School Policies

Board Policy on Non-Discrimination

The governing board of the Charter School hereby adopts this policy on non-discrimination, which shall apply to all acts related to the Charter School’s activities and school attendance.

The Charter School is committed to providing a safe working and learning environment where all individuals are afforded equal access and opportunities. The Charter School prohibits discrimination, harassment, sexual harassment, intimidation and bullying, including cyber sexual bullying, in its academic and other educational programs, employment, services and activities based on the actual or perceived characteristics of disability, gender, gender identity, gender expression, nationality, race, ethnicity, creed, color, national origin, ancestry, ethnic group identification, immigration status, religion, religious affiliation, sex, sexual orientation, pregnancy, childbirth or related medical conditions, physical or mental disability, medical condition, potential or actual parental, family or marital status, age, genetic information, military and veteran status, denial of family and medical care leave, or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics, any other characteristic that is contained in the definition of hate crimes in the California Penal Code, or any other basis protected by federal, state or local law, ordinance or regulation.

The Charter School adheres to all provisions of federal law related to students with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990 (“ADA”), and the Individuals with Disabilities Education Improvement Act of 2004 (“IDEA”).

The Charter School does not condone or tolerate harassment of any type, including discrimination, intimidation, or bullying, including cyber sexual bullying, by any employee, independent contractor or other person with which the Charter School does business, or any other individual, student, or volunteer. This applies to all employees, students, or volunteers and relationships, regardless of position or gender. The Charter School will promptly and thoroughly investigate any complaint of harassment and take appropriate corrective action, if warranted. Inquiries, complaints, or grievances regarding harassment as described in this section, above, should be directed to the Charter School Uniform Complaint Procedures (“UCP”) and Title IX Compliance Officer:

Lindsay Reese
4348 54th Street
San Diego Ca 92115
(619) 268-0312
[email protected]

Education for Homeless Children & Youth Policy

The Mission Academy (“Charter School”) Board of Directors recognizes that homelessness is a serious problem and is concerned, in particular, about the education of homeless children and youth in the Charter School. The Charter School desires to ensure that homeless children and youth are provided with equal access to its educational program, have an opportunity to meet the same challenging state of California academic standards, are provided a free and appropriate public education, are not stigmatized or segregated on the basis of their status as homeless, and to establish safeguards that protect homeless students from discrimination on the basis of their homelessness.

Definition of Homeless Children & Youth

The term “homeless children and youth” means individuals who lack a fixed, regular and adequate nighttime residence. It includes children and youths who (42 U.S.C. § 11434a):

Are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;
Have a primary nighttime residence that is a public or private place not designed for or ordinarily used as regular sleeping accommodations for human beings;
Are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
Runaway, pushed out, migratory children, or unaccompanied youth may be considered homeless because they are living in the conditions described in (1)-(3) above.

Homeless status is determined in cooperation with the parent or guardian. In the case of unaccompanied youth, status is determined by the School Liaison.

Unaccompanied youth means a homeless child or youth not in the physical custody of a parent or guardian. (42 U.S.C. § 11434(a)(6).)

School of selection means the school of origin, or the school of residence.

School of origin means the school that the homeless student attended when permanently housed or the school in which he/she was last enrolled. If the school the homeless student attended when permanently housed is different from the school in which he/she was last enrolled, or if there is some other school that he/she attended within the preceding 15 months and with which he/she is connected, the School Liaison shall determine, in consultation with and with the agreement of the homeless student and the person holding the right to make educational decisions for the student, and in the best interests of the homeless student, which school shall be deemed the school of origin. (Education Code section 48852.7).

School of residence means any public school that students living in the same attendance area are eligible to attend.

Enrollment means attending classes and participating fully in school activities.

Best interest means that, in making educational and school placement decisions for a homeless student, consideration is given to, among other factors, educational stability, the opportunity to be educated in the least restrictive educational setting necessary to achieve academic progress, and the student’s access to academic resources, services, and extracurricular and enrichment activities that are available to all Charter School students. (Education Code sections 48850, 48853; 42 U.S.C. § 11432).

