Communication Notes to Home Notes to Home is our weekly parent newsletter, sent on Monday afternoons. If you are not receiving weekly Notes to Home via email, please email Mr. Merrill at kmerrill@cclcs.info and he will affirm you are on the list. If you have a community event or note that you would like to include in Notes to Home, please email Ms. Kast at hkast@cclcs.info by 9am on Monday mornings. 2025-2026 Notes to Home August Mailing (Portuguese ) Mid-August NTH ( Portuguese ) First Day of School (Portuguese ) September 8th (Portuguese ) September 15th (Portuguese ) September 29th (Portuguese ) October 6th (Portuguese ) October 14th (Portuguese ) October 27th (Portuguese ) November 3rd (Portuguese ) November 10th (Portuguese ) November 17th (Portuguese ) November 24th (Portuguese ) December 1st (Portuguese ) December 8th (Portuguese ) December 15th (Portuguese ) January 5th (Portuguese ) January 12th (Portuguese ) January 21st (Portuguese ) January 26th (Portuguese ) February 2nd (Portuguese ) February 9th (Portuguese ) March 2nd (Portuguese ) March 8th (Portuguese ) March 16th (Portuguese ) March 24th (Portuguese ) March 31st (Portuguese ) 2025-2026 Friday Photos September 5 September 12 September 19 September 26 October 10 October 17 October 24 October 31 November 7 November 14 November 21 December 5 December 12 December 19 January 9 January 16 January 23 January 30 February 6 February 13 March 6 March 13 March 20 March 27 Facebook CCLCS has a public facebook page and a closed group on Facebook named The CCLCS Connection. Parents are invited to join the group. All cancellations and pertinent information is posted there as well as requests, questions from parents and much more. Instagram CCLCS has an instagram account: @cclighthousecharter

Employment 2025-2026 Job Postings: Cape Cod Lighthouse Charter School is an established public middle school (serving 6th, 7th and 8th grade) offering a project rich, interdisciplinary curriculum. Teachers are empowered by the inclusive and collaborative nature of their roles. Teachers must be highly qualified. Competitive salary and benefits package. CCLCS is committed to ensuring the representation and participation of candidates from diverse backgrounds and experiences. We encourage all qualified individuals, particularly those from historically marginalized groups, to apply. Substitute Teachers (Ongoing) Please download and fill out the application packet below and return it to school. Thank you. Substitute Teacher Application Packet

Substance Use Prevention Policy CCLCS Substance Use Prevention Policy Cape Cod Lighthouse Charter School recognizes that the use of alcohol, tobacco and other drugs is a significant health problem for students, resulting in negative effects on behavior, learning and overall development. Students who bring alcohol or drugs to school or who come to school under the influence of alcohol or drugs have violated the trust of the school community and impaired the ability of the school to carry out its mission. In order to insure the safety and well being of individual students and the school community, CCLCS takes the following steps: Establish a strong, comprehensive, prevention based program which focuses not only on drug use, but on life skills designed to help students develop good decision making abilities, critical thinking, a healthy sense of self, school attachment and achievement and positive family and social relationships. Adopt a zero tolerance policy in terms of illegal drug use (including tobacco) and related activity (e.g. selling, being under the influence, conversations that glorify use, etc.). Note that this does not necessarily mean expulsion, but it does mean mandatory treatment/counseling/possible testing. Students shall not knowingly buy, sell, possess, use, distribute, be under the influence of an alcoholic beverage, non prescribed drug or controlled substance or misuse an over the counter drug of any kind while on school grounds, at school sponsored activities and while representing CCLCS. Has a well articulated set of guidelines and applied uniformity to address incidents of drug/alcohol use that affect the school environment and the safety of our students. Has a staff thoroughly educated in the causes, risk factors, signs and progressive nature of teen drug/alcohol use so that they are able to detect problems and help with appropriate interventions. Attends to the mental/emotional health of the student body through group work, peer leadership and parent communication. CCLCS’s policy and range of disciplinary and guidance actions take a very strong and clear stand against the use of illegal drugs, alcohols and tobacco. A series of actions has been developed that the school may offer to the family and to the student who has violated the above policy. The actions are designed to educate and change the behavior of the student. They are also intended to provide a climate at CCLCS that will enable students and adults to discuss more openly the actual, or potential use of drugs, alcohols and tobacco. A policy that allows students to learn from their mistakes and to be reintegrated into the school community will enable students to discuss more candidly the actual situation. Disciplinary & Guidance Actions When a student is found to have possessed, used, or sold alcohol, marijuana or other illegal narcotic substances, or any paraphernalia associated with the use of these substances, on school grounds or during a school sponsored event off campus, the Director will implement a series of steps to include: Appropriate disciplinary consequences Therapeutic interventions (medical care and/or counseling The director will work closely with the student and parents in the development of an overall plan. The involvement and cooperation of parents is absolutely essential in developing a plan which will result in safe and healthy behavior. Aspects of the overall plan will include: Assessment and Evaluation - It is extremely important for the school and parents to discover the truth about suspected drug use. Sometimes, the evidence will be very clear. Other times, there may be only very strong staff or parent suspicion. In all cases, of totally clear or very strong suspicion in order to discover to the fullest possible truth, the student will undergo a medical evaluation and an interview by a counselor to determine the extent of involvement in alcohol, tobacco or drug use. The confidential information from the evaluation will be shared with the school. In cases of parent suspicion, the school stands ready to assist in every possible way, including referral to professional help. Suspension from School - After a determination has been made that the student has violated the policy against the use of alcohol, tobacco or illegal drugs, he/she will be suspended from school for an appropriate period of time. If the student at the time of the suspension is a member of an athletic team, he/she will not be permitted to play in an interscholastic game for the remainder of the season. Counseling - The student will voluntarily enter a course of counseling appropriate to the findings of the evaluation. The appropriate course of counseling will be mutually determined by the student, parents and Director. The willingness of the student and parents in fully participating in the assessment and counseling process will be an important factor in finalizing the disciplinary consequences. There may be situations where students voluntarily seek help for themselves. In such cases, there will be no disciplinary consequences and every effort will be made to provide support and professional assistance. Community Support - The student will participate in a program of community services most often during recess or other free time. Loss of School Privileges - The student may not be able to attend school sponsored activities or trips.

Breakfast/Lunch Program We're On Online! Parents Can Order School Meals Online! Cape Cod Lighthouse Charter School has selected EZ School Apps fo r our school lunch management software. This product offers the school a safe and secure way to pay for student meals online from any browser using EZ Parent Center at www.ezschoolapps.com/ParentLogin.aspx. It also provides a parent and students the opportunity to discuss meal options and then preorder meals online. Directions on signing up and ordering. EZ School Apps Instructions CCLCS Online Breakfast/Lunch Program *All school breakfasts and lunches are FREE for ALL STUDENTS the 2 025-2026 school year Cape Cod Lighthouse Charter School is pleased to announce that we will be participating in the National School Lunch Program. What does this mean? All lunches and breakfasts MUST be ordered online in advance. All orders will be made through EZ School Apps Our program is a closed program, meaning it is only available to CCLCS students. All breakfast and lunches must be ordered ahead of time online! After signing up you will have the opportunity to: View the school’s menu options. Select and order meals for your student online. Breakfast and/or lunches should be placed on FRIDAYS for the following week: Breakfast and/or lunch orders for the following week are due no later than Friday of the week prior. Standing orders (same items each week) are encouraged and can be placed on the website Absences: when you call in an absence, please let us know to cancel & credit their lunch for that day. Tardies: if you know your student will arrive late on a day they have a lunch order, please call by 9:15 a.m., and let us know if they will be here for lunch. Otherwise, their lunch will be canceled. If you have any questions or concerns about the breakfast/lunch program please contact Hannah Kast at hkast@cclcs.info. Food Modification Policy USDA's Non Discrimination Policy CCLCS School Wellness Policy 2023 Wellsat Results Free and Reduced-Price Lunch While all school meals are free in the Commonwealth of Massachusetts, families who qualify for Free and Reduced lunch may be eligible for additional discounts that would benefit your family. Please be aware that families must re-apply each year. 2025- 26 Free & Reduced Lunch Application Form Free & Reduced Lunch Application Directions 2025-2026 Free & Reduced Lunch Application Form (Spanish) 2025-2026 Free & Reduced Lunch Application Form (Portuguese) Sun Bucks Information If families have questions regarding Sun Bucks resources, please see the following resources . Summer 2025 Benefits Project Bread's FoodSource Hotline The Cape Cod Lighthouse Charter School will be participating in the National School Lunch Program. As part of this program, The Cape Cod Lighthouse Charter School will offer healthy m eals every school day at NO COST due to the Statewide Waiver to Allow the Seamless Summer Option through School Year 2024-2024. Students will be able to participate in these programs w ithout having to pay a fee or submit a household application. Non-Discrimination Statement: In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sexual orientation, gender identity, housing status, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English. To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: https://www.usda.gov/oascr/how-to-file-a-program-discrimination-complaint , and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: Mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; Fax: (202) 690-7442; or Email: program.intake@usda.gov This institution is an equal opportunity provider.

VAPING PRESENTATION Vaping Education Presentation by Stacey Schakel, MPS Nurse Coordinator February 27, 2019 Below is the YouTube video Ms. Shakel created with Mashpee TV. What is Vaping? Your Teen Is Underestimating the Health Risks of Vaping By KATHLEEN RAVEN DECEMBER 19, 2018 December 18, Surgeon General Jerome Adams issued a rare advisory—the fourth in 10 years—from his office. “I am officially declaring e-cigarette use [vaping] among youth an epidemic in the United States,” Dr. Adams said. The numbers are startling. Eleven percent of high school seniors, 8 percent of 10th-graders, and 3.5 percent of eighth-graders reported vaping with nicotine in a one month period, according to a national survey released from the University of Michigan late last year. The worrying part? Young people think vaping is mostly harmless. To understand vaping, it’s best to start on broad terms. To vape is to inhale vapor created from a liquid heated up inside a device. From there, things quickly get complicated. The devices have many names—vape pens, pod mods, tanks, electronic nicotine delivery devices (ENDS), e-hookahs and e-cigarettes. The liquid they contain also has many monikers—it might be called e-juice, e-liquid, cartridges, pods, or oil. Most vape liquids contain a combination of propylene glycol or glycerol—also called glycerin—as a base, and nicotine, marijuana, or flavoring chemicals to produce common or outlandish flavors, from mint to “unicorn puke.” The devices rely on batteries to power heating elements made of various materials that aerosolize the liquid. Read the rest of the article on Yale Medicine.org Vaping Resources Vaping Resources: Monitoring the Future 2018: https://www.drugabuse.gov/trends-statistics/monitoring-future/monitoring-future-study-trends-in-prevalence-various-drugs CDC: Vitalsigns e-Cigs: http://bit.ly/2vZ34E0 CDC: Know the Risks: e-Cigs and Young People: http://bit.ly/2t1vhpW CDC: Fact Sheet: https://www.cdc.gov/tobacco/basic_information/e-cigarettes/factsheet/index.html Center for Living - Dangers of Vaping https://www.centerforliving.org/wp-content/uploads/2018/07/centerforliving.org_dangers_of_vaping.pdf Campaign for Tobacco Free Kids https://www.tobaccofreekids.org/assets/factsheets/0394.pdf Massachusetts DPH - http://makesmokinghistory.org/dangers-of-vaping/ Massachusetts DPH - FAQ’s About Vaping: http://files.hria.org/files/TC3480.pdf Massachusetts DPH - How to Talk to Your Kids About Vaping: http://files.hria.org/files/TC3479.pdf Massachusetts DPH - The New Look of Nicotine Addiction: http://files.hria.org/files/TC3477.pdf National Institute on Drug Abuse – Electronic Cigarettes: https://d14rmgtrwzf5a.cloudfront.net/sites/default/files/drugfacts-ecig.pdf = Prevention Resources E-Cigarette Prevention: CATCH My Breath – CATCH (Coordinated Approach to Child Health). A youth e-cigarette prevention program targeting ages 11-18. The program is divided into 4 sessions lasting 35-40 minutes each and uses a variety of educational strategies including: cooperative learning groups, group discussions, goal setting, interviews, and analyzing mass media. The Tobacco Prevention Toolkit – Stanford University School of Medicine. A toolkit for teachers with in-classroom units