Waiting List Application for 2018-2019 School Year

This application will place your student(s) at the next available position on the waiting list, in the order
it was received, AFTER those students drawn from the Enrollment Lottery. You will be notified if a
position becomes available for your student(s).

Instructions​:
1. Complete one application per family listing all children you wish to enroll.
2. Read the policies and sign this form.
3. Mail, fax, hand-deliver or submit online the signed application.
4. Email confirmation will be sent within 2 weeks of application submission.
5. Please visit our website at www.compasscharter.org for online applications, more information and updates.

  • Proof of family relationship may also be required for verification.
  • Upon acceptance into Compass Public Charter School, a birth certificate, proof of residence and immunization
    records must be provided for verification.
  • Kindergartners must be age 5 on or before Sept.1, 2018 and first graders must be 6 on or before Sept. 1, 2018.
  • All prospective students will be given the opportunity to enroll regardless of race, color, national or ethnic origin,
    religion, gender, or social or economic status or special needs.
Family Last Name:
Do you currently have a child/children attending Compass Public Charter School? YESNO
Primary Home Address - include Street, City, State, Zip (No P.O. Box):
Primary Phone Number (with Area Code):
Father/Legal Guardian’s First Name: Last Name:
Father’s Phone (with Area Code): Work Phone (with Area Code):
Father’s Email:
(Please enter the email address that you check frequently since we use email for a majority of our communication.)
Mother/Legal Guardian’s First Name: Last Name:
Mother’s Phone (with Area Code): Work Phone (with Area Code):
Mother’s Email:
(Please enter the email address that you check frequently since we use email for a majority of our communication.)
Please list all children you wish to place on the waiting list
Name (First & Last)
MF Date of Birth
Age
Last School Attended
Grade for 2018-2019
Relationship to child: Mother Father Legal Guardian Step Parent Foster Parent Host Parent
Name (First & Last) MF Date of Birth
Age
Last School Attended
Grade for 2018-2019
Relationship to child: Mother Father Legal Guardian Step Parent Foster Parent Host Parent
Name (First & Last) MF Date of Birth Age Last School Attended Grade for 2018-2019
Relationship to child: Mother Father Legal Guardian Step Parent Foster Parent Host Parent
Name (First & Last) MF Date of Birth Age Last School Attended Grade for 2018-2019
Relationship to child: Mother Father Legal Guardian Step Parent Foster Parent Host Parent
Name (First & Last) MF Date of Birth Age Last School Attended Grade for 2018-2019
Relationship to child: Mother Father Legal Guardian Step Parent Foster Parent Host Parent
Signature of Parent or Legal Guardian


  • I understand that any false or incorrect information on this application could jeopardize my child’s enrollment should he/she be selected to attend Compass Public Charter School.
  • I am authorized to sign as parent/legal guardian of the child(ren) on this application and the child(ren) on this application currently resides with me at least 50% of the time.
  • I have read and understand the attached policies.
  • I am aware of what will be expected of my child(ren) and myself in the event that my child(ren) is enrolled at Compass Public Charter School.
  • If my child is offered enrollment, I am aware that my child(ren) applying for Kindergarten through 2nd grade will be required to complete a readiness screener which will be used for diagnostics and for grade placement. Therefore, based on screening results, a grade level enrollment offer may differ from the grade entered on my application.



  • POLICIES


    COMPASS MISSION STATEMENT:
    Compass Public Charter School's (CPCS) Mission is to provide a safe and challenging learning community that prepares students for life-long excellence through exceptional academics, character development, and the ability to define and defend a personal worldview.

    COMPASS PHILOSOPHY STATEMENT:
    The philosophy of Compass is to foster a learning community built on relationships and trust where students feel physically and emotionally secure to pursue a challenging education and persevere beyond expectations.

    COMPASS VISION:
    Compass Public Charter School seeks to provide a well-rounded education in a safe environment, with high academic and behavioral expectations; where students, educators, and parents work in partnership to encourage the development of self-motivated lifelong learners and productive citizens who make positive contributions to society.

