District Policies

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Title IX Policy

Download the 6.4 Title IX Policy.

Policy Purpose and Overview

Title IX of the Education Amendments of 1972 (20 U.S.C. § 1681) is a federal law that prohibits discrimination based on sex in the programs or activities of educational institutions which receive federal financial assistance. Under Title IX, discrimination on the basis of sex can include sexual harassment or sexual violence, such as rape, sexual assault, sexual battery, intimidation, and sexual coercion. Title IX “sexual harassment” can exist between employees of the school or district, or employees and scholars.

Policy Details

DEFINITIONS

“Sexual harassment” under Title IX includes:
1. Sexual assault, including rape and fondling, which is touching a person’s private body part without consent and for purposes of sexual gratification;
2. Domestic violence;
3. Dating violence: physical or emotional violence in or after a dating or similar relationship;
4. Stalking (at least two instances);
5. Employee quid pro quo: an employee of the school or District conditioning a service or benefit of the school or District on participation in unwelcome sexual conduct;
6. Grooming: manipulative behaviors that the abuser uses to gain access to a potential victim, coerce them to agree to the abuse, and reduce the risk of being caught; and
7. Hostile environment: any other conduct that is so (a) severe, (b) pervasive, and (c) objectively offensive that it would effectively deny a reasonable person similarly situated to the victim access to the school or District’s education program or activity.
“Complainant” is an individual who is alleged to be the victim of conduct that could constitute sexual harassment.
“Respondent” is an individual who is reported to be the perpetrator of conduct that could constitute sexual harassment.
“Formal complaint” is a document filed by a complainant or signed by the Title IX Coordinator alleging sexual harassment against a respondent that requests TLCS to investigate the allegation of sexual harassment.
“Supportive measures” refers to non-disciplinary, non-punitive individualized services offered appropriate and without fee or charge to the complainant or the respondent before or after the filing of a formal complaint or where no formal complaint has been filed. Such measures are designed to restore or preserve equal access to a TLCS educational program or activity without unreasonably burdening either party, including measures designed to protect the safety of all parties, the TLCS educational environment, or deter sexual harassment. Examples of supportive measures include, but are not limited to, counseling, extension of deadlines or other course-related adjustments, modification of class schedules, mutual restrictions on contact between the parties, and other similar measures.

REPORTING SEXUAL HARASSMENT

Any person may report sex discrimination, including sexual harassment (whether or not the person reporting is the person alleged to be the victim of conduct that could constitute sex discrimination or sexual harassment), in person, by mail, by telephone, or by email, or by any other means that results in the receipt of the person’s verbal or written report by the campus Principal or Director of District Operations. All reports should be made within 48 hours of the alleged sex discrimination. Such a report may be made at any time of day, including during non-business hours, by using the telephone number, email address, or the office mailing address listed for the campus Principal or Director of District Operations.

The TLCS response to a report of sexual harassment must treat complainants and respondents equitably by offering supportive measures and by following a grievance process before the imposition of any disciplinary sanctions or other actions that are not supportive measures against a respondent.

After a report of sexual harassment has been made, the Director of District Operations must promptly contact the complainant to discuss the availability of supportive measures, consider the complainant’s wishes with respect to supportive measures, inform the complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the complainant the process for filing a formal complaint.

NOTICE OF ALLEGATIONS UPON RECEIPT OF A FORMAL COMPLAINT

TLCS must provide the following written notices to the parties who are known:

Notice of the TLCS grievance process, including any informal resolution process.
Notice of the allegations of sexual harassment, including, to the extent known, the identity of the parties, the conduct allegedly constituting sexual harassment, and the date and location of the alleged incident.
Notice that the respondent is presumed not responsible for the alleged conduct and that a determination regarding responsibility is made known at the conclusion of the grievance process.
Notice that the parties may have an advisor of their choice, who may be, but is not required to be, an attorney.
Notice that the parties may inspect and review evidence related to the complaint.
notice that TLCS prohibits knowingly making false statements or knowingly submitting false information during the grievance process.

If during an investigation TLCS decides to investigate allegations about the complaint or respondent that are not included in the initial notice of the complaint, TLCS must provide notice of the additional allegations to the parties whose identities are known.