and lesson plans on e-cigarettes, tobacco, and nicotine. The toolkit includes PowerPoints, discussion guides, worksheets, and activities. ASPIRE – MD Anderson Center. ASPIRE is a free, bilingual, online tool that helps middle and high school teens learn about being tobacco free. smokeSCREEN: A Smoking Prevention Videogame – play2PREVENT Get Smart about Tobacco: Health and Science Education Program – Scholastic Cessation Resources Smokefree Teen – U.S. Department of Health and Human Services Truth Initiative® has expanded its quit-smoking resources to include a first-of-its kind e-cigarette quit program. This innovative and free text message program was created with input from teens, college students and young adults who have attempted to, or successfully, quit e-cigarettes. The program is tailored by age group to give teens and young adults appropriate recommendations about quitting. The program will also serve as a resource for parents looking to help their children who now vape. To access the new e-cigarette quit program, users can text "QUIT" to (202) 804-9884. Talk to an expert for cessation help – 1-800-QUIT-NOW (1-800-784-8669) Caron Educational Alliance - https://www.caron.org/our-programs/education-alliance Project CONNECT - https://www.caron.org/our-programs/education-alliance/student-assistance-program/project-connect

Governance BOARD OF TRUSTEES - SCHEDULE & MINUTES - ANNUAL REPORTS Board of Trustees/ Finance Committee C harter schools are public schools operated according to the law and governed by a Board of Trustees. Our Board meets at 6:00 p.m. on the third Monday of each month unless that day falls on a school vacation or is a holiday, in which case they meet on the second Monday. Before the Board meeting, the Finance Committee meets at 5:30 p.m. 2024-25 Board of Trustees Tracy Murphy, Chair James McAuliffe, Vice Chair Michael MacMillan, Tr easurer Ben Parsons, Executive Director Beth Woelflein, Associate Director Christin Sims, Faculty Rep Josh Stewart, Faculty Rep Michael Grugan, Trustee Rachel Martin, Trustee John Scichilone, Trustee Caitlin Wojkowski, Trustee Lisa Mincieli, Trustee Annual Reports Annual Report 2024-2025 Annual Report 2023-2024 Annual Report 2022-2023 Annual Report 2021-2022 Annual Report 2020-2021 Annual Report 2019-2020 Annual Report 2018-2019 Annual Report 2017-2018 Annual Report 2016-2017 Annual Report 2015-2016 Annual Report 2014-2015 Annual Report 2013-2014 Annual Report 2012-2013 Annual Report 2011-2012 Annual Report 2010-2011 Annual Report 2009-2010 Annual Report 2008-2009 Annual Report 2007-2008 Annual Report 2006-2007 Annual Report 2005-2006 Annual Report 2 004-2005 Annual Report 2003-2004 Annual Report 2 002-2003 Annual Report 2001-2002 DESE Report Card Letters 2023 2024 2025 Renewal Application 2018 Renewal Application Meeting Schedule & Minutes Meetings begin at 6 p.m. and are held at our school. Finance Committee meets a half hour prior. Click the meeting date to read the minutes of that specific meeting. Meeting minutes are posted after the minutes are accepted at the next month's meeting. School Year 2025-2026 August 18 Board Agenda Minutes FinCom Agenda Minutes September 15 Board Agenda Minutes FinCom Agenda Minutes October 20 Board Agenda Minutes FinCom Agenda Minutes November 17 Board Agenda Minutes FinCom Agenda (FinCom Cancelled) December 15 Board Agenda Minutes FinCom Agenda Minutes January 26 (*virtual due to weather*) Board Agenda Minutes FinCom Agenda Minutes February 23 Board Agenda Minutes FinCom Agenda Minutes (*cancelled due to blizzard*) March 16 Board Agenda Minutes FinCom Agenda Minutes April 20 May 26 June 15 School Year 2024 -2025 August 19 F in Com Agenda FinCom Minutes September 16 Board Agenda Board Minutes September 24 Fin Com Agenda FinCom Minutes October 21 Board Agenda F in Com Agenda Board Minutes FinCom Minutes November 18 Board Agenda F in Com Agenda Board Minutes FinCom Minutes December 16 Board Agenda Fin Com Agenda Board Minutes FinCom Minutes January 2 Board Agenda Board Minutes Executive Director Search Committee Meeting (Jan. 8th) Agenda Minutes Executive Director Search Committee Meeting (Jan. 22nd) Agenda Minutes January 27 Board Agenda Board Minutes Executive Director Search Committee Meeting (Feb. 5th) Agenda Minutes Executive Director Search Committee Meeting (Feb. 6th) Agenda A Agenda B Minutes A Minutes B Executive Director Search Committee Meeting (Feb. 10th) Agenda Minutes Executive Director Search Committee Meeting (Feb. 13th) Agenda Minutes February 24 Board Agenda FinCom Agenda (meeting cancelled) Executive Director Search Committee Meeting (March 4th) Agenda Minutes Executive Director Search Committee Meeting (March 6th) Agenda Minutes March 10 Board Agenda Board Minutes April 12 Board Agenda (retreat) April 28 Board Agenda Minutes FinCom Agenda Minutes May 19 Board Agenda FinCom Agenda (meeting cancelled) May 27 Board Agenda Minutes FinCom Agenda Minutes June 23 Board Agenda Minutes FinCom Agenda Minutes School Year 2023-2024 August 21 Board Agenda FinCom Agenda B oard Minutes FinCom Minutes September 5 (special session) Board Agenda Board Minutes September 18 Board Agenda Board Minutes October 13 (special session) Board Agenda Board Minutes October 16 Board Agenda FinCom Agenda Board Minutes FinCom Minutes November 20 Board Agenda Fin Com Agenda Board Minutes FinCom Minutes December 18 Board Agenda Fin Com Agenda Board Minutes FinCom Minutes January 22 Board Agenda Fin Com Agend a Board Minutes FinCom Minutes February 26 Board Agenda F in Com Agenda Board Minutes (Fin Com Did Not Meet) March 18 Board Agenda Fin Com Agenda Board Minutes FinCom Minutes April 22 Board Agenda F in Com Agenda (Did Not Meet) May 13 Board Agenda Fin Com Agenda Board Minutes FinCom Minutes June 17 Board Agenda F in Com Agenda Board Minutes FinCom Minutes July 29 Board Agenda Board Minutes School Year 2022-23 August 22 Board Agenda FinCom Agenda Board Minutes FinCom Minutes September 19 Board Agenda FinCom Agenda Board Minutes FinCom Minutes Meeting Agenda updated at 8am on Monday, Sept 19th, 2022 October 11 Board Agenda Board Minutes October 17 No Meeting November 21 Board Agenda FinCom Agenda Board Minutes FinCom Minutes December 19 Board Agenda FinCom Agenda Board Minutes FinCom Minutes January 23 Board Agenda FinCom Agenda Board Min utes FinCom Minutes February 27 Board A genda FinCom Agenda Board Minutes FinCom Minutes Meeting Agenda updated 1:15 on Monday, Feb. 27th, 2022 - virtual meeting March 20 Board Agenda FinCom Agenda Board Minutes FinCom Minutes April 24 Board Agenda FinCom Agenda Board Minutes FinCom Minutes May 15 Board Agenda FinCom Agenda Board Minutes FinCom Minutes June 26 Board Agenda FinCom Agenda Board Minutes FinCom Minutes For anyone who plans on attending via Zoom, please find the invitation below. Thank you! Topic: Ben Parsons's Personal Meeting Room Join Zoom Meeting https://us02web.zoom.us/j/2452227204?pwd=lj0XMkRBETUXaCBKP4WhYmDbk8mKMJ.1 Meeting ID: 245 222 7204 Passcode: 0Y76gR To request prior meeting minutes please contact us at info@cclcs.info .

