7th & 8th Grade Admissions Lottery drawing for 7th and 8th grade wait lists were held by a ZOOM meeting at CCLCS on Wednesday February 8, 2023 at 1:00 p.m. The waitlists will go into effect the day after the last day of school in June. Waitlist results will be emailed to all applicants by Thursday , February 9, 2023. 7th Grade Lottery Results The 7th Grade Lottery for School Year 2023-2024 was held on Wednesday February 8, 2022 at 1:00 p.m. All 7th grade prospective students are considered wait listed. Enrollment in the Class of 2025 is filled on an on-going basis based when a spot opens up. The 2023-2024 waitlist does not go into effect until the 2022-2023 school year has been completed in June. Here are the results: 2023-24 7th Grade Waitlist Lottery Results sorted by waitlist 8th Grade Lottery Results The 8th Grade Lottery for School Year 2023-2024 was held on Wednesday, February 8, 2023 at 1:00 p.m. All 8th grade prospective students are considered wait listed. Enrollment in the Class of 2024 is filled on an on-going basis based when a spot opens up. The 2023-2024 waitlist does not go into effect until the 2022-2023 school year has been completed in June. Here are the results: 2023-24 8th Grade Waitlist Lottery Results sorted by waitlist Opening the lottery results file may require the free Acrobat Reader software.

Alcohol Awareness Assembly Assembly Information Parent Information Packet On Tuesday, February 7, 2017, our 7th & 8th grade students attended a program about alcohol and other drug abuse prevention presented by the Improbable Players, a theater company of young professional actors who are in long-term recovery. “I’ll Never Do That!” has been welcomed in schools for over 32 years. It was a light-hearted play with a spectrum of scenes that explore stereotypes and issues about substance abuse and depicts a family and how they deal with drinking in their family. After the performance, the actors share their own stories and engage in a question/answer session with the audience. Students are encouraged to talk among themselves and with you, about the issues raised. The school counselor will announce resources available in the community. What you can do to follow-up with your child You can play an active role in supporting your children through these years when they or their friends may be experimenting with substances. We would encourage you to use this program as an opportunity to have a conversation about alcohol and drug use in our community. Think about a few issues you may want to discuss regarding alcohol and drug use. For example, you might: Ask about their impressions of the program. Listen to what your child has to say and try to follow his/her lead. What did they find interesting about the presentation? What did they find troubling or surprising? (Often students are most interested in the life experiences of the actors.) Ask them if the program felt relevant to them, given their own experiences. Take time to discuss your family’s values and rules about drinking and drugs. Does your child know where you stand on these issues, and why? Discuss the legal and school consequences of underage alcohol use and of drug use. School-based consequences are outlined in the school’s alcohol and drug policy. If needed, remind your child that there are local resources in addition to those on the list provided (if provided). Encourage them to contact a guidance counselor, the school adjustment counselor or psychologist, a teacher, a coach, a relative or a religious organization. From www.underagedrinking.samhsa.gov : “Real kids are curious about alcohol. 40% have tried it by the time they reach 8th grade. Talking to your children early and often can make a difference.” More information about Improbable Players, their plays and workshops can be found at this website www.improbableplayers.org