GRIEVANCE PROCESS

At the time of filing a formal complaint, a complainant must be an employee of TLCS or must be participating in or attempting to participate in the education program or activity of TLCS.
The following guidelines apply when TLCS receives a formal complaint of sexual harassment. These guidelines are designed to ensure TLCS staff make reliable responsibility determinations by incorporating due process and fair principles.
TLCS will require an objective evaluation of all relevant evidence – including both inculpatory and exculpatory evidence – and credibility determinations may not be based on a person’s status as a complainant, respondent, or witness.
Any individual designated by TLCS as a Title IX Coordinator, investigator, decision-maker, or facilitator of an informal resolution process must not have a conflict of interest or bias for or against complainants or respondents generally, nor an individual complainant or respondent. TLCS will ensure that Title IX Coordinators, investigators, decision-makers, and facilitators of an informal resolution process receive appropriate training related to the requirements of Title IX and the TLCS sexual harassment policy.
TLCS recognizes a presumption that the respondent is not responsible for the alleged conduct until a determination regarding responsibility is made at the conclusion of the complaint process.
TLCS shall attempt to complete an investigation of reported sexual harassment within 120 calendar days of receiving a complaint. However, the investigation process may be delayed or extended for a limited time for good cause with written notice of the delay or extension to the complainant and the respondent. Good cause may encompass the following considerations:
1. Absence of a party, a party’s advisor, or a witness;
2. Concurrent law enforcement activity; or
3. The need for language assistance or accommodation of disabilities.
Employees found to have engaged in sexual harassment are subject to disciplinary action as outlined in the Employee Handbook.
TLCS shall employ the standard of a preponderance of the evidence to determine responsibility when reviewing formal complaints.
TLCS may not require, allow, rely upon, or otherwise use questions of evidence that constitute, or seek disclosure of, information protected under a legally recognized privilege, unless the person holding such privilege has waived the privilege.

CONSOLIDATING FORMAL COMPLAINTS

TLCS may consolidate formal complaints as to allegations of sexual harassment against more than one respondent, or by more than one complainant against one or more respondents, or by one party against the other party, where the allegations of sexual harassment arise out of the same facts or circumstances.

DISMISSAL OF FORMAL COMPLAINTS

TLCS must investigate the allegations in a formal complaint.

Does not constitute sexual harassment, even if proven;
Did not occur in a TLCS education program or activity; or
Did not occur against a person in the United States.

TLCS must dismiss a formal complaint if the conduct alleged in the formal complaint:

Does not constitute sexual harassment, even if proven;
Did not occur in a TLCS education program or activity; or
Did not occur against a person in the United States.

Upon a dismissal, TLCS must promptly send simultaneous written notice of the dismissal to the parties along with the reason(s) for the dismissal.

Dismissal of a formal complaint does not preclude TLCS from taking appropriate action under the Employee Handbook or any other district policy that may apply to the alleged conduct.

INVESTIGATING FORMAL COMPLAINTS

The following guidelines apply during the investigation of a formal complaint and throughout the grievance process.

TLCS will ensure the burden of proof and the burden of gathering evidence sufficient to reach a determination regarding responsibility rests on TLCS and not on the parties.
TLCS cannot access, consider, disclose, or otherwise use a party’s records that are made or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in the professional’s or paraprofessional’s capacity, or assisting in that capacity, and which are made and maintained in connection with the provision of treatment to the party, unless TLCS receives that party’s voluntary, written consent to do so.
TLCS will provide an equal opportunity for the parties to present witnesses, including fact and expert witnesses, and other inculpatory and exculpatory evidence.
TLCS will not restrict the ability of either party to discuss the allegations under investigation or to gather and present relevant evidence.
TLCS will provide the parties with the same opportunities to have others present during any grievance proceeding, including the opportunity to be accompanied to any related meeting or proceeding by the advisory of their choice, and not limit the choice or presence of an advisor for either the complainant or respondent in any meeting or grievance proceeding. TLCS may establish restrictions regarding the extent to which the advisor may participate in the proceedings, as long as the restrictions apply equally to both parties.
TLCS will provide to a party whose participation is invited or expected written notice of the date, time.
TLCS will provide both parties an equal opportunity to inspect and review any evidence obtained as part of the investigation that is directly related to the allegations raised in a formal complaint, including the evidence upon which the recipient does not intend to rely in reaching a determination regarding responsibility and inculpatory or exculpatory evidence whether obtained from a party or other source, so that each party can meaningfully respond to the evidence prior to conclusion of the investigation.
Prior to completing an investigative report, TLCS must send to each party and any advisor(s) the evidence subject to inspection and review in an electronic format or a hard copy, and the parties must have at least 10 days to submit a written response, which the investigator will consider prior to completing the investigative report.
TLCS must create an investigative report that fairly summarizes relevant evidence and must, at least 10 days prior to a determination regarding responsibility, send to each party and any advisor(s) the investigative report in an electronic format or a hard copy, for review and written response.
After sending the investigative report to the parties and before reaching a determination of responsibility, the decision-maker(s) must afford each party the opportunity to submit written relevant questions to be asked of any witness, provide each party with the answers, and allow for additional, limited follow-up questions from each party.