Community Partners Our Partners Part of our mission is community outreach. We strive to integrate our students into our local community. Below is a list of our community partners past and present. Academy of Performing Arts - 30 years as a vibrant arts institution. In addition to great performances at the Playhouse, they offer year round instruction in dance, music and theatre for all ages with unique opportunities for performance in a variety of productions. Outreach programs continue to provide area schools with residencies, workshops, and assemblies to help promote the integration of the arts throughout the school curriculum. Partnerships - classes & plays (students acting in) & venue hosting Big and Small Puppetworks - Creating new works that uplift the human spirit, celebrate community,and draw on historical, cultural, and environmental themes through music, movement, and mask. Partnerships - Two Old Women ; Missa Gaia Calmer Choice - Envisions a world in which young people lead lives of kindness and compassion towards themselves and others. Cape Cod Five Cents Savings Bank Cape Cod Museum of Natural History was founded in 1954, with a mission to encourage and advance understanding of our natural environment through discovery and learning. Partnerships - The Sylvia Howe Thompson Pilot Project , the BioBlitz , many visits to the museum like this , the marine plankton exhibit , Seminars , Pleasant Bay Water Quality Study... Cape Museum of Art - Collecting conserve, study, interpret and exhibit works by outstanding artists associated with Cape Cod and the Islands. Through its programs, the museum seeks to preserve the artistic heritage of the area and to foster artistic and cultural growth within the individual and the community. Partnerships - Art classes to the museum like this , and this , Seminars ... Cape Repertory Theatre Partnerships - Use of their theatre and frequent use of their fields for physical education... Center for Coastal Studies was founded in 1976 as an independent, nonprofit institution dedicated to research, conservation, and public education for the coastal and marine environments. Located in Provincetown, Massachusetts, on the tip of Cape Cod, in the midst of a variety of fragile habitats, the Center has become internationally known for its progressive and innovative programs and scientific research. Partnerships - Presentations, whale watches... Friends of Pleasant Bay have assisted students to monitor water for the Orleans Nutrient Loading Project with the Orleans Marine Water Quality Task Force. Partnerships - Marine plankton exhibit , codium study... Massachusetts Audubon Society's Wellfleet Bay Wildlife Sanctuary is located on Cape Cod, in South Wellfleet, Massachusetts, the Wellfleet Bay Wildlife Sanctuary protects 1,000 acres of pine/oak woodlands, salt marsh and tidal flats, coastal heathlands and sandplain grasslands, and fresh water and brackish water ponds. Orleans Council on Aging is a human service organization which provides information, services, and programs for all of our senior citizens (age 60 and over). A goal of the COA is to help our seniors make informed choices about their health and safety. Partnerships - Confronting and transcending ageism ; numerous seminars Provincetown Art Association and Museum - Promoting and cultivate the practice and appreciation of all branches of the fine arts, to assemble and maintain in the town of Provincetown and environs a collection of works of art of merit, to hold exhibitions, and by forums, concerts and similar activities to promote education of the public in the arts and social intercourse between artists and laymen. Partnerships - Seminars ; curated exhibit WOMR - Operates a nonprofit, non-commercial educational radio station in Provincetown for the benefit of the residents of and visitors to Cape Cod; to provide a broadcast service to the Cape which is entertaining, informative and educational; to encourage participation by members of Cape communities in the management of the station and in the production of radio programs; to provide an outlet for Cape codders to present educational, artistic and informative programs; to provide air time and facilities to community members and groups; to provide program coverage of local news, educational and social events; to present cultural and ethnic programs to the local audience and to present instructional programming related to marine life and conservation interests

Project Based Project Based Human beings learn best from doing, and therefore projects are essential to the academic program at CCLCS. The Cape Cod Lighthouse Charter School is best characterized as a “project-rich” school, where projects are interwoven with traditional assessments throughout the year. Traditional assessments prepare students for academic success in the future. The hands-on nature of a project engages students actively in the learning process, providing a “real life” context for academic work and allowing students to demonstrate depth of understanding in a variety of formats including artwork, presentations, performances, presentations and more. Examples 6th Grade Adaptation Project: During their study of evolution, students create 3D creatures, and explain how their genetic traits and adaptations help keep their species alive. Where the Mountain Meets the Moon Folktales: When reading Where the Mountain Meets the Moon students create their own folktales Walk for Water: While learning about the water crisis on the Continent of Africa students simultaneously read A Long Walk to Water in ELA and plan a Walk for Water fundraiser, walking laps to raise money to drill a well in South Sudan. 7th Grade Math Marketplace: At the conclusion of the 7th grade percent and proportions unit students engage in a classroom marketplace, playing the role of both producer and consumer. As a producer students create a product or service to sell. As a consumer students buy goods using an online program that teaches students to use a debit card and reconcile a checking account. Through this students demonstrate their understanding of proportions, percentages, markups, discounts, taxes and tips. Mesopotamian Museum Project: While studying Mesopotamia students explore the artifacts we use to learn about ancient civilizations. After studying the culture and technology of the time period students create didactic labels for four museum pieces, describing the size and shape, the location found, what it was used for, why it is significant, and what we can learn from their history, and then pick their favorite to create a replica of! 8th Grade Local Artifact Project: While studying the birth of our country students seek out local historians in order to research an artifact in their town from the time. They then prepare a presentation about the significance of the artifact, creating visual representations and persuasive essays arguing why their artifact is worthy of grant money. Civil Rights Ted Talks: While reading To Kill a Mockingbird in ELA students work in a team to research a significant event in the US Civil Rights movement and prepare a TED talk to present to their peers. CCLCS Projects Presented at National Conferences Body Biology - National Science Teacher Association Data Literacy - Integrating Math and Science, National Science Teacher Association Town Meeting Project - National Council for the Social Studies The Walk for Water - National Council for the Social Studies Mesopotamian Museum Project - National Council of the Social Studies

