the findings of any evaluation conducted pursuant to this policy shall be treated as a mandatory interim pupil record. This record shall be maintained for a period of three years from the date of the evaluation and if the pupil transfers to another California public school, the record shall be forwarded to that school.
- A current written agreement shall be maintained on file for each independent study pupil, including but not limited to, all of the following: The manner, time, frequency, and place for submitting a pupil's assignments and for reporting his or her progress. The objectives and methods of study for the pupil's work, and the methods utilized to evaluate that work. The specific resources, including materials and personnel, which will be made available to the pupil. A statement of the policies adopted herein regarding the maximum length of time allowed between the assignment and the completion of a pupil's assigned work, and the number of missed assignments allowed prior to an evaluation of whether or not the pupil should be allowed to continue in independent study. The duration of the independent study agreement, including beginning and ending dates for the pupil's participation in independent study under the agreement. No independent study agreement shall be valid for any period longer than two semesters, or one year for a school on a year-round calendar. A statement of the number of course credits or, for the elementary grades, other measures of academic accomplishment appropriate to the agreement, to be earned by the pupil upon completion. The inclusion of a statement in each independent study agreement that independent study is an optional educational alternative in which no pupil may be required to participate. In the case of a pupil who is referred or assigned to any school, class or program pursuant to Education Code Section 48915 or 48917, the agreement also shall include the statement that instruction may be provided to the pupil through independent study only if the pupil is offered the alternative of classroom instruction. Each written agreement shall be signed, prior to the commencement of independent study, by the pupil, the pupil's parent, legal guardian, or caregiver, if the pupil is less than 18 years of age, the certificated employee who has been designated as having responsibility for the general supervision of independent study, and all persons who have direct responsibility for providing assistance to the pupil. For purposes of this paragraph "caregiver" means a person who has met the requirements of Part 1.5 (commencing with Section 6550) of the Family Code.
- CCCS family of schools shall comply with the Education Code Sections 51745 through 51749.3 and the provisions of the Charter School’s Act and the State Board of Education regulations adopted thereunder.
- The Executive Director shall establish regulations to implement these policies in accordance with the law.
McKinney Vento Information
If you are in a situation that qualifies you as homeless based on the McKinney Vento definition below and you are interested in receiving information about resources available in your area please contact the homeless liaison at email@example.com. Sage Oak will adhere to the provisions of the McKinney-Vento Homeless Assistance Act and ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education as provided to other children and youths in accordance with applicable law.
Student Freedom of Speech/Expression
Sage Oak believes that free inquiry and exchange of ideas are essential parts of a democratic education. We respect students' rights to express ideas and opinions, take stands on issues, and support causes, even when such speech is controversial or unpopular.
Students shall have the right to exercise freedom of speech and of the press including, but not limited to the:
- use of bulletin boards
- distribution of printed materials or petitions
- wearing of buttons, badges, and other insignia
- right of expression in official school publications. “Official school publications” refers to material produced by pupils in the journalism, newspaper, yearbook, or writing classes and distributed to the student body either free or for a fee. The program lead/director or designee will supervise the material produced by pupils to ensure it meets professional standards of English and journalism.
Students’ freedom of expression shall be limited as allowed by Education Code Section 48907, and other applicable state and federal laws. Students are prohibited from making any expressions or distributing or posting any materials that are obscene, libelous, or slanderous. Students also are prohibited from making any expressions that so incites students as to create a clear and present danger of the commission of unlawful acts at school-sponsored activities or events, the violation of school rules, or substantial disruption of the school’s orderly operation. The use of “fighting words” or epithets is prohibited in those instances where the speech is abusive and insulting, rather than a communication of ideas, and the speech is used in an aggressive or abusive manner in a situation that presents an actual danger that it will cause a breach of the peace. A student shall be subject to discipline for out-of-school expression, including expression on Internet websites, when such expression poses a threat to the safety of other students, staff, or school property, or substantially disrupts the educational program.
Family Education Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:
- The right to inspect and review the student's education records within 45 days after the day the school receives a request for access.
Parents or eligible students should submit to the program lead/director a written request that identifies the records they wish to inspect. The program lead/director will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
- The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.
Parents or eligible students who wish to ask the school to amend a record should write the program lead/director, clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
- The right to provide written consent before the school discloses personally identifiable information (PII) from the student's education records, except to the extent that FERPA authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. For this purpose, a school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the school board. A school official also may include a volunteer or contractor outside of the school who performs an institutional service of function for which the school would otherwise use its own employees and who is under the direct control of the school with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
- The right to file a complaint with the U.S. Department of Education concerning alleged failures by the school to comply with the requirements of FERPA. The name and address of the Office that processes FERPA complaints are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in §99.31 of the FERPA regulations. Except for disclosures to school officials, disclosures related to some judicial orders or lawfully issued subpoenas, disclosures of directory information, and disclosures to the parent or eligible student, §99.32 of the FERPA regulations requires the school to record the disclosure. Parents and eligible students have a right to inspect and review the record of disclosures. A school may disclose PII from the education records of a student without obtaining prior written consent of the parents or the eligible student:
- To other school officials, including teachers, within the educational agency or institution whom the school has determined to have legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the school has outsourced institutional services or functions, provided that the conditions listed in §99.31(a)(1)(i)(B)(1) - (a)(1)(i)(B)(2) are met.
- To officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled if the disclosure is for purposes related to the student’s enrollment or transfer, subject to the requirements of §99.34.
- To authorized representatives of the U.S. Comptroller General, the U.S. Attorney General, the U.S. Secretary of Education, or State and local educational authorities, such as the CDE. Disclosures under this provision may be made, subject to the requirements of §99.35, in connection with an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs. These entities may make further disclosures of PII to outside entities that are designated by them as their authorized representatives to conduct any audit, evaluation, or enforcement or compliance activity on their behalf.
- In connection with financial aid for which the student has applied or which the student has received, if the information is necessary to determine eligibility for the aid, determine the amount of the aid, determine the conditions of the aid, or enforce the terms and conditions of the aid.
- To State and local officials or authorities to whom information is specifically allowed to be reported or disclosed by a State statute that concerns the juvenile justice system and the system’s ability to effectively serve, prior to adjudication, the student whose records were released, subject to §99.38.
- To organizations conducting studies for, or on behalf of, the school, in order to: (a) develop, validate, or administer predictive tests; (b) administer student aid programs; or (c) improve instruction.
- To accrediting organizations to carry out their accrediting functions.
- To parents of an eligible student if the student is a dependent for IRS tax purposes.
- To comply with a judicial order or lawfully issued subpoena.
- To appropriate officials in connection with a health or safety emergency, subject to §99.36.
- Information the school has designated as “directory information” under §99.37.
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. The primary purpose of directory information is to allow the school to include information from your child’s education records in certain school publications. Examples include:
- A playbill, showing your student’s role in a drama production
- An annual yearbook
- Honor roll or other recognition lists; and
- Graduation programs
Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. If you do not want the school to disclose any or all of the types of information designated below to outside organizations as directory information from your child’s education records without your prior written consent, you must notify the school and “opt out” of the directory.