Employees & Student Interaction Policy

The Organization recognizes its responsibility to make and enforce all rules and regulations governing student and employee behavior to bring about the safest and most learning-conducive environment possible.

Corporal Punishment

Corporal punishment shall not be used as a disciplinary measure against any student. Corporal punishment includes the willful infliction of, or willfully causing the infliction of, physical pain on a student.

For purposes of this policy, corporal punishment does not include an employee’s use of force that is reasonable and necessary to protect the employee, students, employees or other persons or to prevent damage to property.

For clarification purposes, the following examples are offered for direction and guidance of Organization personnel:

A. Examples of PERMITTED actions (NOT corporal punishment)

1. Stopping a student from fighting with another student;
2. Preventing a pupil from committing an act of vandalism;
3. Defending yourself from physical injury or assault by a student;
4. Forcing a pupil to give up a weapon or dangerous object;
5. Requiring an athletic team to participate in strenuous physical training activities designed to strengthen or condition team members or improve their coordination, agility, or physical skills;
6. Engaging in group calisthenics, team drills, or other physical education or voluntary recreational activities.

B. Examples of PROHIBITED actions (corporal punishment)

1. Hitting, shoving, pushing, or physically restraining a student as a means of control;
2. Making unruly students do push-ups, run laps, or perform other physical acts that cause pain or discomfort as a form of punishment;
3. Paddling, swatting slapping, grabbing, pinching, kicking, or otherwise causing physical pain.

Acceptable and Unacceptable Employees & Student Behavior

This policy is intended to guide all Organization faculty and employees in conducting themselves in a way that reflects the high standards of behavior and professionalism required of Organization employees and to specify the boundaries between students and employees.

Although this policy gives specific, clear direction, it is each employees member’s obligation to avoid situations that could prompt suspicion by parents, students, colleagues, or Organization leaders. One viable standard that can be quickly applied, when you are unsure if certain conduct is acceptable, is to ask yourself, “Would I be engaged in this conduct if my family or colleagues were standing next to me?”

For the purposes of this policy, the term “boundaries” is defined as acceptable professional behavior by employee members while interacting with a student. Trespassing the boundaries of a student/teacher relationship is deemed an abuse of power and a betrayal of public trust.

Some activities may seem innocent from an employee’s perspective but can be perceived as flirtation or sexual insinuation from a student or parent point of view. The objective of the following lists of acceptable and unacceptable behaviors is not to restrain innocent, positive relationships between employees and students, but to prevent relationships that could lead to, or may be perceived as, sexual misconduct.

Employees must understand their own responsibility for ensuring that they do not cross the boundaries as written in this policy. Disagreeing with the wording or intent of the established boundaries will be considered irrelevant for disciplinary purposes. Thus, it is crucial that all employees learn this policy thoroughly and apply the lists of acceptable and unacceptable behaviors to their daily activities. Although sincere, competent interaction with students certainly fosters learning, student & employee’s interactions must have boundaries surrounding potential activities, locations and intentions.

Duty to Report Suspected Misconduct

When any employee reasonably suspects or believes that another employees member may have crossed the boundaries specified in this policy, he or she must immediately report the matter to an Organization administrator. All reports shall be as confidential as possible under the circumstances. It is the duty of the administrator to investigate and thoroughly report the situation. Employees must also report to the administration any awareness or concern of student behavior that crosses boundaries or where a student appears to be at risk for sexual abuse.

The following examples of specific behaviors are not an exhaustive list.