Questions and evidence about the complainant’s sexual predisposition or prior sexual behavior are not relevant, unless such questions and evidence about the complainant’s prior sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the complainant, or if the questions and evidence concern specific incidents of the complainant’s prior sexual behavior with respect to the respondent and are offered to prove consent.

The decision-maker(s) must explain to the party proposing the questions any decision to exclude an irrelevant question.

DETERMINATION REGARDING RESPONSIBILITY

The decision-maker(s) designated to determine responsibility cannot be the same person(s) as the Title IX Coordinator or the investigator(s).
The decision-maker(s) must review the investigation report and make a written determination, based on the standard of a preponderance of the evidence, regarding responsibility.

The written determination must include:

Identification of the allegations potentially constituting sexual harassment;
A description of the procedural steps taken from receipt of the formal complaint through to the determination, including any notifications to the parties, interviews with parties and witnesses, site visits, or methods used to gather other evidence;
Findings of fact supporting the determination;
Conclusions regarding the application of the TLCS Employee Handbook to the facts;
A statement of, and rationale for, the result as to each allegation, including a determination regarding responsibility, any disciplinary sanctions imposed on the respondent, and whether remedies designed to restore or preserve equal access to a TLCS education program, activity, or campus will be provided to the complainant; and
The TLCS procedures and permissible bases for the complainant and respondent to appeal.

TLCS must provide the written determination to the parties simultaneously. The determination becomes final either on the date TLCS provides the parties with the written determination of the result of the appeal, on the date an appeal is filed, or if an appeal is not filed, on the date which an appeal would no longer be considered timely.

The Title IX Coordinator is responsible for effective implementation of any remedies.

APPEALS

TLCS will offer both parties an appeal from a determination regarding responsibility, and from a dismissal by TLCS of a formal complaint or any allegations therein, on the following bases:

Procedural irregularity that affects the outcome of the matter;
New evidence, that was not reasonably available at the time the determination regarding responsibility or dismissal was made, that could affect the outcome of the matter; and
The Title IX Coordinator, investigator(s), or decision-maker(s) have a conflict of interest or bias for or against complainants or respondents generally or the individual complainant or respondent that affected the outcome of the matter.

As to appeals, TLCS will ensure that the decision-maker(s) for the appeal is not the same person as the investigator(s), Title IX Coordinator, or the decision-maker(s) that reached the determination regarding responsibility or dismissal.

TLCS will provide both parties a reasonable equal opportunity to submit a written statement in support of, or challenging, the outcome.

The decision-maker(s) for the appeal will issue a written decision, based on the standard of a preponderance of the evidence, describing the result of the appeal and the rationale for the result, and provide the written decision simultaneously to both parties.

A party who is dissatisfied with the appeal decision may file an appeal to the Board of Directors through the process outlined in the TLCS grievance process.

Behavior Response Plan - Discipline Policy

Download the 9.1 Behavior Response Plan - Discipline Policy.

Only part of this policy is available below. Download the full policy above or through the BoardOnTrack library.

Policy Purpose and Overview

Tulsa Legacy Charter School is committed to an education that balances students' cognitive, social, and emotional development. Teachers and staff support our students in their capacity to collaborate collaboratively, be disciplined in their academic and personal pursuits, and contribute meaningfully to their community. For our students to grow into self-managed students and adults, the school and home must work together to promote high expectations for behavior established in the TLCS Code of Conduct.

Tulsa Legacy Charter School wants to create a high-quality learning experience for all scholars. We believe in educating the whole child by meeting their social, emotional, and academic needs. Social and emotional learning (SEL) is how children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, and establish and maintain positive relationships. With strong social and emotional skills, our students can set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

At Tulsa Legacy Charter School, we believe in the power of restorative practices and interventions. Students, teachers, and leaders will foster safe, supportive, and joyful learning environments emphasizing acceptance and inclusion for all students. A school community has profound benefits when we seek alternative options to exclusionary discipline practices. Our school leaders believe our practices ensure accountability, reflection, and reconciliation to build our school community and scholars.