Any and all of the following items of directory information relating to a student may be released to a designated recipient unless a written request is on file to withhold its release:
- Date of birth
- Dates of attendance (e.g., by academic year or semester)
- Current and most previous school(s) attended
- Degrees and awards received
In addition, two federal laws require a school receiving assistance under the Elementary and Secondary Education Act of 1965, as amended, to provide military recruiters, upon request, with the following information: names, addresses and telephone listings, unless parents have advised the school that they do not want their student’s information disclosed without their prior written consent.
Title IX Notice of Nondiscrimination
Sage Oak does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the school’s non-discrimination policies:
Jamee Block, Assistant Director of Curriculum
1473 Ford Street, Suite #105, Redlands, Ca 92373
Annual Notice of Uniform Complaint Procedures
Sage Oak has the primary responsibility for compliance with federal and state laws and regulations for students who attend our schools. We have established Uniform Complaint Procedures (UCP) to address allegations of unlawful discrimination, harassment, intimidation, and bullying, and complaints alleging violation of state or federal laws governing educational programs, the charging of unlawful pupil fees and the non-compliance of our Local Control and Accountability Plan (LCAP).
We will investigate all allegations of unlawful discrimination, harassment, intimidation or bullying against any protected group as identified in Education Code section 200 and 220 and Government Code section 11135, including any actual or perceived characteristics as set forth in Penal Code section 422.55 or on the basis or a person’s association with a person or group with one or more of these actual or perceived characteristics in any program or activity conducted by the school, which is funded directly by, or that receives or benefits from any state financial assistance. The UCP shall also be used when addressing complaints alleging failure to comply with various other state and/or federal laws.
A pupil enrolled in a public school shall not be required to pay a pupil fee for participation in an educational activity.
A pupil fee includes, but is not limited to, all of the following:
- A fee charged to a pupil as a condition for registering for school or classes, or as a condition for participation in a class or an extracurricular activity.
- A security deposit, or other payment, that a pupil is required to make to obtain a lock, locker, book, class apparatus, musical instrument, clothes, or other materials or equipment.
- A purchase that a pupil is required to make to obtain materials, supplies, equipment, or clothes associated with an educational activity.
A pupil fees or LCAP complaint may be filed anonymously if the complainant provides evidence or information leading to evidence to support the complaint.
A pupil fee complaint must be filed with Community Collaborative Family of Schools no later than one year from the date the alleged violation occurred. A complaint of noncompliance should be filed first with the program lead/director under the Uniform Complaint Procedures. A complainant unsatisfied with the decision of the program lead/director may appeal the decision and shall receive a written appeal decision within 60 days of receipt of the complaint.
Complaints other than issues relating to pupil fees must be filed in writing with the following person designated to receive complaints:
Candice Coffey, Human Resources Assistant Director
1473 Ford Street, Suite 105
Redlands, CA 92373
Complaints alleging discrimination, harassment, intimidation, or bullying, must be filed within six (6) months from the date the alleged discrimination, harassment, intimidation, or bullying, occurred or the date the complainant first obtained knowledge of the facts of the alleged discrimination, harassment, intimidation, or bullying, unless the time for filing is extended by the school administrator or his or her designee.
Complaints will be investigated and a written decision or report will be sent to the complainant within sixty (60) days from the receipt of the complaint. This time period may be extended by written agreement of the complainant. The person responsible for investigating the complaint shall conduct and complete the investigation in accordance with local procedures adopted under 5 C.C.R. § 4621.
The complainant has a right to appeal our decision of complaints regarding specific programs, pupil fees and the LCAP to the CDE by filing a written appeal within 15 days of receiving our decision. The appeal must be accompanied by a copy of the originally-filed complaint and a copy of our decision.
The complainant is advised of civil law remedies, including, but not limited to, injunctions, restraining orders, or other remedies or orders that may be available under state or federal discrimination, harassment, intimidation or bullying laws, if applicable.
A copy of our UCP compliant policies and procedures is available free of charge.
Parent Liability for Student Conduct
The law states that a parent or guardian of any minor whose willful misconduct results in injury or death to any pupil or any person employed by, or performing volunteer services for, a school or who willfully cuts, defaces, or otherwise injures in any way any property, real or personal, belonging to a school, or personal property of any school employee, shall be liable for all damages so caused by the minor.
Further, the parent or guardian of a minor shall be liable to a school for all property belonging to the school loaned to the minor and not returned upon demand of an employee of the school authorized to make the demand.
Any school whose real or personal property has been willfully cut, defaced, or otherwise injured, or whose property is loaned to a pupil and willfully not returned upon demand of an employee of the school authorized to make the demand may, after affording the pupil his or her due process rights, withhold the grades, diploma, and transcripts of the pupil responsible for the damage until the pupil or the pupil’s parent or guardian has paid for the damages thereto. The school will notify the parent or guardian of the pupil’s alleged misconduct before withholding the pupil’s grades, diploma, or transcripts.
If the minor and parent are unable to pay for the damages, or to return the property, the school will provide a program of voluntary work for the minor in lieu of the payment of monetary damages. Upon completion of the voluntary work, the grades, diploma, and transcripts of the pupil will be released.
Alcohol, Tobacco, and Drugs
Sage Oak does not tolerate the illegal use, possession, or sale of drugs, alcohol, tobacco, or related paraphernalia by students while engaged in school-sponsored educational activities or events. School administrators are required to take immediate action to prevent, discourage, and eliminate the illegal use, possession, or sale of drugs, alcohol, tobacco, or related paraphernalia while engaged in school-sponsored educational activities or events. Students found in violation are subject to discipline, up to and including suspension and/or expulsion.
Smoking and the use of all tobacco products, including the use of electronic nicotine delivery systems such as e-cigarettes, is prohibited on all Sage Oak property, including any owned or leased buildings and in school vehicles, at all times by all persons, including employees, students, and visitors.
Sage Oak recognizes the harmful effects of bullying, hazing, or other behavior that infringes on the safety and well-being of students, or interferes with learning or teaching. We desire to provide a safe school culture that protects all students from physical and emotional harm. Student safety is a top priority and the school will not tolerate discrimination, harassment, intimidation, or bullying of any kind of any student.
“Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or more acts committed by a pupil or group of pupils, directed toward one or more pupils that has or can be reasonably predicted to have the effect of one or more of the following:
- Placing a reasonable pupil or pupils in fear of harm to that pupil’s or those pupils’ person or property.
- Causing a reasonable pupil to experience a substantially detrimental effect on his or her physical or mental health.
- Causing a reasonable pupil to experience substantial interference with his or her academic performance.
- Causing a reasonable pupil to experience substantial interference with his or her ability to participate in or benefit from the services, activities, or privileges provided by a school.
“Electronic act” means the creation or transmission of a message (e.g., a text message, sound recording, video, image, social media post, etc.) by means of an electronic device, including, but not limited to, a telephone, computer, tablet, pager, or other communication device.
Bullying that occurs outside of school but negatively impacts the school environment or ability of a student to perform in school is considered bullying. Violations of our zero tolerance policy on bullying may lead to discipline up to and including suspension and/or expulsion.
Child Abuse Reporting
Teachers, instructional aides, classified staff, and other school employees are required by law to report all known or suspected cases of child abuse or neglect to the appropriate law enforcement or child welfare agency. (Pen. Code, § 11166.)