Unacceptable Employee & Student Behaviors (Violations of this Policy):

Giving gifts to an individual student that are of a personal and intimate nature.
Kissing of any kind
Any type of unwelcomed and unnecessary physical contact with a student in a private situation.
Making or participating in sexually inappropriate comments, listening to or telling stories that are sexually oriented, or participating in sexual jokes, stories of a sexual nature, or inappropriate sexual comments.
Discussing inappropriate personal troubles or intimate issues with a student in an attempt to gain their support and understanding.
Seeking emotional involvement with a student for your benefit.
Becoming involved with a student so that a reasonable person may suspect inappropriate behavior.
Intentionally being alone with a student away from the Organization or in a room with a student with the door and blinds of an interior window closed.
Inappropriate remarks about the physical attributes or development of anyone.
Allowing students in your home.
Communication with students through use of technology or social media, where the content of such communication is not about Organization or Organization activities.
Excessive attention toward a particular student.

(These behaviors should only be exercised when an employee has parent and supervisor permission.)

(a) Giving students a ride to/from the Organization or Organization activities.

(b) Being alone in a room with a student at Organization with the door closed.

Cautionary Employees/Student Behaviors

(These behaviors should only be exercised when a reasonable and prudent person, acting as an educator, is prevented from using a better practice or behavior. Employees members should inform their supervisor of the circumstance and occurrence prior to or immediately after the occurrence)

(a) Remarks about the physical attributes or development of anyone.

(b) Excessive attention toward a particular student.

Acceptable and Recommended Employees/Student Behaviors

Getting Organization and parental written consent for any after-hours Organization activity.
Obtaining formal approval to take students off Organization property for Organization-related activities.
Keeping all communication with students through the use of technology and social media professional and related to Organization activities or classes and conducted on Organization technology systems.
Keeping the door and/or blinds of an interior window open when alone with a student.
Keeping reasonable physical distance from students.
Stopping and correcting students if they cross your own personal boundaries.
Keeping after-class discussions with a student professional and brief.
Asking for advice from fellow employees or administrators if you find yourself in a difficult situation related to boundaries.
Involving the Organization’s principal or your supervisor if an inappropriate situation, including conflict, arises with a student.
Informing your principal or supervisor about situations that have the potential to become more severe.
Making detailed notes about an incident that could evolve into a more serious situation later.
Recognizing and acting in accordance with the responsibility to stop unacceptable behavior of students or coworkers.
Asking another employee to be present when you must be alone with a student.
Asking another employees member to be present when you must be alone with a student after regular Organization hours.
Giving students praise and recognition without touching them.
Pats on the back, high fives, and handshakes are acceptable.
Keeping your professional conduct, a high priority.
Emails, text, phone and instant messages to students must be very professional and pertaining to Organization activities or classes (Communication should be limited to Organization technology).
Keeping parents informed when a significant issue develops about a student.
Making detailed notes about an incident that could evolve into a more serious situation later.
Asking yourself if your actions are worth your job and career.

This statement of prohibited conduct does not alter the Organization’s policy of at-will employment. Either you or the Organization remains free to terminate the employment relationship at any time, with or without reason or advance notice.

Mathematics Placement Policy

The Board of Directors (“Board”) of Mission Academy (“Charter School”) adopts this policy to establish a fair, objective, and transparent protocol for placement in mathematics courses for students entering 9th grade, in order to ensure the success of every student and to meet the legislative intent of the California Mathematics Placement Act of 2015.

