8th GRADE INFOR MATION 8th Grade 8th Grade Trip Two Steps to Register 1) Fill out the Family ID Registration 2) Pay via Paypal or send check (made out to CCLCS) to school For students who have medication, the medication form must be filled out and returned by May 24th Full Payment Custom Amount 8th Grade Yearbook Ads 8th Grade Yearbook Ad and Yearbook

Founded in 1995, Cape Cod Lighthouse Charter School is a Commonwealth Charter School. We seek to provide a supportive and challenging learning environment for middle school students. Admissions are held by lottery each year. To play, press and hold the enter key. To stop, release the enter key. WELCOME Founded in 1995, Cape Cod Lighthouse Charter School is a Commonwealth Charter School. We seek to provide a supportive and challenging learning environment for middle school students, where teachers foster intellectual development and academic achievement in an atmosphere that celebrates learning as a lifelong pleasure. Admissions is by lottery. Applications for the 2025-2026 school year are due on Wednesday, February 12th The lottery for the 2025-2026 school year will take place on Tuesday, February 25th QUICK LINKS 2024-2025 School Year Calendar Athletics Registration & Calendar Attendance Annual Auction Breakfast/Lunch Ordering CCLCS 24- 25 Student Handbook Contact Us/School Times ESSER III CCLCS_FY2022 Faculty & Staff Governance SEMINARS Early Release Proposal SEPAC Support Resources for Families Transportation Responsible Use Policy 8th Grade Trip Registration Yearbook Orders CCLCS Lottery Information 2025-2026 Lottery takes place Tuesday, February 25th Student Online Gradebook (Jupiter Grades) CONTACT US Catherine O'Leary, Executive Director Elizabeth Woelflein, Associate Director Michele Gallucci, Business Manager Jennifer Hyora, Director of Student Services Kenneth Merrill, Technology & Facilities Coordinator 195 Route 137, East Harwich, MA 02645 phone: 774-408-7994 fax: 774-237-9041 email: info@cclcs.info Cape Cod Lighthouse Charter School does not discriminate on the basis of race, color, national origin, creed, ethnicity, sexual orientation, gender, gender identity, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, prior academic achievement, or housing status.

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Yearbook 2025 Yearbook Information ORDER FORM Yearbook PayPal Link: Cash or Check $25.00 Paypal $26.03, including fees

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.

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 Catherine O'Leary, Executive Director Beth Woelflein, Associate Director Challis Crema, Faculty Rep Josh Stewart, Faculty Rep Lauren Barker, Trustee Michael Grugan, Trustee Rachel Lake, Trustee John Scichilone, Trustee Caitlin Wojkowski, Trustee Annual Reports 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 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. 2024 -2025 January 2 Board Agenda Board Minutes Executive Director Search Committee Meeting (Jan. 8th) Agenda Minutes Executive Director Search Committee Meeting (Jan. 22nd) Agenda 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 January 27 Board Agenda Board Minutes February 24 Board Agenda FinCom Agenda Board Minutes FinCom Minutes 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 FinCom Agenda 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 August 19 Board Agenda F in Com Agenda Board Minutes FinCom Minutes September 16 Board Agenda F in Com Agenda Board Minutes 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 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! Catherine O'Leary is inviting you to a scheduled Zoom meeting. Topic: Catherine O'Leary's Personal Meeting Room Join Zoom Meeting https://us02web.zoom.us/j/3364539980 Meeting ID: 336 453 9980 One tap mobile +16469313860,,3364539980# US +19294362866,,3364539980# US (New York) To request prior meeting minutes please contact us at info@cclcs.info .

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 2 024-2025 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. 2024- 25 Free & Reduced Lunch Application Form 2024-25 Free & Reduced Lunch Application Directions 2024-2025 Free & Reduced Lunch Application Form (Spanish) 2024-2025 Free & Reduced Lunch Application Directions (Spanish) S-EBT Information If families have questions regarding S-EBT resources, please see the following resources . Summer 2024 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.

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

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

Communication Notes to Home If you are not receiving weekly Notes to Home via email, please email Mr. Agnew at dagnew@cclcs.info and he will affirm you are on the list. If so, check your spam folder(s) for missing messages, and configure your spam settings to accept mail from cclcs@cclcs.info , info@cclcs.info and swiftwavenetwork.com. It's best if you 'whitelist' these addresses by adding them to a 'safe sender' list, but putting them into your address book may work (different email programs / services handle this differently). Depending upon your email setup, you may have two spam folders. This may be the case if you have a web-based email account (Yahoo or Gmail, for example) that you access via a 'POP' email client like Outlook Express, Eudora, Mail, Thunderbird, etc (not via a website with a web browser). If this sounds like your setup, you may need to check the spam / junk mail folder on the website, in addition to such a folder on your own computer. You can always access Notes to Home from our website. We hope you will find this service a helpful and efficient way to receive important updates from school. If you have any questions or concerns about it, please feel free to contact the office. Facebook CCLCS has 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.

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)

2019 CCLCS Summer Programs Are you looking for something fun to do this summer? Here are brief descriptions of some of the programs that will be offered over summer break by some of your favorite CCLCS teachers! Charter Adventure Recreation Program (CARP) What is it? A midweek co-ed adventure and exploration program focused on building community connections from Provincetown to the bridges and beyond, while fostering teamwork and strengthening friendships across grade levels. This program provides incoming 6th graders with an informal introduction to the CCLCS family, while allowing current students to explore who they are as a member of the CCLCS community in a new light. Example adventures include beach days, water parks, kayaking, camping, museums, and much more! CARP is led by Ms. Emily and Ms. Bates. When will it run? July 9 - August 16 What days & times? Tuesday, Wednesday, Thursday from 9 a.m. to 3 p.m. Fridays are half days from 9 a.m. to noon. How much does it cost? $60/ per day Tuesday, Wednesday, Thursday $30/ per day Fridays $90 for the overnight August 15-16 Who can participate? All incoming 6th, 7th, or 8th grade CCLCS students, as well as outgoing 8th graders. Contact person: Emily Nowack's email is enowack@cclcs.info CARP brochure Mermaid Mondays: Girl Power Camp What is it? A girls-only program focused on building self-esteem and independence through art and adventure. Each Monday will focus on a theme that exemplifies the core values of the program: creativity, self-expression, exploration, and a celebration of individuality. Mermaid Mondays are led by Ms. Emily and Mrs. Quenneville. When will it run? July 8 - August 12 What days & times? Mondays only from 9 a.m. to 3 p.m. How much does it cost? $60 per day Who can participate? Any female student or students who identify as female entering 6th, 7th, or 8th grade at CCLCS, as well as outgoing 8th grade girls. Contact person: Carrie Quenneville's email is cquenneville@cclcs.info Mermaids brochure