Suicide Prevention Policy
Prior to the 2017-2018 school year, charter schools serving students in grades 7-12 are required to adopt a student suicide prevention policy in consultation with school and community stakeholders and others.
Protecting the health and well-being of all students is of utmost importance to our school. The school board has adopted a suicide prevention policy which will help to protect all students through the following steps:
1. Students will learn about recognizing and responding to warning signs of suicide in friends, using coping skills, using support systems, and seeking help for themselves and friends. At the beginning of each school year, an informational pamphlet will be provided to each student’s parent or guardian. It is the responsibility of each student’s parent or guardian to review this information with him or her. If parents or guardians have any questions about the material, they can contact the school’s appointed suicide prevention liaison.
2. The school has designated a suicide prevention coordinator to serve as a point of contact for school staff to communicate with when students are in crisis and are in need of referrals to the appropriate resources for support.
3. When a student is identified as being at risk, they will be assessed by a school employed mental health professional who will work with the student and help connect them to appropriate local resources.
4. Students will have access to national resources which they can contact for additional support, such as:
• The National Suicide Prevention Lifeline –1.800.273.8255 (TALK),
• The Trevor Lifeline – 1.866.488.7386, The Trevor Project
5. All students will be expected to help create a school culture of respect and support in which students feel comfortable seeking help for themselves or friends. Students are encouraged to tell any staff member if they, or a friend, are feeling suicidal or in need of help.
6. Students should also know that because of the life or death nature of these matters, confidentiality or privacy concerns are secondary to seeking help for students in crisis.
7. For a more detailed review of the school policy, please see our full comprehensive suicide prevention policy.
This policy has been developed and adapted from the” Model School District Policy on Suicide Prevention,” which is a resource that outlines comprehensive model policies and best practices for schools to follow to protect the health and safety of all students. This resource was developed by examining strong local policies, ensuring that they are in line with the latest research in the field of suicide prevention, and identifying best practices for a national framework.
Student Admissions and Enrollment
Recruitment and admissions policies, procedures and activities are in compliance with state and federal law, and our outlined in the individual charter petitions for each school.
Students will be considered for admission without regard to ethnicity, national origin, gender, and disability or achievement level. Admission will not be determined according to the place of residence of the student or parents, except as required by law. Prior to admission, all parents must agree to and sign the master agreement. All students’ continued enrollment shall depend upon them fulfilling the terms of the master agreement. Enrollment space will be based on need in the community and availability of qualified, trained qualified credentialed teachers to serve as the teacher of record.
Sage Oak will be non-sectarian in its programs, admissions policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate on the basis of race, ethnicity, national origin, gender, disability, or any other characteristic listed in Education Code Section 220 (or association with an individual who has any of those characteristics).
An enrollment application must be completely filled out and signed by the parent/guardian prior to a student being considered for enrollment and placed on our assigning list.
Applications are considered complete when the student and parent/guardian who wishes to enroll has submitted a complete application. To the extent required by applicable law, a complete application includes, but may not be limited to, the following properly submitted documents/information:
- Birth certificate or proof of birthdate – All students
- Immunization record or this form indicating the parent is waiving vaccinations – All students
- Proof of Tdap (whooping cough vaccination) – Students entering 7th-12th grades or this form waiving vaccinations
- Health Exam – TK, Kindergarten and 1st grade students and any student entering the public school system for the first time - or the signed form waiving this requirement
- Oral Health Exam – TK, kindergarten and 1st grade students and any student entering the public school system for the first time- or the signed form waiving this requirement
- Transcript – High school students only
- Caregiver Authorization Affidavit - Only if person enrolling student is not the parent or legal guardian
A student and parent/guardian who submit incomplete enrollment applications will be sent notice of what is needed to complete their application. The student and parent/guardian will be expected to update the enrollment information, with the requested documents in order for their application to be processed.
Acceptance of a student’s enrollment application does not constitute enrollment with Sage Oak. A student is not considered enrolled until they have met with their TF/EA and the student, student’s parent, legal guardian or caregiver (if the student is less than 18 years of age) signed the Master Agreement.
To be considered for enrollment in Sage Oak, students must live in one of the following counties: Ventura, Kern, Los Angeles, San Bernardino, Orange, Riverside, San Diego, Imperial, Inyo and Kern. In accordance with charter law, students may not be concurrently enrolled in this school and any other private or public school. It is not necessary to obtain an inter/intra-district transfer from your local school district to attend Sage Oak.
Before the student can be enrolled in Sage Oak, specific documentation needs to be signed at an enrollment meeting with your assigned TF/EA. These documents include the Master Agreement , the Acknowledgment of Responsibilities, and other school policy forms. The TF/EA will provide and explain the contents of the documents being signed.
Accepting High School Credits from Previous Schools
Sage Oak will evaluate transcripts from a student’s previous school and grant credit toward Sage Oak graduation requirements if the credits were earned an accredited school and are credits that could have been earned at Sage Oak. Students presenting transcripts/credits from a homeschool and/or non-accredited schools will be asked to provide additional documentation for those courses, including but not limited to work samples, test scores, or projects for each course. These will be evaluated by Sage Oak guidance department staff. Generally, Sage Oak will accept a maximum of 40 credits per semester. Please consult with guidance department staff.
Age Requirement Chart
In accordance with California state law, a student’s grade level placement will be based on their date of birth. Students will be placed in the appropriate grade using this Grade Level Placement Chart.
A student will be eligible for kindergarten enrollment if their birth date is on or before September 1st of the school year they wish to apply.
Transitional Kindergarten (TK)/Kinder Placement
Transitional Kindergarten (TK): To be TK eligible, students must turn five between September 2 and December 2 (see grade level chart above for year). Kindergarten age-eligible students are allowed to choose TK if their 5th birthday is between June 1st-September 1st. Students with a 5th birthday after December 2, may enter TK on or after their 5th birthday.Kindergarten: Students must turn five on or before September 1 to enroll in kindergarten (see grade level chart above for year)
Kindergarten Continuance Form (English)
Available Translations of the Kindergarten Continuance Form
Adult Student Enrollment
Effective July 1, 2004 California State Law prohibits the enrollment of any student age 19 years or older who has not been continuously enrolled since their 18th birthday and making regular progress towards a high school diploma.
Special Education Students
Sage Oak will collect information about a student’s special education eligibility or services. The parents/guardians of a child should submit to the Special Education Department a complete copy of his/her most recent IEP (Individualized Education Plan), 504 plan, or any related special education documentation, if your child was receiving special education services in the past. In addition, Sage Oak will comply with all relevant obligations under the law, including taking reasonable steps to promptly obtain relevant pupil records from the previous school in which your child was enrolled, including records relating to providing special education and related services to your child.
Previous Expulsion –Students who wish to apply that have been previously expelled from another school must submit a copy of any expulsion reports from that school and any related documentation with your student enrollment application for review.
For students who seek admission at Sage Oak within the Acton Agua Dulce Unified School District, the decision to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the Administrative Panel (which shall consist of at least three members who are certificated and neither a teacher of the pupil or a Board member of Community Collaborative Charter School’s governing board). This decision will follow a meeting with the Director or designee and the pupil and guardian or representative to determine whether the pupil has successfully completed a rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Director or designee shall make a recommendation to the Administrative Panel following the meeting regarding the determination.