In determining the mathematics course placement for entering 9th grade students, the Charter School systematically takes multiple objective academic measures of student performance into consideration, including two (2) or more of the following:
a. Statewide mathematics assessments, including interim and summative assessments through the California Assessment of Student Performance and Progress (“CAASPP”).
b. Placement tests that are aligned to state-adopted content standards in mathematics;
c. Recommendation, if available, of each student’s 8th and/or 9th grade mathematics teacher based on classroom assignment and grades.
d. Final grade in mathematics on the student’s official, end of the year 8th and/or 9th grade report card.
e. Results from all placement checkpoints, including at least one (1) placement checkpoint within the first month of the school year as described in Section 2, below.
The Charter School will provide at least one (1) placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual student progress. All mathematics teachers responsible for teaching 9th grade students will assess the mathematics placements for each 9th grade student assigned to the teacher’s mathematics class. The teacher’s assessment will take into consideration factors which may include, but are not limited to, the student’s classroom assignments, quizzes, tests, exams, and grades, classroom participation, and any comments provided by the student, the student’s parent/legal guardian, and/or the student’s other teachers regarding the student’s mathematics placement. Based on the assessment, the teacher will then recommend that the student remain in the current mathematics placement or be transferred to another mathematics placement, in which case the teacher shall specify the mathematics course or level recommended for the student.
The Charter School Area Superintendent, or designee, shall examine aggregate student placement data annually to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures included in Section 1 of this policy are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. The Charter School shall annually report the aggregate results of this examination to the Charter School Board.
The Charter School offers clear and timely recourse for each student and the student’s parent or legal guardian who questions the student’s placement, as follows:
a. A parent/legal guardian of any 9th grade student may submit a written request to the Charter School Principal, or Principal’s designee, that:
i. Requests information regarding how the student’s mathematics placement was determined. Within ten (10) days of receipt, the Principal or designee shall respond in writing to the parent/legal guardian’s request by providing the information, including the objective academic measures that the Charter School relied upon in determining the student’s mathematics placement.
ii. Requests that the student retake the placement test, in which case the Principal or designee will attempt to facilitate the retest within two (2) weeks.
iii. Requests reconsideration of the student’s mathematics placement based on objective academic measures. Within ten (10) school days of receipt, the Principal or designee shall respond in writing to the parent/legal guardian’s request. The Principal or designee and the student’s mathematics teacher must assess the objective academic measures provided by the parent in conjunction with the objective academic measures identified in Section 1 and 2 of this policy. Based on this assessment, the Principal or designee must determine whether the most appropriate mathematics placement for the student is the student’s current placement or another placement, in which case the Principal or designee shall specify the mathematics course or level recommended for the student. The Principal’s or designee’s response must provide the determination as well as the objective academic measures that the Principal or designee relied upon in making that determination.
b. Notwithstanding the foregoing, if the Principal or designee requires additional time to respond to a parent/legal guardian’s request, the Principal or designee will provide a written response indicating that additional time is needed. In no event shall the Principal ’s or designee’s response time exceed one (1) month.
c. If, after reconsideration of the student’s mathematics placement by the Principal or designee, the parent/legal guardian is dissatisfied with the student’s mathematics placement, the parent/legal guardian may choose to sign a voluntary waiver requesting that the student be placed in another mathematics course against the professional recommendation of the Principal or designee, acknowledging and accepting responsibility for this placement.
The Charter School shall ensure that this mathematics placement policy is posted on its website.
This policy is adopted pursuant to the Mathematics Placement Act of 2015, enacted as Education Code Section 51224.7.

Personalized Learning Policy

Privacy Policy

Notice: this Privacy Policy has been changed effective July 1, 2018

Thank you for visiting our school website and reviewing our privacy policy. We follow this privacy policy in accordance with applicable law. You can visit our site anonymously. We collect no personal information about you when you visit our website unless you choose to provide that information to us.

If you choose to send us an e-mail or transmit a completed online form that includes personal information, we collect your contact details and use that personal information to respond to your message and perform normal processing/enrollment functions of the school. The types of information that we collect include contact information that personally identifies you (such as a parent’s name, student’s name, postal address, email address, phone numbers, a student’s age and grade level) and anonymous information (information that does not identify a visitor and which cannot reasonably be used to identify an individual visitor, such as cookies, usage, viewing, technical, and device data when you visit our website). The personal information you provide is not provided to third party entities or persons, except for the limited use as noted below, as required by applicable law, or with your written permission. We do not collect or use personal information for commercial marketing or share it with any third parties for such purposes.

We honor Do Not Track signals and do not track, plant cookies, or collect information when a Do Not Track browser mechanism is in place.

Personal information, specifically regarding the parent or guardian only, provided by parents or guardians for prospective students placed on our enrollment list may be shared with the school’s charter authorizer or other local authorized charter schools to better service student needs or educational requirements.