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

Special Education Our Commitment CCLCS is committed to providing an excellent educational experience for all students. Our Special Education Department works closely with families and sending districts to ensure incoming students with disabilities receive programming appropriate to their needs. CCLCS is required to follow the same state and federal special education laws and regulations as all public schools. Services The services offered at CCLCS are similar to those offered by traditional public schools. They include, but are not limited to: special education teachers and assistants at each grade level a speech/language therapist an occupational therapist a school psychologist a school social worker a literacy instructor a full-time school nurse Parent Resources Parents Notice of Procedural Safeguards - English and Translated Versions Massachusetts Referral, Evaluation, and Eligibility Determination Guidance New IEP Form The Massachusetts Department of Elementary and Secondary Education (MA DESE) made improvements to the IEP form for use beginning in School Year 2024-2025. This quick reference guide will share ways you can: • Prepare for IEP meetings, • Collaborate with school professionals to use the new form during IEP meetings, and • Partner with the school throughout the year to put the IEP into action. What Parents Need to Know About the New IEP QRG SEPAC What is a SEPAC? Special Education Parent Advisory Councils (SEPACs) are a part of every Massachusetts school district’s special education program. SEPACs have tremendous potential to have a positive impact on special education programs in a school. SEPACs can provide invaluable resources for parents and add an important voice to a school’s dialogue and decision-making. Who may join? The CCLCS SEPAC is open to all parents/guardians of students with special needs and any other interested parties. What does the CCLCS SEPAC do? We help the school organize expert speakers, workshops and other information sessions for both parents and staff. We act as an informal support network for parents and families. In the past, SEPAC members have held monthly early morning coffee discussions. We meet with CCLCS school leaders to provide feedback and input toward continual improvement of special education programs and services. SEPAC Meeting Schedule 25/26 -Tuesday, October 28, 2025 - Parent's/Guardian's Rights in Special Education -Tuesday, January 27, 2025 -Tuesday, April 14, 2025 SEPAC Meetings are held remotely via Zoom at 6PM. Remote meeting codes are posted in Notes to Home and upon request. Please contact Jennifer Hyora, Director of Student Services, for details.

Clubs and Activities Clubs at CCLCS Here are some of our clubs at CCLCS: ART Spark Bird and Nature Club Chess Destination Imagination Different Together Ham Radio Mock Trial Model UN National Junior Art Honor Society Roots & Shoots Activities at CCLCS We keep our students busy! Here are some of the current and past activities, field trip, events, etc.! Book Fairs Coastsweep Commemorating 9/11 Community Service Day Gettysburg Holocaust Rememberance Katrina Fundraiser Legislative hearings on Education Music Events Annual Musical Nature's Classroom Open Houses Relay for Life (American Cancer Society) Sea Camps Shenandoah Express Student Conference on Human Rights (United Nations) Talent Shows Tsunami Fundraiser Two Old Women Walk for Water Zimbabwean musical groups Outspoken, Comrade Fatso and Bongo Love

Family Resources Family Resources for Cape Cod Families Child and Family Services Established in 1843, CFS has become one of the oldest nonprofit organizations in Southeast Massachusetts. Starting our journey helping whaling families, we have now expanded our services and outreach to offer a variety of programs. Located across Massachusetts CFS has 11 locations servicing clients of all needs. Child and Family Services Support Resources for Families in Crisis Support Resources for Families and Guardians in Crisis Cape Cod Family Resource Center The Cape Cod Family Resource Center is one of eighteen such centers spread across Massachusetts. As part of this statewide network, we offer evidence-based parent education programs, parent support groups, early childhood services, information and referral resources and education for families from every community on Cape Cod, regardless of insurance or income. Website: https://www.frcma.org/about Family Continuity Supporting family success in every community by empowering people, enhancing their strengths, and creating solutions through partnerships to achieve hope, positive change and meaningful lives. Because our focus has always been on Family, our programs and services target a spectrum of emotional, developmental and behavioral problems for children, adolescents, adults, couples and seniors. With over 20 programs, our portfolio of services encompasses community and home-based services, as well as outpatient clinics providing individual and family therapy. Website: www.familycontinuity.org Habitat for Humanity Habitat for Humanity is planning to build nine new houses in the Lower and Upper Cape. Click here for more information. Supplemental Nutrition Assistance Program (SNAP) SNAP is the program formerly known as food stamps. It is a federal nutrition program that helps you stretch your food budget and buy healthy food. Website: www.gettingsnap.org Women, Infants and Ch ildren ( WIC) WIC is a free nutrition program that provides healthy foods, nutrition education, breastfeeding support, and referrals to healthcare and other services to Massachusetts families who qualify. WIC stands for Women, Infants and Children. WIC’s goal is to keep pregnant and breastfeeding women and kids under 5 healthy. To apply for WIC, call 1-800-WIC-1007 or contact a WIC Program in your community . Click to see a list of WIC Offices on Cape Cod