For students who seek admission at Sage Oak within the Warner Unified School District, the decision to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the governing board following a meeting with the Executive Director and the pupil and guardian or representative, to determine whether the pupil has successfully completed a rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Executive Director shall make a recommendation to the governing board following the meeting regarding his or her determination.
For students who seek admission at Sage Oak within the Keppel Union School District, the decision to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the governing board following a meeting with the Executive Director and the pupil and guardian or representative, to determine whether the pupil has successfully completed a rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Executive Director shall make a recommendation to the governing board following the meeting regarding his or her determination.
For students who seek admission at Sage Oak within the Helendale School District, the decision to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the governing board following a meeting with the Executive Director and the pupil and guardian or representative, to determine whether the pupil has successfully completed a rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Executive Director shall make a recommendation to the governing board following the meeting regarding his or her determination.
Students may apply for admission at any time during the academic year.
However, if students who seek admission at Sage Oak apply when the charter school is at capacity, the application will be held until one of the three primary enrollment periods in July, September and November. If the number of applicants exceed the number of slots available in a particular enrollment period, a public random drawing will be held to determine which applicants are admitted and which are placed on ordered, numbered waiting lists.
In accordance with California Education Code Section 47602(b) and Title 5, California Code of Regulations Section 11965(a), no student may be enrolled in this Sage Oak at the same time they are enrolled at another public or private school. Sage Oak reserves the right to evaluate whether a program is considered a dual enrollment situation as outlined in California Education code. The only possible exception is enrollment in either a community college or a Regional Occupation Program (ROP). Students who wish to participate in such programs need to have prior approval from Sage Oak.
Private Schools and Dual Enrollment
California Education Code clearly states that students may not be enrolled at a California Public Charter School and a private school concurrently. Private schools are defined as vendors who are registered by Department of Education (CDE) as private schools that charge tuition and teach core classes.
TK and Kindergarten Pre-School Dual Enrollment
TK and kindergarten students may be enrolled in Sage Oak and a two-three day a week preschool concurrently, so long as the criteria (below) are met.
Students enrolled in Transitional Kindergarten and Kindergarten at Sage Oak may not use educational funds provided by Sage Oak to enroll their students in private, after school programs or private preschool programs; however, parents and guardians may opt to pay for private, after school programs or private preschool programs while their student is enrolled in either Transitional Kindergarten or Kindergarten at Sage Oak so long as the parents/guardians:
1. Pay for the private, after school program or preschool program solely using their own funds; and,
2. Complete the coursework required of all students enrolled in Transitional Kindergarten or Kindergarten at Sage Oak while their student is actively enrolled in either Transitional Kindergarten or Kindergarten.
Each student enrolled in Sage Oak must have a signed Master Agreement on file for each year of enrollment. Master Agreements need to be signed by the student, and the student’s parent, legal guardian or caregiver (if the student is less than 18 years of age) and the TF/EA prior to initial enrollment or the start of each school year. A sample MA can be viewed here.
Required Documentation and the Learning Period Meeting
Sage Oak’s auditor requires the following documentation to ensure compliance: the Learning Log (LL), the PE log, the Assignment and Work Record (AWR), attendance, and work samples. The TF/EA will use the Learning Log, the Assignment and Work Record, and the information gleaned during the Learning Period Meeting to determine the amount of attendance to claim for the student for the learning period. Detailed information is as follows.
Learning Log (LL)
The Learning Log is a document for the student/parent to complete throughout the duration of the learning period. Periodically, the parent/student need to log into the student information system through the parent portal and verify that learning took place during the specific calendar days. The student/parent will click to verify that the student learned that day. If the parent/student prefers, they may bring a hard copy signed log to their TF/EA for the TF/EA to input on behalf of the student.
At the learning period meeting or prior to the meeting, the TF/EA and parent, will sign the Learning Log electronically to verify that learning did take place.
The Assignment and Work Record (AWR)
The Assignment and Work Record is the official documentation of what standards the student has learned during the school year. The TF/EA will complete the Assignment and Work Record as part of their required documentation.
Learning Period Meeting -Assessment of Student Work
During the Learning Period Meeting, one of the responsibilities of the TF/EA is to verify and claim attendance for the previous learning period.
Attendance for a learning period can only be claimed after a learning period has ended. For example, the TF/EA will meet with a family during learning period two (2), however this meeting is to verify and claim attendance for learning period one (1). After reviewing the Learning Log and verifying the work and/or standards completed by the student using the Assignment and Work Record, the TF/EA will complete an attendance sheet by signing the sheet electronically and submitting it.
Planning of Student Learning
During the Learning Period Meeting, another responsibility of the TF/EA is to work with the parent to plan the next Learning Period. The TF/EA is there to assist the parent with guidance, resources, and ideas to enhance student learning and achievement. The plan that is drafted is fluid and can be modified as much as desired so long as the student is making adequate progress to the standards.
Sage Oak feels that it is in the best interest of the student, parent, and teacher to conduct all Learning Period Meetings in person with students in grades TK-8. However, Sage Oak Teacher Facilitators may meet with their students virtually up to four times per school year as long as there are not two consecutive virtual meetings. Virtual learning period meetings allow teachers and students to meet to set student assignments, and review student work when in-person meetings are not able to take place and must be requested by the parent. In deciding if a virtual meeting should take place in lieu of an in-person meeting, the TF will take into consideration the student age, type or work and amount of work being completed, additional discussion items that need to take place at the meeting, student and parent technological capabilities, and the personality of the student and parent. The TF should also look at if the previous meeting was virtual. Although up to four meetings may be held virtually, Teachers are still responsible for delivering curriculum and materials in person in a timely fashion. Virtual meetings must be mutually agreed upon.
- Virtual meetings allow teachers and students to meet when in-person meetings are not able to take place, and must be parent requested.
- Parents may request a virtually up to four times per school year K-8 (HS has more flexibility because they have other in person functions monthly with their students)
- Cannot have two consecutive virtual meetings
- Virtual Meetings cannot be suggested by a teacher to accommodate schedule needs of the teacher (i.e. teacher child care, family vacation, etc. )
- Parent should request or schedule a virtual meeting with advanced notice when possible, however emergency virtual meetings can also be scheduled (i.e. sick kid or car trouble)
- Virtual meeting dates and times must be mutually agreed upon
- Virtual meetings should be still be scheduled according to LPM policy of 1 hour per student
- The student and parent/guardian listed on the master agreement must be present during the entire virtual meeting
Homeschool Attendance, Student Support, and Involuntary Withdrawal Policy
The school’s goal is for students to be successful and to achieve high academic standards. The purpose of this policy is to outline the school support that will be provided and the steps that will be taken if the parent and student responsibilities are not fulfilled. The parent/guardian is responsible that:
- the student completes assigned learning and/or standards for each learning period
- the parent and student attend required school meetings (including but not limited to learning period meetings and special education services)
- the parent and student abide by all school/Governing Board policies
- the student complete required school assessments
Outline of Responsibilities that May Result in Involuntary Withdrawal
Regular attendance is very important to the success of both your student and our school. Charter schools are funded based on “average daily attendance” or ADA. “Attendance” means when a student is engaged in educational activities required of them by the school, on days when school is actually taught. (5 C.C.R. 11960(a).)