Policy Details

SEL Framework: Social Emotional Climate/ Environment & Logical Class Responses

The development of social skills enhances our ability to foster an inclusive environment. Social-emotional skills should be cultivated and serve as continuous guiding principles and practice within and beyond the classroom. Our vision is for scholars and adults to authentically belong in their schools through the support and frameworks that social-emotional learning brings. Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, we use a framework that promotes intrapersonal, interpersonal, and cognitive competence.

Social Emotional Climate/Environment Expectations:

Every day, our scholars will experience the following to support our social-emotional centered learning environment:

At arrival, scholars will greet their teacher upon entering the class.
Scholars will enter a calm environment (soft instrumental music and low lighting) and immediately begin working on an activity, engaging in community circle or team-building exercises.
Each teacher will set expectations for the day’s learning environment (expectations will be centered around the five social-emotional respects of the school community).
Scholars will engage in a brain break that allows them to stretch their bodies.
Teachers will restate specific expectations as they rotate from cohort to cohort.

Our Logical Class Responses:

All responses to behavior will mirror the expectation to which we desire scholars to respond. Therefore, all responses will be logical and sequenced, respectful and well-mannered, and delivered in a calm and transparent manner.

Sequenced: Input Behavior Triangle Graphic

Nonverbal- provide scholars with a nonverbal acknowledgment that corrective action is needed. Often people need a reminder that redirection is needed. This is the least attention-seeking method. Provide time for scholars to meet the expectations before progressing to the next level.
1. Example: Move closer to the scholar as a cue that correction is needed
Verbal Redirection- provide scholars with an assertive statement of the expectation. After the nonverbal is given and the appropriate time (10 seconds), give a verbal redirection stating the scholar's name and the expectation that needs to be met.
1. Example: Scholar A, you are expected to silently complete your assignment. I will know you are meeting expectations when I see you …..
Deduction - On the third attempt to correct behavior, inform scholars that an expectation has not been met and that they have now progressed to a deduction due to a breach of expectation. Specifically, name the breach. Allow scholars to meet the expectations before progressing to the next level. Inform scholars if they disagree with the deduction they can write down their concerns and speak to you after class, which is a more appropriate time.
Family Communication—After the fourth behavior redirection, please inform scholars that a phone call will be made home stating the expectation that was not met. Parent support is vital. Inform parents within a 24-hour window of what took place, your methods of redirection, and their scholars’ responses. If time permits, parents may be informed through an email.
1. Hi! This is Mr./Ms. ________. I am sending you this message to inform you of ________ behavior in ____ class today. Could you please speak with them at home, so that tomorrow he/she will make better choices to prevent him from receiving lunch detention?
Removal from Class—After the fifth redirection in behavior, please send scholars to the restore center with a note briefly describing the behavior and their work. This action provides the scholars with another space outside the classroom to redirect behavior. They will seek counsel to address the culture breach and complete their class work.

Once scholars are asked to leave class, they are supported in our restore room, which is developed using restorative justice practices.

Restorative Practices

The What: Restorative Practices occur when a cultural breach interrupts the daily classroom or school environment. Restorative practices support our Social Emotional Learning beliefs related to relationship building, self-awareness, self-management, social awareness, and responsible decision-making. They were developed with one specific goal in mind; to support and facilitate the building of healthy relationships throughout your child’s educational journey within Tulsa Legacy Charter School and for life. It has been proven beyond doubt that when individuals live in healthy and life-giving relationships with significant others, there is abundant personal growth, capacity for character building, and high-level achievement in all areas of endeavor. If and when conflicts arise, we utilize restorative practices to support a well-rounded resolution to the issue at hand. We use a three-tiered approach to support all scholars best.

The Why: Using approaches such as dialogues, peace circles, conferencing, and peer-led mediation, restorative practices get to the root cause of student behavior, which often relates to adult behavior. A restorative culture addresses the missing piece of teaching social-emotional and conflict-resolution skills by turning behaviors into learning opportunities. Accepting responsibility for behaviors and making right what has been wronged is the goal of the learning opportunity. Using this model in the school community still allows each educator to have his/her expectations and forms of accountability. As much as possible, students are responsible to their teachers for classroom expectations and behavior. When a student does not respond to the classroom accountability system, a student may be referred to a support staff member for a more intensive intervention aimed at helping the student make better behavioral choices. The ultimate goal in addressing all behaviors is to ensure a supportive and stable educational environment while encouraging growth toward self-discipline, accepting responsibility, and appreciating the rights of others. When fully implemented with a race-conscious lens, restorative practices improve school climate, increase academic achievement, and reduce racial disparities in school discipline.

