STUDENT POPULATIONS

As required by section 427 of the General Education Provisions Act (GEPA), a description of proposed steps the ensure equitable access to, and participation in, its federally assisted program.  The statute, which allows applicants discretion in developing the required description, highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age.  Applicants may use local circumstances to determine the extent to which these or other barriers prevent equitable participation by students, teachers, parents, or other community members.  The description need not be lengthy, but it should include a clear and succinct description of how the applicant plans to address those barriers that are applicable to its circumstances.

Assured by Board Policy #5131.1 and Wisconsin Stats 118.13.  In addition, students with disabilities will be admitted if their IEPs can be met within the school.  At least four staff members have certification to serve students with disabilities.  A notice of availability of the services of the school will be printed in Spanish and appropriately distributed in schools, the community, and the press. Waukesha has approximately 8% of the student population that claim Hispanic on enrollment records. There will be no gender preference in the selection of the school and a balance will be sought. 

The procedures that will be followed if more students apply or are referred than can be admitted would utilize a “lottery” procedure. There have always been “slots” available at HPACS. If the number of referred students and applicants exceed the number of student slots possible, a random lottery will be held using a drawing of the students unique ID#s for those programs where application/referrals  exceeds the slots. At least two Site Management Council (SMC) members will be involved in each lottery to ensure impartiality.

DISCIPLINARY STRATEGIES/PYRAMID OF INTERVENTIONS

Disciplinary Strategies---A description of procedures and systems for discipline would include:

Each program uses a pyramid of interventions model for dealing with student behavior and the need for sequential discipline practices. Communication with parents and the utilization of district psychologists, social workers, ATOD awareness counselors, and practicing Life Space Crisis Intervention Training (LSCI) enabling teachers to address root sources of negative school behavior. LSCI also enables the students to connect with their behavior and determine their own role in controlling their behavior/conduct.

Teachers are also beginning to use the Response To Interventions (RTI) model accessing a menu of interventions that might include both strategies to overcome academic difficulties and behaviors. Interventions are incorporated with fidelity.  Research-based interventions are implemented and systematically assessed/monitored.

Additionally, there shall continue to be monthly group meetings with high school principals and or assistant principals to discuss intake procedures, exit and furlough plans, student progress, and other operational and student matters as appropriate. 

WAUKESHA STUDENTS CHOOSING OTHER OPTIONS

Alternatives for Waukesha students NOT wishing to attend:

Students who reside in the Waukesha district, who even if recommended to attend HPACS, are not required to attend any HPACS program. Pupils not admitted to HPACS can receive additional education support from programs currently offered at each home high school.

There are three high schools and other programs available for “at-risk” students. Attendance at HPACS is a choice. Signed documentation by students and parent/guardians is provided.

ENROLLMENT IS VOLUNTARY

Enrollment at HPACS is voluntary and a choice for students and parents alike.

Students entering this charter are generally defined as the following:  “at risk” (using the statutory and rule definition) or “high risk”, i.e. students who are failing, credit deficient, truant, in personal crisis, or are not experiencing success in a traditional setting.

All students above will have an equal opportunity to apply for attendance if they meet the age requirements and based on space availability.  To keep geographic balance, it is anticipated that “slotting” of students will occur.  This means that only a certain number from each secondary school may be selected unless the slot is not used by the assigned school. When the number of applicants exceeds the total capacity of the charter school, a random lottery will be used to ensure random selection occurs.

Students can request consideration for alternative placement via their home school counselor, social worker, or an administrator.  Teachers can refer a student through the Building Collaborative Team (BCT) in their building.  BCT teams review applications and make recommendations for student placement.  Parents can also request a referral through the home school support staff.  Until attendance slots become unavailable, consideration of students will be based on the date received of the referral or written inquiry.

TUITION

It is assured that this charter school does not charge for tuition.

There is never a tuition charge for resident students no matter when students enroll at HPACS. If space permits, out-of-district students may be charged tuition. When program requirements permit, other district paid tuition may occur for specialty programs such as SAPAR, the school-age parent program.