    PURPOSE STATEMENTS:
    K-10 Purpose Statement: CPCS’s K-10th grade purpose is to provide an academic program that develops character and a work ethic which sets students up for success in our Compass college immersion program.
    11-12 Purpose Statement: CPCS’s 11-12th grade purpose is to provide an academic program based on the Compass college immersion program, where excellence is our standard, not our goal.

    COMPASS CORE VALUES:
    As our children chart their course through these tumultuous years, we hope to direct them to a safe haven. Each child has the right to come to school without fear of taunting, teasing or violence. Each parent has the right to expect a school to provide a safe, kind environment for his/her child. Each staff member has the right to teach without fear of violence. Students, parents and teachers will experience peace of mind in the Compass Public Charter School setting. We believe that a kind environment should be extended through the potentially difficult middle school and high school years.
    Students and parents respect Compass Public Charter School teachers, as role models and instructors, for their commitment to education and their genuine concern for children. Intelligence, creativity, responsibility and loyalty are characteristics of the faculty.
    Parents expect and appreciate direct and regular communication from faculty regarding their children. Reciprocally, parents are responsive to suggestions from teachers and administrators for helping students.
    Compass Public Charter School recognizes each child as an individual who, by virtue of his/her humanity, is in community with all the other children in the school, regardless of age. By providing moral and ethical standards, the school prepares its students to accept the privileges and responsibilities of American citizenship. Every child is capable of achieving his/her potential to the fullest extent when afforded respect, fairness, kindness, discipline and appropriate instruction.

    COMPASS MODEL KEY THEMES
    The Compass Model is based on four overarching key themes –
    1. Next Level Excellence – Compass prepares students for lifelong success through unparalleled educational and real world learning opportunities.
    2. Exceptional Academics – Compass challenges students with a rigorous academic curriculum.
    3. Strong Character Values – Compass instills students with a strong sense of community, integrity and responsibility.
    4. Worldview Development – Compass empowers students to become critical thinkers, engaged citizens and inspired leaders by providing a safe learning environment to develop, articulate, and defend their personal view of the world.

    COMPASS MODEL FOCAL POINTS
    In order to meet the challenge of our overarching key themes, students must commit to follow expectations as outlined below in the areas of leadership, achievement, culture, and community.
    Student EXCELLENCE IN LEADERSHIP

  • Students lead by example
  • Students model respect for authority
  • Students demonstrate positive character traits
  • Students stand up for what is right, even if it doesn’t make them popular
  • Students recognize that they are role models for younger students within the school
  • Students follow the one school rule
  • Students participate in student government/activities
  • Students strive to achieve an invitation into NJHS and NHS
  • tudents exhibit leadership in the classroom through active participation, using time wisely, contributing to discussions, and respecting the teacher


  • Student EXCELLENCE IN ACHIEVEMENT

  • Students learn to persevere towards mastery of their learning
  • Students articulate what they are learning
  • Students demonstrate internal motivation to learn and excel
  • Students are deeply engaged in their learning
  • Students take personal accountability for their performance in school
  • Students demonstrate a connection with their learning by setting goals and monitoring their personal growth and academic improvement
  • Students demonstrate exemplary work habits
  • Students work toward becoming well-rounded, life-long learners


  • Student EXCELLENCE IN CULTURE

  • Students respect Compass teachers, as role models and instructors, for their commitment to education and their genuine concern for students
  • Students contribute to a caring and kind community with pride for their school
  • Students demonstrate kindness to others, creating a sense of security
  • Students model a sense of respect and responsibility for people and property
  • Students understand that they are expected to solve their own problems, or the ones they create, without creating problems for anyone else
  • Students are given opportunities to make decisions and live with the consequences, be they good or bad
  • Students recognize that practicing habits of respectful behavior toward others is a valuable habit for life
  • Students recognize that practicing setting appropriate limits on how they allow others to treat them is a valuable habit for life


  • Student EXCELLENCE IN COMMUNITY

  • Students develop healthy social relationships through kindness, respect, and inclusion
  • Students model school pride and ownership by keeping the school clean and showing respect for school property
  • Students recognize that they represent Compass everywhere they go and carry their positive character traits into the community.
  • Students participate in service learning and model civic and personal responsibility


  • GUIDING PRINCIPLES (as borrowed from the Love & Logic® Philosophy):
    1. We believe every attempt should be made to maintain the dignity and self-respect of both students and teachers.
    2. We believe students must be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else.
    3. We believe an adult must take over if a student does not or cannot take care of the problem.
    4. We believe students must be given opportunities to make decisions and live with the consequences, be they good or bad.
    5. We believe misbehavior must be handled with natural or logical consequences instead of punishment, whenever possible.
    6. We believe misbehavior must be viewed as an opportunity for the student to learn and grow in preparation for the real world.
    7. We believe students and parents must be allowed to request a “due process hearing” whenever consequences appear to be unfair.
    8. We believe parents should be contacted when a problem becomes chronic.
    9. We believe school problems will be handled by school personnel. Criminal activity will be referred to the proper authorities.


    What Does Compass Culture “Look” Like? (Borrowed from The Center for Comprehensive School Reform and Improvement, “The Hidden Curriculum.” December, 2006)
    Walk into any truly excellent school and you can feel it almost immediately—a calm, orderly atmosphere that hums with an exciting, vibrant sense of purposefulness just under the surface. Students carry themselves with poise and confidence. Teachers talk about their work with intensity and professionalism and despite the sense of serious business at hand, both teachers and students seem happy and confident rather than stressed. Everyone seems to know who they are and why they are there, and students and staff treats each other with the respect due to full partners in an important enterprise.

    ATTENDANCE (Policy #3050)
    Students, parents, and educators recognize the importance of attendance and punctuality at all grade levels. Key reasons for regular and punctual attendance are employability, educational benefits and success in school.

  • Employability – Punctuality and attendance are important skills for employment identified by employers. Developing these skills is critical whether students plan to work during the school year, after graduation, or after college.
  • Educational Benefits - Regular attendance helps to assure that students are getting the benefits of a program that is 90% direct instruction at the K – 8 levels, 75% interdisciplinary study at the 9 - 12 levels along with 20% cooperative problem solving.
  • Success – Students must be present in order to experience success. Further, each student’s presence enhances the success of the entire class.
  • Financial Solvency of our School – The school's funding is based on obtaining an average of 96% attendance in Kindergarten through grade 8. Average daily attendance is determined on a weekly basis. It is critical to the financial viability of the school that parents/guardians adhere to their commitment of at least 96% attendance. Students who are not in attendance 96% of the time and whom are not on a 504 Accommodation Plan or have an IEP that accommodates for attendance will be referred to the Board of Directors for discussion of appropriate action that may include denying promotion to the next grade. Additionally, it is the policy of Compass Public Charter School to administratively withdrawal any student who accumulates 5 consecutive unexcused absences (see policy #3630 - Withdrawal Policy).


  • All absences, excused or unexcused, count toward the 96% attendance criteria.
    Absences due to illness, accident, and death in the family are the only absences that Compass Public Charter School will consider excused 9 absences. All other absences will be considered unexcused unless there are extraordinary circumstances. Court appearances, professional appointments or religious observances may be considered extraordinary with administrative approval; family trips or vacations are not considered extraordinary.
    Compass Public Charter School recognizes that attendance decisions ultimately rest with the parent or guardian. In order for absences due to illness or bereavement to be excused, oral or written communication from the student’s parent or guardian must be received within 48 hours of the last day of the absence.
    A physician’s letter documenting the need for absence from school is required for absences due to illness that will cause the student to not meet the 96% attendance requirement.
    Impact on Students:
    In addition to the three key reasons for regular and punctual attendance listed above (employability, educational benefits and success in school), students at the K-12th grade level who recognize the importance of attendance and punctuality will qualify for participation in the school’s recognition programs.
    If a student accumulates excessive absences, whether or not the absences are excused or unexcused, the student may be dropped from school unless the absences are approved by the principal or charter administrator for exceptional circumstances.
    Tardies:
    Students are expected to be in their assigned classroom when school starts; if they are not, the student will be considered tardy. The only “excused” tardies are for illness or scheduled medical appointments. Three (3) unexcused tardies is equivalent to one unexcused absence and are subject to the policy/consequences related to unexcused absences.


    GRADING
    K-5 Standards Referenced Grading Scale:
    3 = Proficient Knowledge = