The collection of At-Risk programs is organized under an embracing umbrella Native-American philosophy labeled “Reclaiming Youth” based on the work by Brendtro, Brokenleg and Van Bockern and it includes the “Circle of Courage.”  This philosophy is a major component of a nation-wide movement to help At-Risk youth become reconnected to both education and adult relationships. This reconnection focuses on the critical themes of belonging, mastery, independence, and generosity. The “circle” includes parents and community members and the many students who feel alienated from traditional high schools.

Mission  --  The mission of the Harvey Philip Alternative Charter School (HPACS) is to provide programming for each at-risk student that gives them the opportunity to re-engage in schooling, outside employment, and begin to experience community service.  Through challenging academic work and the support of staff, students will complete their chosen educational program and either graduate, complete, or move on successfully to other programs.   The mission is accomplished by a sound philosophy and a commitment to respond systematically for students that have failed in the past by helping them find success and avoid failures in the future. This is achieved through planned staff empowerment in an environment of continuous improvement, self management, and by sharing decision making with colleagues, parents, community members and most importantly, student representatives.   

Vision  - The vision of the school is to have all students achieve an awakened sense of belonging to school and community; a higher level of academic mastery; an independence through work programs; a heightened, new sense of generosity toward other students and their community.  The vision is to reclaim youth at risk in a manner based on the work of Brendtro, Brokenleg and Van Bockern.  We will also use the philosophies of the “accelerated schools” movement – stressing community involvement, high academic challenges, and using each student’s natural strengths coupled with clear and high expectations.  Students will know and develop as many of the “21^st Century Skills” as possible.

 The six (6) programs each stress the ongoing practice of basic skills in reading, writing, mathematical reasoning, listening, and effective written and oral communication skills. 

The 12^th grade programs provide employment and vocational awareness by requiring documented employment experience. Grade 11 students have vocational and career instruction and may choose a required work option. This includes preparation to compete for entry-level jobs as well as job-specific vocational training programs by demonstrating job attainment skills.

School and community citizenship is an important component of the reconnection theory practiced at HPACS. 

Personal development is encouraged and modeled in dealing with sound decision making, human relationship skills, knowledge to maintain lifelong awareness of health, hygiene, personal ethics, goals, safety, and the resiliency skills necessary to overcome, prevent, and halt physically and psychologically intrusive situations/behaviors.

Student Academic Success and Personal Development

• Students will develop life, work and academic skills for transitioning into adulthood and the workplace.  Students will commit to preparation of themselves to give effort that will lead to the opportunity to earn a living wage by bridging the gap between school and the world of work.  Skills include:

self discipline, problem solving, peer and adult interaction, social skills,  job and career readiness, digital literacy, emotional and physical health, respect, honesty, courage, responsibility (independence)

• Students will identify barriers that prohibit their learning.  Students identify and  build necessary resiliencies to overcome barriers.  (ATOD) interventions, pregnancy prevention, organizational skills building, anger management, self esteem building, mental health assessment, conflict resolution etc) (belonging)

• Students will view themselves as a whole person and students will build skills that demonstrate strengthened connections between student, family, community, peers, and school.  Service learning will be used to achieve this objective.  Through careful planning  with community agencies and other governmental units, students will be connected to after school programs as both a recipient and as a worker.  Such program possibilities are Safe and Sound as well as the 21^st Century Learning Community Programs already funded in the Waukesha Community. (belonging and generosity)

• Students will make a commitment to participate and develop a harassment-free learning environment where all people regardless of previous academic performance, family background, socio-economic status, beliefs, abilities, appearance, race, gender, or sexual orientation are respected.  Here, students are able to feel safe and are encouraged to take academic and personal risks.  (belonging)

• Students will commit themselves to meet their goals and to a school/group completion rate of 100%.  Where this is not achieved, they will successfully help themselves and other students attach to additional programs that will lead to the skill building necessary to earn a living wage. (mastery)

Student Academic Success and Personal Development

By utilizing these constructs as organizers, youth will be re-claimed and experience attachment, achievement, autonomy, and altruism. (independence)

A description of the method by which evidence of student achievement or progress in attaining academic skills and knowledge will be measured.

Curriculum will be implemented with consideration of assessed/observed individual learning styles in presenting the four core curricular areas (English/language arts, science, social studies, math).  Other elective subjects are offered based on individual interest, need, and staffing.  Instructional practices include projects, presentations, portfolios, community learning, technology use, youth service learning, career development, and employability skills.  Affective skill development will include team building, communication skills, problem solving, and strategies for real life application. 

The school’s strategy: academic mastery + positive competitive employment (or job shadowing) + service learning = success.   Unless contraindicated educationally or physically, all senior aged (16-18 year old) students are required to work up to 20 hours/week in supervised competitive employment.  Such work is monitored/evaluated and credited appropriately.  HPACS will practice the use of the Response To Intervention (RTI) strategy/process where as the result of constant monitoring, student difficulties might be pinpointed and a series of specific, research-based interventions will be implemented and applied with fidelity. Progress will be monitored to evaluate the effectiveness of the various, systemic interventions and interventions modified as necessary. Finally, all the programs attempt through use of technology and quality instruction to equip students with knowledge of and as many of the twelve “21^st Century Skills” (from the CEO Forum Star Report, June 2001) as possible. 

 They are as follows:

·    Basic Literacy: Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one's goals and to develop one's knowledge and potential in this Digital Age.

·    Scientific Literacy: Knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.

·    Economic Literacy: The ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; and weigh costs against benefits.

·    Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.

·   Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.

·    Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.

·    Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others.

·    Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, varied socio-cultural groups, and individuals across the globe.

These critical skills for At-Risk can be summarized as: