# data[].attributes.body
LACS first started as a program called the New Junior High Program (NJHP) for grades 7-9,  after parents and teachers in Ithaca rallied (1974) for a junior high school that would provide students with an educational experience that would be empowering, relevant, and democratic. LACS (Lehman Alternative Community School) was renamed following the retirement of its founding Principal, Dave Lehman, and the school secretary, Judy Lehman in 2004. LACS places emphasis on democracy and quality. For example, LACS enforces a one-person-one-vote policy that allows students and staff members to partake in decision making during weekly school meetings (for example, students got to vote on what color to paint their school). To further empower students, LACS decided to shift from credits and standardized testing (for example: New York State Regents Examinations) to outcome-based assessments via portfolios and performances of skills and knowledge. Overall, LACS runs its school on the following principles: “Less is more- Depth Over Coverage”, “Student as Worker- Teacher as Coach”, “Demonstration of Mastery”, “Democracy and Equality” .

# data[].attributes.body
This video was created by the staff members at LACS to introduce students and parents to online learning. I think the video perfectly captures the quirkiness of LACS.

# data[].attributes.body
At LACS learning goes beyond the inside walls of a classroom. In the fall, the entire school takes a two-day retreat to focus on building relationships and community. Students are also given the option to join a “Family Group'' or “Project Committee” that creates time for community service or career exploration.  For example, students can choose from academic projects (bio lab, math help, senior seminar), physical projects (hiking, tap dance), or hands on projects (silk-screening, photo lab). Aside from the trips the school takes as a whole, “Family Group” and “Project Committee” allows students to fundraise for trips that meet their interests. Below I have included examples of past trips:

-canoeing

-biking

-rock climbing

-museum visits

-film making

-Katrina Relief trip to New Orleans

-Akwesasnee trip to the Mohawk Reservation

- weeklong trip to a French or Spanish-speaking country

# data[].attributes.body
In this course I will be teaching American history through a very different lens. That of the common people and culture!  In this class we look at history a decade at a time starting at 1900 and ending at 1950.  We explore race, gender, politics, the arts, entertainment, economics, food, and pass-times through the eyes of children, women, the poor, and people of color.  This course is project based.
Mondays: 9:05- 10:35 (90 mins)
Mixed grades: (6-8)

# data[].attributes.body
https://docs.google.com/document/d/14_kADLgxzRtN28deIayCEl0wVeKXYVVnkkHHSIl5XY4/edit?usp=sharing
This is an example of a community service committee. This link is a list of COVID-19 friendly activities proposed by students.

# data[].attributes.body
"LACS's middle school Promotion by Exhibition (PBE) and high school Graduation by Exhibition (GBE) portfolios require students to demonstrate to themselves and others the skills and knowledge they have mastered . Classes build core academic skills while requiring students to make choices about the content of their studies. Many classes ask students to give public performances of learning such as the student-run Shakespeare project or the Middle East Debates. In order to graduate each student must complete a complex digital portfolio with demonstrations in 10 Essential Area that show their fundamental skills and knowledge in over 50 core outcomes. These Essential Areas include the “traditional” subject areas (English, Math, Arts, PE, etc) as well as unique LACS requirements (voted in by the All School Meeting) including "Community Service," "Career Explorations," "Conflict Resolution," and "Facing Bias."  Each student also is responsible for completing an "8th Grade Challenge" and "Senior Project" that are on display at middle school promotion and high school graduation."- Ithaca City School District

# data[].attributes.headline
Demographics (race, ethnicity, linguistic diversity, SES)

# data[].attributes.subject
Demographics (race, ethnicity, linguistic diversity, SES)

# data[].attributes.body
- Male to Female Ratio: 152 :139
- Students with Disabilities: 45(15%)
- Economic Disabilities: 117(40%)
-  Enrollment by Ethnicity:
American Indian or Alaska Native 3
Black or African American 11
Hispanic or Latino 18
Asian or Native Hawaiian 11
White 227
Multicultural 21

# data[].attributes.body
This is an assignment I made for my Medieval class. It captures my students' personalities.

# data[].attributes.body
These are rules students created for themselves and their teacher.

# data[].attributes.body
LACS has incorporated social justice and community service into student’s educational experience. Students at the middle school level are required to complete 1 cycle of community service, while high school students are required to complete 60 hours of community service. Although students are required to complete community service hours in order to graduate, you can tell that they really enjoy contributing to their community and I believe that this is due to having the power to choose their own projects.

# data[].attributes.body
LACS philosophy statement: "We believe we have a responsibility to promote a broader world view and a positive change by the way we design our curriculum and prepare our students for learning throughout their lives."

LACS curriculum revolves around in-depth research, writing, experimentation, problem solving, and application. From experiences, classes tend to welcome complex conversations that revolve around social justice. Teachers push students to tap into their critical thinking skill and push past opinion based reasoning. For example, during the recent election, my mentor teacher had students decide on a candidate after conducting research on each candidates’ policies and beliefs. LACS classes are typically small and interdisciplinary. For example, English is combined with social studies and math is combined with science (these classes run on 90 min blocks to accommodate for interdisciplinary learning). Classes are split into semesters instead of year length classes, and students have the option of choosing their classes (similarly to college).

# data[].attributes.body
This is interdisciplinary Humanities course that I also teach. Similar to We Were There, too!,  we look at history through the lens of the common people and culture.  We also look at issues of race, gender, politics, the arts, entertainment, economics, food, pass-times, etc.  We specifically look at the history of the world from 500CE-1500CE. This course is projects based.
Mon, Tues, Thurs, Fri: 10:40- 12:10 (90 mins)
Mixed Grades: 6-8

# data[].attributes.body
When I was first introduced to LACS, I worried about how students would succeed in college without being exposed to standardized testing and other traditional school methods. My mentor teacher then explained to me that the students at LACS would not survive in the traditional school system, and showed me how students were being prepared for college and the real world through LACS unique teaching methods. When I realized the abundance of resources and experiences LACS provided their students with, I quickly grew ashamed of myself for not being able to look at the bigger picture. Familiarizing myself with the culture at LACS allowed me understand my students and then tailor my teaching to fit their needs. For example, understanding that LACS evaluates students on projects rather than standardized test is vital information for lesson planning. Learning about LACS learning culture also challenged me to visualize education outside from what I have personally experienced and learned about.

# data[].attributes.body
LACS was first located in the old Markles Flats building on the corner of Court and Plain Streets in downtown Ithaca (During this time LACS was just the New Junior High Program for 7-9). In 1977, the program was relocated to Ithaca High School's E-Wing and then grades 10-12 were added the following year (1978). In 1983, LACS finally secured it own building and is currently located in what used to be a former elementary school named West Hill Elementary School at 111 Chestnut St. In 2010, the school district expanded the building to accommodate for LACS' growing student population.
Fun Fact: In 2010, LACS had 305 students enrolled with a waiting list of over one hundred students.