Since our schools are nonclassroom-based instructional programs, ADA is calculated based on the work completed by the student and submitted by the due dates established in the independent study master agreement. The assigned teacher subsequently assesses the student’s work to determine whether the time value amounts to a full day of work. It’s important to stick to a regular work scheduled/calendar so your student can clearly identify each school day in that calendar on which he/she engaged in required educational activities to an extent sufficient to constitute at least one day of time value. When determining the time value of a student’s work, the teacher will consider each student individually and may adjust the assignments accordingly.
In California, each person between 6 and 18 years of age, unless otherwise exempt by law, is required to attend school full-time with regular and punctual attendance, and schools are required to enforce this compulsory attendance law. (See Ed. Code, § 48200 et seq.) A student’s failure to complete assignments on-time may subject the student to discipline, removal from the program, and/or being classified as truant and reported to the proper authorities. Please review the more detailed attendance policy for more information.
Governing Board Policies
In addition to attendance, the parent and student must abide by all board approved policies. These policies include, but are not limited to:
Additional Parent/Student Responsibilities
The parent/guardian is also responsible that/to:
- The student completes all mandated school assessments
- Providing any necessary documentation and information to school in order to record attendance in accordance with applicable law
- The school receives all required documentation for continued enrollment, such as proof of residency
- Respond to the school’s communication and if unable to be reached within the first 10 school days, the student will be involuntarily withdrawn.
Outline of School Support and Process that May Lead to Student Involuntary Withdrawal
First Progress Improvement Notification
If a parent or student fails to meet the responsibilities outlined above, the school will send a letter to the parent/guardian informing the family that the student has failed to meet the minimum standards of independent study and/or the Governing Board policies. The letter will include the reason for the notification so the parent and student are aware that they are not fulfilling their independent study responsibilities.
If the reason for the notification is that the student failed to attain 70% of learning completed/attained per the credentialed teacher of record, a follow-up learning period meeting must occur within ten school days. This meeting will take place to ensure the student is back on-track.
If the reason for the notification is that the parent or student did not attend a learning period meeting, a follow-up learning period meeting must occur within five school days.
Second Notification - Meeting with School’s Educational Team
If a parent or student fails to meet the responsibilities outlined above for a second time within the same school year, the school will send a letter to the parent/guardian informing the family that the student has failed to meet the minimum standards of independent study and/or the Governing Board policies. The letter will include the reason for the notification so the parent and student are aware that they are not fulfilling their responsibilities with the school.
If the reason for the second notification is that the student failed to attain 70% of learning completed/attained per the credentialed teacher of record, a student support meeting will be scheduled with the school’s educational team within five days. The school’s educational team will include the student, parent, teacher, and school designee. The purpose of the meeting will be to develop a plan to support the student’s success. An additional follow-up learning period meeting must occur within ten school days of the student support meeting. This meeting will take place to ensure the student has begun making adequate progress.
If the parent/student do not attend the scheduled student support meeting, the meeting will be held with the teacher and school designee, and the student will receive the third notification from the school.
If the reason for the notification is that the parent or student missed a learning period meeting, a follow-up meeting must occur within five school days.
If a parent or student fails to meet the responsibilities mentioned above for a third time within the same school year, an evaluation will be conducted to determine whether it is in the best interests of the pupil to remain in independent study. If the evaluation finds that it is not in the best interest of the student to remain in independent study, the student may be involuntarily withdrawn and the school will send a letter to the parent/guardian informing the family that the student has failed to meet the minimum standards of independent study and/or the Governing Board policies and has been involuntarily withdrawn from the school. This letter will be sent by registered mail and the student’s district of residence will be notified. A written record of the findings of any evaluation made as a result of missed assignments shall be treated as a mandatory interim pupil record. The record shall be maintained for a period of three years from the date of the evaluation and, if the student transfers to another California public school, the record shall be forwarded to that school.
Special Education Students
If the at-risk student is an identified Special Education student, including a student with an IEP or 504 plan the teacher will contact the Special Education Department and comply with all provisions of applicable law in addressing any concerns, including a failure to meet the minimum qualifications of independent study or governing board policies.
Suspension and Expulsion Policy and Procedure
Sage Oak will follow the applicable suspension and expulsion policy and procedure as set forth in the terms of the charter.
As to students with special education needs, discipline will be taken, where appropriate, in conformance with applicable law.
Education Support and Oversight
Teacher Facilitator (TF)/Education Advisor (EA)
Upon enrollment a TF/EA is assigned to each family. A TF is a credentialed teacher servicing students in grades TK-8 and an EA is a credentialed teacher servicing students in grades 9-12. Sage Oak TF/EAs are here to support students and families to develop and implement their personalized education plan. Sage Oak TF/EAs posses California multiple subject credentials and in some cases also have single-subjects credentials in specific subject content areas. TF/EAs are highly qualified in accordance with the federal NCLB/ESEA laws.
At the initial meeting your TF/EA will discuss your teaching philosophy, your child’s learning style and your goals for your child. Your TF/EA will support you to identify your teaching philosophy, the student’s learning style and personal goals if that type of support is desired.
Additionally, for high school students, your EA will need to see a copy of your child’s high school transcript at this meeting. Please request this from your child’s previous school and bring it with you. Background and assessment information will be helpful to the EA as he/she advises and assists you in developing your child's personalized educational plan. If you would like further support with your middle school or high school student and would like to schedule a meeting with our school’s guidance director, Erin Havrilesky, you may email her at firstname.lastname@example.org.
Together, you and your TF/EA will determine what resources (curricula, classes, activities, high school HQTs, tutors, computers) will be needed for the various subjects your child will cover this school year. Also, your TF/EA will explain the school requirements with regard to learning period requirements, state and local assessments, portfolios and school resources.
Learning Period Meetings with your TF/EA
The family will meet the TF/EA once per learning period at a mutually agreed upon location. Possible locations are a local library, bookstore, coffee shop or park. The monthly meeting is important. At the meeting, monthly learning documentation must be provided, important information communicated, work samples are collected and an assessment of student progress must be made. This is also a time to plan your future learning period with your TF/EA. As a result, neither party should accept missed appointments, late arrivals, or unpreparedness. Because everyone's schedules are so full, rescheduling appointments can be challenging for everyone. Make every effort to prioritize these appointments and change them only if absolutely necessary. In case of an extreme emergency, contact your TF/EA for options.
Communicating with your TF/EA
Communication from the TF/EA to the family will occur at the monthly meetings, through telephone calls, e-mails, and/or through the mail. Because much information is time-sensitive, you will want to let your TF/EA know what method of communication works best for you between meetings. Your TF/EA will also communicate his/her preferred communication and best days/times to reach him/her.
Concerns about your TF/EA
If a parent has concerns regarding their TF/EA that he/she is unable to resolve directly with the TF/EA, he/she may contact our parent support clerk by emailing email@example.com to setup a meeting with a member of our administrative team. We will assist the TF/EA and parent in working towards a positive working relationship. If unable to resolve the concerns, a parent may request a different TF/EA by filling out the Parent Request for Change of TF/EA form. Please be as specific as possible in the reasons for your request when filling out the form.
Student Record Keeping
It is the law in California that the teacher of record assign the official grades and credits. The grades and credits awarded on the report card represent the professional evaluation by the teacher of record of the student's progress toward the state and school standards. The grade given to each student will be the grade determined by the teacher of the course and the determination of the pupil’s grade by the teacher shall be the final grade.