STEM/STEAM Our STEAM Projects The goal of Science, Technology, Engineering, Art and Math (STEAM) is to “foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer.” – Rhode Island School of Design At CCLCS we feel that ideally a STEAM project will incorporate at least three of the disciplines, one of which must be science or technology. By connecting these areas, students become creative, inventive thinkers, who ask questions, solve problems and produce outcomes. Students engage in STEAM projects in the classroom and may choose 8-week seminar courses in the fall, winter and spring. The list below highlights some of our projects and courses. We are continuously adding to our STEAM curriculum. Math Math in My World - STEAM Scale of Universe - SAM Body Biology project - SAM Science Bridges - STEM Body Biology - STAM Adaptation project - STEA Earthquake project - STEAM Exploration Egg drop - SEAM Adaptation Coding project - STA Mars Design & 3D Printing - STEA Engineering Mini-Challenges - STEM Art Illuminated Manuscripts - STEA Wampum Belt projects - TEA Design Your Dream Shoe - SEA Color Wheel Construction - STA Body Biology project - SMA Creative Printmaking - TEA Girls in the Trades Past and Present Seminars Amazing Mobiles - SEAM Dreamweavers - TMA Bubble Forts - SEM Engineering Wars - STE Robotics - STEM Figure This - STEAM Museums and Mucking - SAM CCLCS Design Squad - STEAM Yearbook - TAM Total Irresponsible Science - STEM Giving Winter Warmth - TEM Bird Houses - STEM Fashion Design - TEAM Figure This - STEM 3-part Animal Systems - SAM Girls in the Trades - STEM (partnered with Cape Cod Technical High School) Lunar Bubble Seminar STEAM/STEM OPPORTUNITIES FOR KIDS ON CAPE COD The Cape Cod Museum of Natural History http://www.ccmnh.org/John-Hay-Room Jr. Tech https://juniortech.org Cape Cod Regional STEM Network https://capecodstemnetwork.org Chathan Marconi Maritime Center https://www.chathammarconi.org

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

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.

Cornerstones Academic Excellence Our students are curious, questioning, responsible, idealistic people who are already asking how they can have a positive effect on the world, and we challenge them to live up to their potential, helping them learn the skills that will allow them to reach their goals. The CCLCS curriculum is based on the Massachusetts Frameworks, but ranges well beyond. Although we don't "teach to the test", our students consistently exceed state and regional averages on MCAS tests. Students read and write extensively, learning to examine complex issues and communicate their ideas clearly. In 6th grade Science, for instance, the Salmon Project examines the political and economic implications as well as the biological phenomena of salmon migrations, culminating in an in-depth research paper. Long term projects and class presentations let students follow their own interests, and help them learn to manage their time. When seventh graders study Ancient Greece, one might build a scale model of the Parthenon, while another studies Greek tragedy and performs a scene from Antigone. Seminars - elective courses open to students from all grade levels - are offered each term, in a wide array of subjects, from Italian Language and Culture to Forensic Science to Atlantic Challenge Rowing, giving students a chance to look further into favorite subjects and to try new ones. Rising to the challenges they meet at CCLCS, students gain the confidence to reach higher, wider, and in new directions. Now that the school is 21 years old, we've watched with pride as our alumni have grown into thoughtful, involved adults, successful in their further education and accomplished in many different ways. Community Connections Cape Cod, whose wild beauty has fascinated scientists and artists alike, whose history is a microcosm of American History, is our home, our own community, and our classroom. Beginning in sixth grade, when science classes make site visits to learn about plant and animal life in the different Cape ecosystems, environmental studies are an essential part of the curriculum. Our faculty take every chance to broaden their own horizons and those of their students - a whale rescue in Wellfleet or a Moliere play in Boston make great reasons to set off in the vans and find out more about the world. We're lucky to live in a place so rich in natural and human resources, and our Community Resource Partners add immeasurably to the education we offer. Some recent examples - this year's seminar studying the birds of Wing Island under the auspices of the Cape Cod Museum of Natural History, and our collaboration with Big and Small Puppetworks and the Orleans Council on Aging to produce Two Old Women, a puppet production based on the Athabascan folktale of intergenerational connection. CCLCS students have many chances to see how they can make a difference on the Cape. Activities and seminars often focus on community service, with students helping out in innumerable ways, planting and tending the garden at the Massachusetts Council for Prevention of Cruelty to Children, volunteering time at the Salt Box preschool, hauling in hundreds of pounds of garbage at the annual Coastsweep event at Nauset Beach. Global Awareness Our home community is a small one, just one tiny part of the large and ever more interconnected world our students will grow up to join. We try to give students the widest possible window on the world, through the curriculum and seminars, as well as activities devoted to greater understanding. Through the One World Youth Project, kids connect to their colleagues around the world, talking online to students in Kosovo and Tanzania, among others, learning about their very different cultures. The Japan Homestay, our enduring exchange program with the city of Matsuyama-Machi, Japan, sends eight students to Japan every other year, after a period of intensive study of the Japanese language and culture. A few years ago students from Roots & Shoots traveled to the United Nations on International Peace Day for a conference with other students from across the country and around the world. Interactive Learning It is CCLCS' mission to foster intellectual development by providing challenging interactive learning experiences, engaging students in the process of discovery, giving them every chance to get their hands dirty and their feet wet. Science classes collect water samples in kayaks for microscopic evaluation back in the classroom, studying the effect of the micro-organisms on our local waterways. Math classes create architectural models; Literature students, reading Our Town, also produce the play, set, costumes and all. Most units of the curriculum are based around a project that combines theoretical and practical aspects of the subject, much as in real life. The Imperial Scrapbook Project, for instance, asks them to write a journal from a Roman emperor's point of view, illustrated by a timeline, map, and other images, drawings or models, to replicate a historian's use of primary and secondary sources. Seminars - elective courses - further extend the range of opportunity: about sixty different seminars are offered each year. Just a few examples from over the years: one group of students built a windmill while another formed a garage band, a third studied winter animal tracking, and as usual, our Mock Trial team won first place in Bristol County!