3 TIERED APPROACH

Tier 1: Universal Intervention

Focuses on:

Clearly stated expectations that are applied to all students
Classroom communities built through intentional teaching of social/emotional skills
Acknowledgement of positive behavior and celebrations of student achievement and goal attainment

Examples: Social/emotional curriculum, Morning Meeting or Circle of Power and Respect, Town Hall meeting

Tier 2: Targeted Interventions

Focuses on:

Specific interventions for students who do not respond to universal (level 1) efforts.
Targeted groups of students who require additional support
Interventions that are a part of a continuum of behavioral supports in schools

Examples: Parent guardian conferences, conflict resolution, peer mediation, restorative circle, short-term behavioral contracts, or short-term in-school restoration

Tier 3: Intensive Individualized Interventions

Focuses on:

The needs of individual students who exhibit a pattern of problem-behavioral actions
Diminishing problem behaviors and increasing the student’s social skills and functioning
Interventions involving functional behavioral assessments and behavioral intervention plans

Medical Policy

Download the 7.401 Medical Policy.

Download the Immunization Requirements.

Download the Meningococcal Information Sheet.

Download the Diabetes Information Sheet.

Visit the Oklahoma Online Portal for Parent Exemption Form.

Only part of the 7.401 Medical Policy is available below. Download the full policy above or through the BoardOnTrack library.

Administration of Medicine

This policy ensures the safe and responsible administration of medications to students at Tulsa Legacy Charter School (TLCS) in compliance with state statutes, including Oklahoma Statutes Title 70, Section 1-116.2, Title 70, Section 1210.196.2, Title 59, Section 353.1, and guidelines from the Oklahoma State Department of Education (OSDE) and the Oklahoma State Department of Health (OSDH). This policy applies to all students from Pre-K through 8th grade at TLCS and all trained staff responsible for administering medication.

Policy Statement

TLCS encourages parents/guardians to administer medications at home whenever possible. Medications should be given before or after school hours unless the student’s health would be compromised without timely administration during school hours.

Legal References

This policy adheres to the following statutes and guidelines:

Oklahoma Statutes Title 70, Section 1-116.2: Administration of medication in schools.
Oklahoma Statutes Title 70, Section 1210.196.2: Administration of medication for diabetes management.
Oklahoma Statutes Title 59, Section 353.1: Safe handling and storing prescription medications.
Oklahoma Naloxone Guidelines: Procedures for handling opioid overdose prevention and administering Naloxone.

Procedures

Parent/Guardian Authorization:

Parents/guardians must provide written authorization to administer any medications during the student registration process or by submitting an official form to the school.
Medication permission forms for prescription medications are valid for the current school year only and must be renewed annually.
A parent may come to the school to administer medication if written consent has not been provided.

Notification of Medication Administration (Over-the-Counter Medication Only):

Pre-K to 4th Grade: Parents/guardians will receive a phone call each time authorized over-the-counter (OTC) medication is administered.
5th to 8th Grade: OTC medications will be administered as needed without prior notification for each instance.

Prescription Medication:

Prescription medication must be in its original container, with the student's name clearly labeled, as per Title 59, Section 353.1.
Prescription medications will be logged in the Medication Log provided by the Oklahoma State Department of Health (OSDH). Each log entry will include the dosage, time, date, and administering staff member.
Medications must be administered within 30 minutes before or after the scheduled time.

Storage of Medications:

All medications must be stored in a locked and secure location. Access to the medication cabinet key is restricted to authorized personnel.
Schedule II controlled substances must be counted upon receipt and weekly, with records maintained in the appropriate log.
Medications will not be stored over the summer break, and proper documentation will be maintained for the return or disposal of medications.
Medications may only be destroyed with the parent/guardian’s consent, and proper disposal procedures will be followed for any unused medication at the end of the school year.

Self-Administration of Medication:

Students may self-administer specific medications, including those for asthma, anaphylaxis (epinephrine), diabetes (insulin or glucagon), pancreatic enzymes, and sunscreen, with prior written authorization from the parent/guardian and physician.
The parent/guardian must provide a statement from the physician confirming the student’s condition and ability to self-administer the medication.
Self-administering students are prohibited from accessing other students' medications or playing with their medical equipment.
TLCS shall incur no liability for students' self-administration of medication. The self-administration permission terminates at the end of the school year.

Field Trips:

Controlled substances must be transported in a locked container.
A staff member trained in medical administration must accompany students if medication is required during the field trip.

Seizure and Diabetes Management Plans:

Students with conditions such as diabetes or seizure disorders must have an individualized management plan in place detailing their medical needs during school hours, in accordance with Title 70, Section 1210.196.2.

Staff Training:

Only school staff who have completed the required Medical Administration training provided by the Oklahoma State Department of Education (OSDE) can administer medications.
Staff will follow the Seven Rights of Medication Administration:
1. Right Patient – Verify the student’s identity.
2. Right Medication – Confirm the medication name.
3. Right Dose – Administer the correct dose.
4. Right Time – Give medication at the correct time.
5. Right Route – Administer via the correct route (oral, inhaled, eye, ear, nose, or emergency medication).
6. Right Documentation – Record details accurately.
7. Right Reason – Ensure the medication is given for the appropriate condition.

RECORD KEEPING AND DOCUMENTATION

Medication Logs:

Each student will have a separate log for every medication received. The logs will detail each dose administered, including the time, dosage, and staff member responsible.
Any medication errors (e.g., wrong dose, wrong student) must be immediately documented, and a Medication Incident Report must be completed in Cariina.
If a student refuses or misses a medication dose, the staff will document the occurrence in the Medication Log and notify the parent/guardian (for Pre-K to 4th grade immediately and for 5th to 8th grade at the end of the day)

Weekly Controlled Substance Inventory:

The Director of Campus Operations (DCO) and the Designated Nurse (DN) will complete a weekly inventory of controlled substances stored at the school, ensuring compliance with storage and documentation protocols.

End-of-Year Medication Procedures:

Pre-K to 4th Grade: Parents/guardians must pick up any remaining medication on the last day of school. Unclaimed medications will be discarded following proper disposal protocols.
5th to 8th Grade: Leftover medications will be sent home with students on the last day of school. Parents/guardians will be notified in advance.
Proper documentation will be completed for the return of all medications to parents/guardians.

Power School SIS

If a scholar takes medicine, the district nurse must add a medical/health alert to PowerSchool SIS and notify the scholar's homeroom teacher and special teachers

COMPLIANCE AND REVIEW

This policy will be reviewed annually to ensure compliance with Oklahoma statutes and OSDE guidelines. Adjustments will be made to reflect any changes in law or school procedures.

IMPLEMENTATION

This policy will take effect immediately upon approval by the Tulsa Legacy Charter School Board and will be communicated to all staff, parents/guardians, and students.

Health Disasters

In cases of health-related disasters, such as pandemics or widespread infectious disease outbreaks, TLCS follows a Health Disaster Response Plan, consistent with both state and federal health guidelines.

Activation of Health Disaster Response:
- TLCS will coordinate with local and state health departments to enact measures that ensure the health and safety of all students and staff. Preventive measures such as quarantine, health screenings and infection control practices will be implemented as public health authorities advise.
Preventive Health Measures:
- Increased sanitation protocols, including frequent handwashing, facility sanitization, and personal protective equipment (PPE) use, will be enforced according to health guidelines that call for schools to provide a clean and safe environment, particularly during health emergencies.
Community Communication:
- TLCS will communicate openly with families, students, and staff regarding health disaster response measures. Regular updates will be provided through ParentSquare and other district communication channels to ensure transparency and keep the school community informed.
Alternative Instruction:
- If in-person learning is deemed unsafe due to a health emergency, TLCS may transition to virtual instruction to ensure continuity of education. In such cases, TLCS will provide families with resources and support for effective remote learning, following guidance that prioritizes student safety while preserving access to educational opportunities.

Health Emergencies

Tulsa Legacy Charter School (TLCS) has established a structured response plan for health emergencies to ensure the safety and well-being of students. In compliance with Oklahoma Administrative Code requirements, TLCS prioritizes immediate care and prompt communication.

Immediate Response:
- Trained staff will assess and provide initial care to students in a health emergency. If medical intervention is necessary, emergency services (911) will be contacted, and qualified school personnel will assist until professional medical responders arrive.
- The student’s parent or guardian will be notified as soon as possible, as required by the expectation that schools promptly inform families of any emergency that may affect their child’s health or safety.
Documentation:
- Health emergencies will be recorded in the student’s health file, with relevant details documented in accordance with regulations mandating a complete and accurate account of any significant medical incident.
Confidentiality:
- Information regarding health emergencies will remain confidential and will only be shared with authorized personnel, respecting the student’s privacy and adhering to confidentiality standards in school health services.

Immunizations

Tulsa Legacy Charter School (TLCS) adheres to Oklahoma State Department of Health (OSDH) immunization requirements for school attendance, ensuring the health and safety of all students.

Required Immunization Records:
- In order to enroll at TLCS, all students must have an up-to-date immunization record or an approved exemption on file. These records must meet the immunization schedule established by OSDH to help ensure community health and minimize the risk of preventable disease spread within school settings.
- Parents or guardians must provide up-to-date immunization records for each enrolled student. These records must meet the immunization schedule established by OSDH to help ensure community health and minimize the risk of preventable disease spread within school settings.
- TLCS staff will monitor and verify each student’s compliance with immunization requirements or approved exemptions, following guidelines that require schools to uphold health standards and maintain accurate immunization records.
Grade-Level Specific Immunization Requirements
- Prekindergarten (4 years and older):
  - Diphtheria, Tetanus, and Pertussis (DTaP): 4 doses
  - Polio (IPV or OPV): 3 doses
  - Measles, Mumps, and Rubella (MMR): 1 dose
  - Hepatitis A: 2 doses
  - Hepatitis B: 3 doses
  - Varicella (Chickenpox): 1 dose (or documented history of the disease)
- Kindergarten through 6th Grade
  - Diphtheria, Tetanus, and Pertussis (DTaP): 5 doses
  - Polio (IPV or OPV): 4 doses
  - Measles, Mumps, and Rubella (MMR): 2 doses
  - Hepatitis A: 2 doses
  - Hepatitis B: 3 doses
  - Varicella (Chickenpox): 1 dose (or documented history of the disease)
- 7th Grade
  - Diphtheria, Tetanus, and Pertussis (Tdap): 1 dose (booster required for entry into 7th grade)
  - Polio (IPV or OPV): 4 doses
  - Measles, Mumps, and Rubella (MMR): 2 doses
  - Hepatitis A: 2 doses
  - Hepatitis B: 3 doses
  - Varicella (Chickenpox): 1 dose (or documented history of the disease)
- These immunization requirements align with state guidelines to protect student health and prevent the spread of contagious diseases.
Exemptions:
- Parents or guardians may request immunization exemptions based on medical, religious, or personal reasons. All exemptions must be documented and approved in accordance with Oklahoma health policies, recognize certain exemption rights but also place responsibility on the school to verify and record these exemptions accurately.
Disease Outbreak Protocol:
- In the event of an outbreak of a vaccine-preventable disease, TLCS will consult with the Oklahoma State Department of Health (OSDH) for guidance on implementing necessary safety measures. As part of this protocol, TLCS may temporarily exclude students who are not fully vaccinated due to an exemption if recommended by public health authorities to control the spread of the disease.
- Parents or guardians of unvaccinated students will be promptly notified of any exclusion requirements and provided with information regarding the anticipated duration of the exclusion.
- During the exclusion period, TLCS will ensure continuity of education by providing alternative instructional resources to support affected students in maintaining their academic progress.

Medical Emergencies and Accidents

Tulsa Legacy Charter School (TLCS) is committed to maintaining a safe environment for all students. In a medical emergency or accident, staff must follow established procedures to ensure the well-being of the student(s) involved.

Immediate Response:
- For life-threatening medical emergencies, staff must call 911 immediately and then notify the school nurse and administration.
- For life-threatening medical emergencies, staff must call 911 immediately and then notify the school nurse and administration.
Parental Notification:
- Parents or guardians will be promptly informed of any medical emergency or accident involving their child. Staff should provide a clear, detailed account of the incident, including actions taken to ensure the student’s safety and well-being.
Accident and Injury Documentation:
- Staff attending a medical emergency or accident must complete an Accident and Injury Report for Scholars. This report should include details of the incident, actions taken, and any follow-up care provided.
- Accident and Injury Reports for Scholars are available on The Lion's Den Staff portal, ensuring easy access for all staff members needing to complete them.
- Completed reports must be submitted to the school nurse and administration within 24 hours of the incident to ensure thorough documentation and facilitate follow-up with the student’s parent or guardian.
- The school nurse or designated personnel must log the accident or injury in the scholar’s PowerSchool SIS account to ensure accurate, up-to-date medical records are maintained.
Disease Outbreak Protocol:
- After the initial response, the school nurse or designated health staff will continue to monitor the student’s condition and provide necessary updates to the parent or guardian.
- The administration will review each medical emergency or accident incident to determine whether additional safety measures, follow-up care, or preventive actions are needed.