From time to time, we may change this privacy policy to accommodate new technologies, changes in law or regulations, or for other purposes. We will provide notice to you on this privacy policy page of any material changes made to our privacy policy along with an updated “last modified” version.

If you have any questions about what information we have collected about you, object to your information or likeness used in our website or want to change your personally identifiable information, please notify our school by e-mailing us at [email protected].

We will respond to your questions, remove from the website any objectionable information or likeness, or change your information as soon as possible.

Thank you.

School Policy on Suicide Prevention

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COVID-19 Information

COVID-19 Plan

Testing Plan

FAQ’s

Has California mandated vaccinations for high schools and when does it go into effect?
The California Department of Public Health (CDPH) states, “students will be required to get vaccinated to come to school.”

The office of Governor Newsom states, “the requirement is expected to apply to grades 7-12 starting on July 1, 2022. However, local health jurisdictions and local education agencies are encouraged to implement requirements ahead of a statewide requirement based on their local circumstances.”

April 14, 2022 update: CDPH’s Statement on Timeline for COVID-19 Vaccine Requirements in Schools that was released on April 14, 2022 states that “ California will not initiate the regulatory process for a COVID-19 vaccine requirement for the 2022-2023 school year and as such, any vaccine requirements would not take effect until after full FDA approval and no sooner than July 1, 2023.”

We will share new information from the California Department of Public Health as soon as it is released.

How do I find out if my school has a vaccination mandate?
Learn4Life schools will send out official communications of all pertinent details as soon as the CDPH releases specific information about the vaccine mandate for grades 7-12 and for students in ages 5-11 that corresponds to grades K-6.

If I’m not vaccinated, will I still be able to graduate?

Absolutely! All Learn4Life schools have options for students who are unvaccinated and enrolled with us. Our personalized education model is flexible so we can easily switch to distance learning when vaccination rules are imposed on a school. We are dedicated to ensuring all our students stay on track to graduate – regardless of their vaccination status.

Can I attend school if I’m not vaccinated but have a negative COVID-19 test?
Not at this time. The COVID-19 vaccination mandate for students currently does not mention testing as an option to be an exempt from the mandate.

If I have been vaccinated but don’t have a booster, am I considered fully vaccinated?
The definition of being fully vaccinated remains the same without the requirement of a booster at this time. In this current surge of COVID-19 cases with the Omicron variant, it is a possibility that booster shots maybe recommended or required for students and school workers in the future. We will share any new updates if the CDC or CDPH changes the definition.

What if I can’t locate my vaccination card?
There are several ways to acquire a record of your vaccination:1. Visit the CDPH website to obtain your COVID-19 vaccine record.
2. Request from the medical provider or doctor where you were vaccinated.
3. If you cannot contact your vaccination provider directly, contact the state health department’s immunization information system (IIS). Vaccination providers are required to report COVID-19 vaccinations to their IIS and related systems.
4. If you enrolled in v-safeor VaxText after your first vaccine dose, you can access your vaccination information using those tools.
5. If you have made every effort to locate your vaccination information, are unable to get a copy or replacement of your vaccination card, or need another COVID-19 vaccine dose, talk to a vaccination provider.

Are all the teachers and school staff required to be vaccinated?
School workers must comply with a vaccination or test mandate from CDPH Health Order from August 11, 2021. The initial communication from the office of the Governor states “the current verify-or-test requirement for staff will be converted to a vaccine mandate no later than when the first phase of the student requirement becomes effective.” We will continue to monitor whether CDPH will impose this mandate as we get closer to July 1, 2022.

The federal government is offering four free individual rapid antigen COVID-19 test kits to residents throughout the country. You can place your order here.While it is not mandatory to request and receive them, it can be useful since so many state and local authorities are requiring a negative test result to return to school, work or a business/entertainment facility. The kits are completely free with free shipping and will take approximately 7-12 days to ship.

If you need a test before you receive yours in the mail, most pharmacies and doctor’s offices have tests available, and your county health department will list free community-wide testing centers.

Title IX, Harassment, Intimidation, Discrimination and Bullying Policy