Portvisory CCLCS Portvisory Program Part Portfolio, Part Advisory, “Portvisory” is a program that all CCLCS students participate in during their time at the school. Portfolio: Students create a binder to encapsulate their three years at the school. Includes a yearly “About Me,” goals for each term, example school work, and reflections on projects, assessments, field trips, events, etc. Students display their portfolios with a 3 year reflection at end of 8th grade Advisory: A monthly conversation or activity centered around a school wide advisory theme for the month. The portfolio program seeks to instill the practice of self-reflection and foster personal growth in our students. Through guided reflection and goal setting students at CCLCS not only strive for academic growth, but work to find purpose, meaning and a personal connection to the rigorous academics they undertake. By the end of 8th grade, students have a better sense of themselves as a person, a student and a citizen of our world. Links to Monthly Slides/ Advisory Topics September 2018 - Welcome to Port-Visory! October 2018 - Fall Community Wrap Up December 2018 - Giving back - Reach Out and Read January 2019 - Goal Setting February 2019 - Gratitude March 2019 - Reflecting on Goals May 2019 - Looking Back at the Year September 2019 - Welcome to Port-Visory October 2019 - This is Me November 2019 - Gratitude January 2020 - Goal Setting Why Struggle Is Essential for the Brain — and Our Lives Conference Presentation Slides Port-Visory: Integrating Advisory, Reflections and Portfolios into a Middle School

CCLCS Technology 2023/24 Overview We strive to integrate technology into our curriculum, and while we believe that computers are very valuable educational tools, we recognize that technology is a tool. We currently have chromebooks in every classroom including a cart of CB’s for Health, Art, and Gym when needed. Each student and staff member has a Google Apps for Education account that includes a school email address, Google Docs, Sheets, Slides and Classroom. All devices are managed through our Google Admin console with added GoGuardian filtering as well. Students and their parents were required to sign our Responsible Use Policy before using the school's computer equipment. This ensures teachers, students and parents are on the same page with our technology policies. We post notable information on this website, make assignments and progress available online to students and their parents via Jupiter Ed Grades or Google Classroom , and broadcast phone and email messages to families from Notify. All teachers and students have a Jupiter Ed account and GMail addresses, which facilitates easy communication between student and teacher. Sincerely, Ken Merrill Cape Cod Lighthouse Charter School Technology Coordinator Responsible User Policy/ Code of Conduct RUP/Code of Conduct Written Information Security Policy (WISP)

Anti-Bullying Prevention and Reporting Policy Bullying Prevention and Reporting Policy Cape Cod Lighthouse Charter School Approved by Board of Trustees 11/21/22 The Cape Cod Lighthouse Charter School (CCLCS) is committed to creating a safe, caring, respectful learning environment for all students and staff and strictly enforces a prohibition against bullying, including without limitation, cyberbullying, of any of its students or staff by anyone and also strictly enforces a prohibition against retaliation of any person who reports bullying, provides information during an investigation of bullying or witnesses, or has reliable information about bullying. Site based initiatives, developed collaboratively between school administration and personnel, students, families and community members will seek to: (1) help students of all ages and abilities stay safe, act wisely, and believe in themselves; (2) help all staff and adults stay safe, act wisely; and (3) help adults respond effectively to students’ reports and their own observations. At least once every four years beginning with 2015/16 school year, CCLCS will administer a Department of Elementary and Secondary-developed student survey to assess school climate and the prevalence, nature, and severity of bullying in our schools. Additionally, CCLCS will annually report bullying incident data to the Department. Similar tools to the student survey will be used with faculty, staff, and parents/guardians to assist in determining school climate needs. This information will help to identify patterns of behaviors and areas of concern, and will inform decision-making for prevention strategies including, but not limited to, adult supervision, professional development, age-appropriate curricula, and in-school support services. We recognize that certain students may be more vulnerable to become targets of bullying, harassment, or teasing based on actual or perceived characteristics, including race, color, religion, ancestry, national origin, sex, socioeconomic, status, homelessness, academic status, gender identity or expression, physical appearance, or sensory, disability, or by association with a person who has or is perceived to have one or more of these characteristics. CCLCs will identify specific steps it will take to create a safe, supportive environment for vulnerable populations in the school community, and provide all students with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing. A. Definitions Bullying is defined in M.G.L. c. 71, § 37O, as the repeated use by one or more students or by a member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target/victim that: (i) causes physical or emotional harm to the target/victim or damage to the target/victim’s property; (ii) places the target/victim in reasonable fear of harm to himself or herself or damage to his/her property; (iii) creates a hostile environment at school for the target/victim; (iv) infringes on the rights of the target/victim at school; or (v) materially and substantially disrupts the education process or the orderly operation of a school. For purposes of this policy, bullying shall include cyberbullying. Cyberbullying is further defined as bullying through the use of technology or any electronic communication, which shall include, but shall not be limited to, any transfer or signs, signals, writing, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to, electronic mail, internet communications, instant messages or facsimile communications. Cyberbullying shall also include (i) the creation of a web page or blog in which the creator assumes the identity of another person or (ii) the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying. Cyberbullying shall also include the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in clauses (i) to (v), inclusive, of the definition of bullying. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying. Aggressor or Perpetrator is defined as a student or a member of school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional, school volunteer or a vendor, contractor or other person working under a contract with the school who engages in bullying, cyberbullying, or retaliation. Hostile environment is defined in M.G.L. c. 71, § 37O, as a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education. Retaliation is defined as any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. School Staff is defined to include, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. School is defined to include the school, school grounds, travel to and from school and/or school sponsored events or functions, property immediately adjacent to school grounds, school sponsored or school related activities, functions, programs whether on or off school grounds (such as social events, trips, sports events, or similar school sponsored events and functions), at a school bus stop, on a school bus or other vehicle owned, leased or used by the school, on the way to and from school or through the use of technology or an electronic device owned, leased or used by the school and at a location, activity, function or program that is not school related or through the use of technology or an electronic device that is not owned, leased or used by the school, if the act creates a hostile environment at school for the target/victim or witnesses, infringes on the rights of the victim or witnesses at school or materially and substantially disrupts the education process or the orderly operation of a school. Target is defined as a student or an adult against whom bullying, cyberbullying, or retaliation has been perpetrated. B. Prohibition Bullying of students occurring in schools is prohibited by law and will not be tolerated by CCLCS. Bullying can take many forms and can occur in any setting. Bullying can include, but is not limited to, intimidation such as name calling or threatening; social alienation such as shunning or spreading rumors; or physical aggression such as assaults on a student or attacks on a student’s property. Bullying can create an atmosphere of fear for all members of the school community. It also can create unnecessary and unwarranted anxiety that affects the ability of a student to attend school, learn in school, walk in school corridors, eat in the school cafeteria, play in the school yard or recreation areas, participate in or attend special or extracurricular activities or travel to and from school. Bullying behaviors that are not addressed can lead to devastating consequences for young people, including depression, drops in school performance and attendance. The failure to address bullying behaviors also gives other students the message that it is permissible to engage in negative behaviors. Consistent with state law, CCLCS recognizes that certain students may be more vulnerable to becoming a target of bullying or harassment based on actual or perceived differentiating characteristics, including: race, color, religion, ancestry, national origin, sex, socioeconomic status, homelessness, housing status, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability or by association with a person who has or is perceived to have one (1) or more of these characteristics. CCLCS has safeguards in place to monitor the safety of students who may be more vulnerable to bullying because of these factors. In accordance with M.G.L.C. 71B, as amended by Chapter 92 of the Acts of 2010, all IEP Teams must consider whether eligible students have a disability that possibly affects social skills development and has the skills and proficiencies to respond to or avoid teasing, bullying or harassment in the school setting. When IEP Teams determine that this is the case for an eligible student, they will include specific supports in the IEP that may include, but are not limited to, accommodations, modifications, goals and/or services that will address student needs to provide all the student with the skills, knowledge, and strategies to prevent or respond to bullying, harassment, or teasing. C. Reporting Reporting bullying or retaliation --Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others and may be oral or written. Oral reports made by or to a staff member will be recorded in writing. Staff members are required to report immediately to the associate director and/or executive director any instance of bullying or retaliation that the staff member becomes aware of or witnesses. Reports made by students, parents or guardians or other individuals who are not staff members may be made anonymously. CCLCS will complete the bullying incident report form for all suspected reports of bullying or retaliation. The school phone number and all staff emails are published in the school handbook and easily accessed on the school website. 1. Reporting by Staff- -A staff member will report immediately to the associate director or executive director when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to the associate director/executive director does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with CCLCS policies and procedures for behavior management and discipline. 