High School Transcript
The high school transcript is a record of the high school courses taken and the grades and credits earned.
To request an official transcript please fill out the transcript request form below.
Transcript Request Form
Samples of student work are an important way to demonstrate compliance and accountability to our auditor as they show student progress towards state standards. This accountability is a necessary component to document attendance and to receive our school’s funding. It is the parent’s responsibility at each learning period meeting to provide the TF/EA with samples from each growth area for students in grades K-8 and/or for each high school course. Work samples are required, however, the TF/EA can digitally collect these samples at the learning period meeting and will not need to collect and keep paper copies.
Curriculum and Education Resources
Sage Oak offers a variety of curriculum options and an extensive vendor list to assist students in reaching their educational goals. The TF/EA and families work together to identify curriculum options that will meet the student’s needs as well as meet school, state and federal guidelines.
Sage Oak Curriculum Resources
Curriculum and educational resources including information on different learning styles, home-educating best practices, recommended curriculum, and free learning resources can be found on the Sage Oak Website under Resources and Programs>K-8.
Your TF/EA is here to be your partner in education. As the teacher of record he/she will offer support in helping you choose appropriate materials and activities for your child. Information that will be helpful to your TF/EA when discussing the student's educational plan and determining their curriculum might include the following: the student's learning style, previous learning challenges at home and at prior school(s), the student's maturity level, the student's ability to stay on task and work independently, issues in the family that might affect the student's ability to learn, accommodations through special education, the student's likes/dislikes and interests, available student state test results, high school transcripts and report cards. Please be aware that the TF/EA continues to be the teacher of record and will make the final determination as to whether or not the requested curriculum is educationally appropriate.
The TF/EA will also find the following information helpful in making recommendations about the student's curriculum:
- the parent's educational philosophy and preferred teaching style
- the amount of experience the parent has had with independent study
- the amount of time the parent has to spend with any one student, the amount of time the parent has for educational planning and preparation each week and the resources already available in the home.
After considering this information, curriculum and resources necessary to accomplish the educational plan will be implemented within the guidelines of the school.
It is our goal at Sage Oak to maximize flexibility in using instructional funds for the educational benefit of our students. When a parent wants to order curriculum/resources, he/she will fill out the Materials Request List or Services Request List form or provide the information on these forms in an email and will submit it to their TF/EA. The TF/EA will email the parent to acknowledge receipt of the request within 24 school hours and will respond to the request within three school days to communicate one of the following: the order was placed, to request additional information, or to deny the order. This time frame allows the TF/EA to research the requests to ensure they are within the guidelines of the state and school.
Addressing the California Standards
Enrollment in Sage Oak is dependent upon the student demonstrating adequate and appropriate monthly progress toward the standards. The TF/EA is available to help families understand the standards and how to implement them in each student’s academic program.
The subject and course standards and the parent overview standards are available on the Sage Oak website under Resources.
Additionally, parents can obtain the subject and course standards directly from the California Department of Education. Student friendly versions of the standards may be found here.
The TF/EA will provide parents with the state standards for the core subjects at each child's grade level, (or their individual courses if in high school), at the first meeting of each year.
English Language Learner
If a student has an English Language Learner (ELL) designation, that student will participate in language acquisition programs, unless waived by a parent/guardian, to meet the students’ needs in accordance with applicable law. This curriculum is provided by the school and monitored by the TF/EA. If a student is re-designated and is no longer considered an English Language Learner, then this requirement would no longer apply.
Instructional Funds, Materials, and Vendors
Instructional Funds Information and Guidelines
- Each California state student generates funds by his/her average daily attendance (ADA). The funds are budgeted for use as outlined in the school’s Local Accountability Plan (LCAP). Guidelines are as follows.
- Sage Oak may not provide any funds or other things of value to the pupil or his or her parent or guardian that a school district could not legally provide to a similarly situated pupil of the school district, or to his or her parents or guardian.
- Sage Oak may only receive funding for the provision of independent study to pupils who are residents of the counties the school serves
- The Instructional Funds are appropriated for education purposes to deliver the student's educational plan. The funding may only be spent on appropriate educational materials for the enrolled student. They may not be used to provide educational materials/admissions for siblings or parents or anyone else not enrolled in Sage Oak, or for materials not applicable to the enrolled student's educational plan.
- The Instructional Funds may be used on educational materials or services that are approved by the TF/EA.
- These funds can NOT be used for items designated in the Policy for Criteria of Materials (stated below) or activities/product/instructors disallowed in the Conflict of Interest Policy. They also cannot be spent on any item or activity that requires payment for transportation. Sage Oak does not pay for transportation, as we receive no transportation funding. For our students, all learning occurs at home, and anything the parent/student chooses to do outside of their home needs to be within the realm of what transportation they can and want to arrange/provide.
- The amount of funding is based on the ADA calendar the state uses to appropriate school funds. The IF amount is prorated and differs depending on the student's enrollment date.
- Students who are enrolled on the first day of the school year, will have the maximum amount of appropriated funds when planning their educational program. Students who enroll later in the year will have less than the maximum amount of appropriated funds with which to plan.
- The maximum IF appropriation for each student is $2,700 for grades TK-8, and $3,200 for grades 9–12, for those students who are enrolled for the entire 175 school days. The instructional funds are placed into the IF account in two disbursements during the school year. No school funding is provided directly to parents or students for any purpose.
Management of Instructional Funds
The parent and the TF/EA will work in cooperation to evaluate the most effective use of funds to produce the best possible outcomes in terms of student learning. It is the TF/EAs responsibility to assist each family in managing their instructional funds account within the guidelines set forth. Please be mindful that while these funds are allotted to each student/family, the funds remain part of the Sage Oak’s budget and the items purchased with these funds remain Sage Oak’s property. It is the TF/EAs responsibility to make sure that each family does not spend in excess of their allotted instructional funds. Parents can obtain information on their instructional funds balance at any time by contacting their TF/EA. Parents have the right and are encouraged to determine the allocation of these funds, however, the ultimate responsibility for ethical and professional distribution of these funds is the TF/EAs. This responsibility is not shared and the TF/EA is responsible to ensure that all core curriculum has been purchased prior to placing purchase orders for extra curricular activities. The administration will mediate any disagreements between parents and TF/EAs regarding IF purchases.
Criteria for Materials That Can Be Purchased with Instructional Funds
Sage Oak receives funding from the state to support student learning and progress toward the standards. Therefore, instructional funds (IFs) need to be spent on educational items that meet the criteria below.
- Educational curriculum ordered is appropriate for the student's courses and learning plan.
- Materials must be used to meet state and school standards for the student for whom the materials are being purchased.
- All materials must be non-sectarian and non-denominational.
- As a general rule, basic, economical items/models must be selected. If the student requires a higher-priced, less than basic item/model, a statement from the TF/EA justifying the purchase may be required.
- School & office supplies adequate for learning basic course skills (paper, pencils, etc).
- Materials for a documented educational project: fabric, wool, yarn enough for one project (exception: no food purchases allowed.)
- TF/EAs are responsible for monitoring the quantities of items purchased.
- Materials must not expose the TF/EA or student to danger or serious injury.