Bell to Bell Device Ban Policy

Download the 9.7 Bell to Bell Device Ban Policy.

Policy Purpose and Authority

Tulsa Legacy Charter School (TLCS) is committed to fostering a focused, respectful, and academically engaging learning environment. In alignment with Oklahoma Senate Bill 139, TLCS prohibits the possession and use of personal electronic devices during the instructional day, defined as the time between the first bell and the end-of-day dismissal bell, beginning in the 2025–2026 school year. This policy has been formally adopted by the TLCS Board of Directors and will be reviewed annually.

Scope and Prohibited Devices

This policy applies to all scholars enrolled at TLCS and covers all personal electronic devices not issued by the school. Prohibited devices include, but are not limited to, cell phones, smartwatches, wireless earbuds or headphones, tablets, laptops, and smart glasses.

Scholars are not permitted to use, access, display, or carry these devices on their person during the instructional day, including in classrooms, restrooms, hallways, and other school spaces unless otherwise permitted by this policy.

Recommendation to Leave Devices at Home

Because TLCS does not provide device storage and does not assume liability for lost, stolen, or damaged personal electronic devices, scholars are strongly encouraged to leave all such devices at home. If a scholar brings a device to school, it must remain powered off and completely out of sight for the entire instructional day.

Permitted Exceptions

Scholars may use or carry a personal electronic device only under the following conditions:

The device is required for a documented medical condition and its use is authorized through an Individualized Education Plan (IEP), Section 504 Plan, or Health Plan on file with the school nurse.
The device is accessed during a verified emergency situation as permitted by campus administration or emergency response personnel.
The device is used for instructional purposes as part of an approved and documented accommodation plan.

No other exceptions will be honored. Unauthorized use of any device, regardless of claimed intent, will be treated as a violation of this policy.

Disciplinary Procedures for Non-Compliance

Violations of this policy will be addressed using a progressive discipline approach.

Sequenced: Input Behavior Triangle Graphic

First violation: The device will be confiscated and returned to the scholar at the end of the school day. The incident will be logged, and the guardian will be notified.
Second violation: The device will be held in the school office and must be retrieved by a parent or guardian.
Subsequent violations: Further disciplinary action will be taken at the discretion of the campus administrator. This may include detention, behavioral intervention, or loss of campus privileges.

Refusal to surrender a device or repeated disregard for the policy may result in escalated consequences up to and including out-of-school suspension for willful defiance.

Liability Disclaimer

TLCS is not responsible for any lost, stolen, or damaged personal electronic devices brought onto school property. By bringing such items to school, the scholar and their parent/guardian assume full responsibility for the device and its security.

Policy Communication and Enforcement

This policy will be included in scholar handbooks, posted on the school website, and communicated to families at the start of each school year. Parents and guardians will be required to acknowledge the policy annually. Staff will receive training to ensure consistent enforcement across campuses.

Annual Review and Future Modifications

This policy is mandated for the 2025–2026 school year in accordance with SB 139. Following the conclusion of that year, the TLCS Board of Directors will review the policy's effectiveness and determine whether to renew, modify, or discontinue the ban. Any modifications must maintain required exceptions for medical and emergency use.

Contact Us

Attendance & General Questions

office@tulsalegacy.org

918-794-1442 x1000

Counseling & Social/Emotional Concerns

counselor@tulsalegacy.org

918-794-1442 x1302

District Nurse

nurse@tulsalegacy.org

918-794-1442 x1105

Economic Disadvantage

registration@tulsalegacy.org

918-794-1442 x1202

McKinney-Vento Homeless Liaison

counselor@tulsalegacy.org

918-794-1442 x1302

Transportation Changes

office@tulsalegacy.org

918-794-1442 x1000

Transportation Complaints

918-922-8190 OR

operations@tulsalegacy.org

918-794-1442 x1101

District Info

District Office

6001 N Peoria Ave
Tulsa, OK 74126

Business Address

105 East 63rd St N
Tulsa, OK 74126

Hours

Monday–Friday
7:30am–4:00pm

Closed for district holidays.
Summer hours vary.

Fax

918-292-8193

Please note: Our District Staff and Leaders often support and work at both campuses.

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