2. Reporting by Students, Parents/Guardians, and Others --CCLCS expects and encourages students, parents/guardians and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the associate director and/or the executive director. Reports may be made anonymously but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents/guardians and others may request assistance from a staff member to complete a written report. Students will be provided practical, safe, private and age-appropriate ways to report and discuss an incident of bullying with a teacher, the school psychologist, the school nurse, the associate director, or the executive director. D. Responding to a Report of Bullying or Retaliation 1. Safety ---Before fully investigating the allegations of bullying or retaliation, the director will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. Responses to promote safety may include, but not be limited to, creating a personal safety plan; pre-determining seating arrangements for the target and/or the aggressor in the classroom or on the bus; identifying a staff member who will act as a “safe person” for the target; and altering the aggressor’s schedule and access to the target. The director will take additional steps to promote safety during the course of and after the investigation, as necessary. The director will implement appropriate strategies for protecting from bullying or retaliation a person (student, parents, guardians, etc.) who has reported bullying or retaliation, a person (student, parents, guardians, etc.) who has witnessed bullying or retaliation, a person (student, parents, guardians, etc.) who provides information during an investigation, or a person (student, parents, guardians, etc.) who has reliable information about a reported act of bullying or retaliation. 2. Obligations to Notify Others Notice to parents/guardians --Upon determining that bullying or retaliation has occurred, the director will promptly notify the parents/guardians of the target and the aggressor of the incident and explain the procedures for responding to it. There may be circumstances in which the director contacts parents/guardians prior to any investigation. Notice to Another School or District --If the reported incident involves students from more than one school district, the director or designee will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action. Notice to Law Enforcement --At any point after receiving a report of bullying or retaliation, including after an investigation, if the director has a reasonable basis to believe that criminal charges may be pursued against the aggressor, the director will notify the Harwich Police Department. Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the director shall contact the Harwich Police Department if there is a reasonable basis to believe that criminal charges may be pursued against the aggressors. E. Investigation The director or designee will promptly investigate all reports of bullying or retaliation and, in doing so, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved. During the investigation, the director or designee will interview students, staff, witnesses, parents/guardians, and others as necessary. The director or designee will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action. Interviews may be conducted by the director or designee, other staff members as determined by the director or designee, and in consultation with the school psychologist and/or school nurse, as appropriate. To the extent practicable, given the obligation to investigate and address the matter, the director or designee will maintain confidentiality during the investigative process. The director or designee will maintain a written record of the investigation. F. Determinations The director or designee will make a determination based upon all of the facts and circumstances. If, after investigation, bullying or retaliation is substantiated, the director or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school activities. The director or designee will determine what remedial action is required, if any and determine what responsive actions and/or disciplinary action is necessary. Depending upon the circumstances, the director or designee may refer the students to the Student Support Committee to identify any underlying social or emotional issues that may have contributed to the bullying behavior and to assess the level of need for more social/emotional support. The director or designee will promptly notify the parents/guardians of the target and the aggressor about the results of the investigation and if bullying or retaliation is found, what action is being taken to prevent further acts of bullying or retaliation. All notices to parents/guardians must comply with applicable state and federal privacy laws and regulations. Because of the legal requirements regarding confidentiality of student records, the director or designee cannot report specific information to the target’s parent/guardian about the disciplinary action taken unless it involves a “stay away” order or other directive that the target must be aware of in order to report violations. The director or designee shall inform the parent or guardian of the target about the Department of Elementary and Secondary Education’s problem resolution system and the process for accessing that system, regardless of the outcome of the bullying determination. Per Chapter 86 of the Acts of 2014 amended Section 37O of chapter 71 of the General Laws: Any parent wishing to file a claim/concern or seeking assistance outside of the district may do so with the Department of Elementary and Secondary Education Program Resolution System (PRS). That information can be found at: https://www.doe.mass.edu/prs/ , emails can be sent to compliance@doe.mass.edu or individuals can call 781-338-3700. Hard copies of this information is also available at the Superintendent’s office. G. Bullying Prevention and Intervention Plan The director, associate director and/or school psychologist will develop and keep updated on at least a biennial basis as required by law, a plan to address bullying prevention and intervention. Such plan shall, as required by law, be developed in consultation with teachers, school staff, professional support personnel, school volunteers, administrators, community representatives, local law enforcement agencies, students, parents and guardians. The Cape Cod Lighthouse Charter School’s Bullying Prevention and Intervention Plan will address training and professional development for staff and will also address sharing information with parents/guardians and students about bullying and sharing information with students about bullying, including information on prevention of bullying, reporting of bullying and the potential legal consequences of engaging in bullying. Additionally, the Bullying Prevention and Intervention Plan will include specific steps that schools will take to support vulnerable students and to provide all students with the skills, knowledge and strategies needed to prevent or respond to bullying and harassment. H. Responses to Bullying 1. Teaching Appropriate Behavior Through Skill-building --Upon the director or designee determining that bullying or retaliation has occurred, the law requires that the school use a range of responses that balance the need for accountability with the need to teach appropriate behavior. Skill-building approaches that the director or designee may consider include: offering individualized skill-building sessions based on the school’s anti-bullying curriculum providing relevant educational activities for individual students or groups of students, in consultation with the school psychologist, school nurse and health teacher. implementing a range of academic and nonacademic positive behavioral support to help students understand prosocial ways to achieve their goals meeting with parents/guardians to engage parental support and to reinforce the anti-bullying curriculum and social skill building activities at home adopting action/behavioral plans to include a focus on developing specific social skills using the Student Support Committee to address social/emotional/behavioral needs of students. 