- Tracking forms & educational plans are required for certain items.
- School sponsored field trips
- Furniture, storage, organizational items (large or small items), picture frames, and other non-educational household items
- Excessive quantities of anything
- Computer parts or equipment for non school-owned computers
- Costumes, uniforms, clothes, makeup or jewelry
- Toys or items with no educational, standards-based value
- Personal hygiene items
- Personal PE items such as skis, bicycles, tricycles, scooter boards or items that are worn by a student (gloves, mitts) would be considered personal.
- Anything that is ordered in a size or weight for a student (bats, rackets, helmets, bikes, golf clubs, etc.)
- Musical instrument rentals or exchanges
- Some Home and Office Equipment: no faxes, copiers, phones, dictation equipment, TV's
- Power tools
- Kitchen Equipment: popcorn poppers, trays, plates, silverware and other basic kitchen supplies
- Yard Equipment: grass watering kits, garden ponds, swimming pools
- Anything that could expose the TF/EA or student to injury such as knives, poisons, darts, bow and arrows, weapons, welding equipment, etc
- Live animals, such as insects.
- Sectarian materials (see below for detailed instructions)
If a TF/EA inadvertently orders materials from this list, the TF/EA will collect the materials and return them to school administration.
Additional Guidelines for Specific Items
When ordering Legos, gardening items or toner, these guidelines must be followed.
School materials cannot have sectarian/religious content. The TF/EA will ensure sectarian/religious materials are not ordered with school funds.
At Sage Oak we value of technology as a powerful educational tool. Therefore, we offer our students a variety of technology options for purchase with IFs. Please be aware that, like all school materials, computers ordered with IFs are property of the school and must be returned when a student's enrollment in the school ends. Environmental waste fees and warranties for school owned computers must be purchased with IFs.
All families must have the Sage Oak Acceptable Use Policy on file with their TF/EA to ensure internet safety for students and that internet and computer policies and procedures are followed.
*Please note that computers don't come with Word or Office unless otherwise indicated in the description.
Our technology options will be updated regularly and may be found on our website.
GovConnection Ordering Process for Parents
Apple Technology Options
Computer Repair and Refresh Process
School owned computers can be repaired or refreshed with school funding.
A computer under warranty must be repaired by the company listed on the warranty paperwork. If a computer is out of warranty, the computer may be repaired by an approved vendor with IFs.
A computer must be refreshed by an approved school computer vendor before it can be placed with a new family. All personal information and any software programs that the school does not own must be removed from the computer. The cost of the refresh is paid for with IFs by the family who is receiving the computer. If upon refresh it is discovered that the computer needs additional repair, the receiving family may choose to repair the computer or not. Either way, the receiving family will still be responsible to use their IFs to cover the cost of the refresh.
A Service/Educational Activity is an educational activity paid for with IFs through a service vendor. Approved activities include but are not limited to: class fees, material costs (if approved as a materials vendor), enrichment activities, community involvement activities, core subject assistance, and other educational services fees from our current approved vendor list.
**Please note that all service orders must be placed one week prior the the start of class to allow time for processing.**
Educational Activity Policy
If instructional funding is to be used for an educational activity, all school policies and procedures must be followed.
Prior to a student enrolling in an educational activity non-core elective with instructional funds, core curriculum must be in place and the TF/EA must confirm that the student is making adequate progress to the standards.
- The educational activity must be approved by the TF/EA, the purchase order (PO) must be submitted and received by the vendor prior to the event/activity. POs should be submitted two weeks prior to the event/activity to allow time to process.
- Sage Oak will not, under any circumstances, reimburse parents or TF/EAs for a student's participation in any activity.
- Any contracted vendor will not, under any circumstances, reimburse parents or TF/EAs for a student's participation in any activity.
- No sectarian or denominational instruction may be given in any course/activity paid for by the school.
- The vendor must be approved before the school will pay for an activity
- School funding may only be used for students currently enrolled in the school, during the school year.
- The school does not typically pay for season passes, memberships, and recital fees.
- Memberships can be requested through your TF/EA, but they must get approval before placing a PO.
- Sage Oak cannot pay for uniforms, belts, costumes, makeup, and/or ticket costs.
- Unless otherwise required by applicable law, instructional funding cannot be used for the following: gas or mileage, transportation fees, meals, or parking, etc.
Field Trips are group activities that are organized and overseen by the Event Coordinator and school representatives. Field trips are a great way for students and parents to join other students while pursuing their individual learning plans.
Field Trips are school activities for which a parent can decide if their students and family would like to attend. Students’ participation in a trip is paid through their instructional funds, and parents and siblings will pay for out of pocket separate from the school.
Additional Field Trip Information
Disallowed Educational Activities
The following activities are examples of disallowed activities that cannot be paid for with school funds since they impose high liability and/or political risk to the school.
The Sage Oak vendor list is a list of approved vendors that sell materials or provide services for our students. Not all items that a vendor sells may be purchased with IFs. Please refer to the criteria of materials that can be purchased with IFs for the guidelines on what may/may not be purchased. The TF/EA makes the final decision as to what materials meet the criteria for acceptable purchase.
Requesting a New Vendor
A parent may request a new service or product vendor by submitting a Vendor Approval Request using this form. The educational value of the request will be evaluated by the vendor department and a final determination as to whether or not the a prospective vendor will be added to the vendor list will be made. Since vendor approval is a personnel matter, no information regarding why a vendor was denied will be shared.
Criteria for Educational Vendor Approval
In order to be an approved vendor with Sage Oak, vendors must meet the following criteria:
- Vendor must sell non-denominational or non-sectarian materials and/or provide non-denominational or non-sectarian instruction
- Vendor must sell educational materials or provide educational activities
- Vendor must complete the school vendor approval process
There are two types of work permits: General Work Permits and Entertainment Industry Work Permits. Work permit paperwork must be completed and submitted to the school. That paperwork can be found here.
General Work Permits are required for students ages 14-18 seeking employment at industries such as fast food, restaurant, etc. Students must maintain a 2.0 GPA with no Fs.
Entertainment Industry Work Permits are required for children of all ages who are employed in the entertainment industry.
- All work permits take up to three work days to process and are available year round (not applicable during school holidays)
- All forms must be filled out completely and correctly to be processed.
- All work permits are contingent on TF/EA approval.
- Working minors are required to maintain satisfactory school attendance and meet school academic standards. Schools and parents may revoke permission to work at any time. Sage Oak students must maintain a 2.0 minimum GPA with no Fs.
High School and Guidance
Detailed high school and guidance information can be found in the high school section of the Sage Oak Charter School website.
The Sage Oak Guidance Department staff are available to assist parents and students with high school planning as well as college and career guidance. To request an appointment please email firstname.lastname@example.org.
A student must successfully earn 220 semester credits in order to graduate from Sage Oak.
Credits are generally earned as follows:
- 5 credits per semester per course
- 10 credits for a year long, two-semester course.
Sage Oak Requirement
UC requirement A
30 Semester Credits:
10 credits World History
10 credits US History
5 credits US Government
5 credits Economics
2 years required:
1 year US history or ½ a year US history and ½ a year civics or government
1 year World History
UC requirement B
40 Semester Credits:
10 credits each English 9, 10, 11, 12 or other English course
4 years required:
College preparatory English that integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking.