Students STUDENT LIFE Student Life Many extra-curricular activities are offered including Roots and Shoots (an environmental club), The Write Connection (a writer's club), and Student Government, as well as dances and talent shows. Some of the other clubs which have been (and may be) offered are: Art, Chess, French, Running, Mountain Bike, Skiing, Bird & Nature Club, and Quilting. The Lighthouse Charter School provides an extremely diverse recreational program for its students including such activities as mountain biking, bowling, rowing, soccer, basketball, volleyball, and ropes course. Seventh and eighth grade students may also participate in interscholastic competition in soccer, basketball, baseball and softball.

Annual Auction CCLCS' 29th Annual Auction Friday, March 21st, 2025 Wequassett Resort, Harwich MA Auction Catalog , Ticket Available Online J oin us at the beautiful Wequassett Resort for an evening to celebrate our community and raise much-needed funds to support our sch ool and the education of our students. Attendees will enjoy appetizers, a cash bar, live music, a silent auction, raffles, games and more. This year marks the 29t h Annual CCLCS Auction; the cornerstone fundraiser for our school. Proceeds go directly to the CCLCS Education Foundation which funds field trips, special events and enrichment programs. Please consider the following: 1) Collect Donations We are especially looking for donations of restaurant gift cards and items that fit well in our auction baskets (see below). T he donation forms are a triplicate form: One copy comes back to the school with the item, one copy is for the donor. Please collect full mailing info (we send thank you notes). Be sure to list yourself as ‘solicitor” in case we have questions. These letters and forms are posted below and are always available in the office. Auction Ove rview Triplicate-Form Merchant Letter Restaurant Only Merchant Letter Drop off the item WITH A DONATION FORM to the front office. Please be sure to include the completed donation form. 2) Sponsor the Event. Event sponsorship will allow us to keep event costs low, meaning every dollar earned will go towards improving the educational experience of our students! Sponsorship Letter 3) Volunteer for the Auction! We ask each of our families to volunteer their time to CCLCS in some way each year. This would be an excellent way to fulfill those hours! Please email Hkast@cclcs.info for more info. 5) Attend the Event! Please join us at Wequassett! Tickets can be purchased online or at the door. Thank you for your continued support to this important fundraiser for our school!