2. Taking Disciplinary Action -- If the director or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the director/designee, including the nature of the conduct and the need to balance accountability with the teaching of appropriate behavior. Discipline will be consistent with the school’s code of conduct. Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA) which should be read in cooperation with state laws regarding student discipline. This information is included in the Student Handbook. If the director/designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action. 3. Promoting Safety for the Target and others -- The director/designee will consider what adjustments, if any, are needed in the school environment to enhance the target’s sense of safety and that of others as well. One strategy that the director/designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur (recess, seminar, off-campus events, transitions between classes). Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the director/designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the director/designee will work with appropriate staff to implement them immediately. I. Training Annual training in preventing, identifying, responding to, and reporting incidents of bullying shall be provided for school employees and volunteers. Age-appropriate, evidence-based instruction on bullying prevention shall be incorporated into the curriculum for all CCLCS students. J. Publication and Notice Annual written notice of the relevant sections of the bullying prevention and intervention plan shall be provided to students and their parents or guardians, in age-appropriate terms. Annual written notice of the bullying prevention and intervention plan shall be provided to all school staff. The faculty and staff at CCLCS shall be trained annually on the bullying prevention and intervention plan applicable to the school. Relevant sections of the plan will be included in student and employee handbooks. The plan in its entirety shall be posted on the CCLCS website. K. Resources and General Education Access to Resources -- CCLCS employs a full-time school psychologist, full-time school nurse and a full-time health teacher. CCLCS also partners with Gosnold of Cape Cod for individual counseling services for students in need. Students may also participate in social skills groups with the school psychologist, speech/language pathologist, occupational therapist and teachers. At all IEP meetings, the team determines if the student’s disability affects social skills development or if the student is vulnerable to bullying, harassment or teasing. If the team determines that the student’s disability does impact the above-mentioned items, the team considers what should be included in the IEP to develop the student’s skills and proficiencies to avoid and respond to bullying, harassment, or teasing. Academic and Non-Academic Activities 7th and 8th grade students participate in a bullying/cyberbullying presentation from MARC (Massachusetts Aggression Reduction Center from Bridgewater State University). The policy on Prohibition of Harassment, Intimidation and Bullying is reviewed annually with the students at the beginning of each school year and again when students are given the student handbook. Bullying prevention and healthy relationship building are key components of the CCLCS Health curriculum. Bullying prevention and healthy relationship building are topics in several novels in the ELA curriculum and in the Social Studies curriculum. Bullying Prevention Curricula -- Bullying prevention curricula will be informed by current research which, among other things, emphasizes the following approaches: using scripts and role plays to develop skills; empowering students to take action by knowing what to do when they witness other students engaged in acts of bullying or retaliation, including seeking adult assistance; helping students understand the dynamics of bullying and cyberbullying, including the underlying power imbalance; emphasizing cyber safety, including safe and appropriate use of electronic communication technologies; enhancing students’ skills for engaging in healthy relationships and respectful communications; and engaging students in a safe, supportive school environment that is respectful of diversity and difference. General Teaching Approaches -- Some approaches that CCLCS actively promotes to maintaining a safe and supportive environment. These underscore the importance of our bullying intervention and prevention initiatives. setting clear expectations for students and establishing school and classroom routines creating safe school and classroom environments for all students, including for students with disabilities; lesbian, gay, bisexual, transgender students and homeless students. using appropriate and positive reinforcement, even when students require discipline use of “think about it” sheets for students to identify, address and change their own behavior. Students then process the “think about it “ sheets with an adult. Parents are notified when students complete a “think about it” sheet. encouraging adults to develop positive relationships with students in and out of the classroom through cross-graded seminars and school clubs, such as Roots and Shoots, Student Government, Bird and Nature Club, Art Spark, etc. instruction and supervision of internet use and annual review and adherence to the CCLCS Responsible Use Policy establishing an environment for creating a culture of kindness by modeling positive, empathetic behavior in our everyday lives implementation of the EPIC model at CCLCS--CCLCS students are Engaged, show Personal Responsibility, Integrity, and are Considerate. Use of this model in grading students in all classes, including seminars. use of the Instructional Support Intervention Team (ISIT) process to address specific academic concerns for students student Support Committee that meets bi-monthly to address and monitor students with social/emotional learning needs partnership with Gosnold Counseling Center to provide individual counseling to students at CCLCS

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