UC requirement C
30 Semester Credits:
Algebra 1 is required
3 years required, 4 recommended:
College-preparatory mathematics that include or integrate the topics covered in elementary and advanced algebra and two- and three-dimensional geometry.
UC requirement D
20 Semester Credits:
10 credits of a physical science (physics, chemistry)
10 credits of a life science (biology, marine biology, botany, etc)
2 years required:
Laboratory science providing fundamental knowledge in at least two of the three disciplines of biology, chemistry and physics.
Language Other Than English (LOTE)
UC requirement E
UC requirement F
10 Semester Credits LOTE
10 credits VAPA (Visual and Performing Arts)
10 credits CTE (Career Technical Education)
Two years of the same language other than English or equivalent to the second level of high school instruction.
One year chosen from dance, music, theater or the visual arts.
UC requirement G
65 Semester Credits
1 year required: Chosen from the “a-f” courses beyond those used to satisfy the requirements, or from approved a-g electives.
College and Career Readiness
5 Semester Credits
20 credits required
400 minutes every 10 school days, minimum
The California Assessment of Student Performance and Progress (“CAASPP”) is the state-mandated academic testing program. All charter schools are required to administer the CAASPP, as well as other state-mandated assessments such as the CELDT/ELPAC and PFT. (Ed. Code, § 47605(c)(1).) CAASPP is a system intended to provide information that can be used to monitor student progress on an annual basis and ensure that all students leave high school ready for college and career. Following spring of each year, individual student test score reports are sent home to parents. Student score reports will include an overall score and a description of the student’s achievement level for English Language Arts/ Literacy and Mathematics.
In California, parents may opt out of state-mandated academic testing by submitting a written request to the school each year, but this only applies to the state-mandated assessments and we do not recommend opting out. There is no law permitting a parent to opt out of the school’s internal assessments. We do not recommend opting out because charter schools exist in a performance-based accountability system where they are held accountable for student academic performance. In fact, a charter school cannot continue to exist without collecting data on students’ performance on a variety of assessments and indicators.
It is important that we collect data on our students’ academic performance because, as mentioned, our school cannot exist without it. When a charter authorizer is evaluating whether to revoke a school’s charter, or to grant a school’s charter renewal petition, “increases in pupil academic achievement” is the most important factor in the decision. (Ed. Code, §§ 47607(c)(2) , 47607(a)(3)(A).) It’s therefore important during the revocation and renewal processes for a school to gather as much positive academic achievement data as possible to show that it’s increasing student performance. There are many ways a school can do this, such as evaluating graduation rates, attendance rates, suspension rates, and English learner reclassification rates, among others. But student performance on state-mandated assessments is by far the most common and easiest method. Schools with a high standardized testing opt-out rate don’t have as much data to work with, forcing the school to find other methods to prove their program is increasing student academic achievement such as increasing the number of local assessments. . We recommend that all students participate in state-mandated assessments.
Quick Glance ~ Expected Assessments by Grade Level
All TK-11th grade students must take the local assessment. Both pre and post tests are given each year and may be given as needed throughout the year.
Sage Oak uses i-Ready as its local assessment for students in grades K-11 in math and reading. The test pinpoints student needs down to the sub-skill level. Ongoing progress monitoring shows whether students are on track to achieve end-of-year targets.
Parent Proctoring Policy
Transitional Kindergarten/Kindergarten Assessment (TK/K)
All transitional kindergarten students take the Transitional Kindergarten/Kindergarten pre/post assessment. Students will be assessed on their letters/sounds, word recognition, number sense and math concepts.
Sage Oak is required to administer the statewide assessments known as California Assessment of Student Performance and Progress (CAASPP), and students are required to participate in them. These tests occur during the spring each year. They encompass the following assessments: Smarter Balanced tests which include computer adaptive tests (CATs) for ELA and math, performance tasks (PTs) for ELA and math, California Science Test (CAST) for Science and California Alternate Assessment (CAA).
Students in grades 3 through 8 and 11 take the Smarter Balanced assessments, and students in grades 5 and 8 will also take the CAST Science test. In addition, high school CAST participation is required before students graduate. Students’ high school science course plans help to determine whether the CAST will be taken in 11th or 12th grade. In the rare instance that a student takes Sage Oak’s local alternate assessment, it will be administered at the same time and location that the student is already scheduled to attend if he/she were taking the CAASPP/CAST test. Students taking the California Alternate Assessment in grades 5, 8, 11 and 12 will also take the CAST Science, unless they have an IEP indicating that they will take the California Alternate Assessment for Science (CAA).
Other statewide assessments include English Language Proficiency Assessment for California (ELPAC), Physical Fitness Test (PFT) and the Early Assessment Program (EAP).
Students who indicate that they are “other than English,” or have listed “other than English” family members living in the home on the enrollment application, will be required to take the ELPAC Initial Assessment (IA) within the first 30 calendar days of enrollment.
Students who have already been identified as an English Learner at Sage Oak or at a previous school, will be required to annually take the ELPAC Summative Assessment (SA) during the spring testing window.
Physical Fitness Test
The Physical Fitness Test is administered for students in 5th, 7th, and 9th grade. The following exercises are assessed:
- one mile run/walk
- height and weight (documented confidentially)
- trunk lift
- shoulder stretch
The Early Assessment Program is an optional assessment for students in grade 11 to determine the student's readiness for college-level English and mathematics. All 11th grade students answer questions in the English/Language Arts and mathematics sections of the Smarter Balanced computer assessments. Students have the option to release their results to the CSU system and/or a participating community college by indicating this within the test. The separate written essay is no longer required due to the rigor of Smarter Balanced assessments.
CAHSEE has been suspended per SB172.
At Sage Oak, we are committed to serving all students, including those with special needs. Special education and related services are available at no cost. We partner with the Sonoma County Charter SELPA, and for students without identified special needs who are experiencing academic challenges, Sage Oak implements a multi-tiered approach to supporting students through the SST (Student Success Team) process by providing research-based supports/interventions at various levels based on each student’s needs within the general education environment. At any point, if parents/guardians or the school team have concerns regarding a student’s academic progress or suspect that a disability is impacting a student’s ability to adequately progress within the general education environment, they can contact Sage Oak at (888) 435-4445.
Sage Oak provides special education services for students who qualify based on federal and state eligibility guidelines. Our school meets all requirements under the Individuals with Disabilities Education Improvement Act (IDEIA).
School Safety Plan
Sage Oak recognizes that students have the right to a safe and secure environment where they are free from physical and psychological harm. The school is fully committed to maximizing school safety and to creating a positive learning environment that includes strategies for violence prevention and high expectations for student conduct, responsible behavior, and respect for others. Additionally, there are a few instances even in an independent study model, that require a clear emergency preparedness plan. The Sage Oak School Safety Plan is written to address the safety of both the students and the staff.
The Sage Oak School Safety Plan contains the following elements:
- Emergency Preparedness in the following settings:
- Learning Period Meetings
- Testing sites
- Field Trips
- Staff meetings
- School office
- Human Resources Related Topics:
- Mandated Reporter
- Sexual Harassment
- Bloodborne Pathogens
- Bullying Policy
- Hate Crime Reporting
The complete Sage Oak School Safety Plan can be found here.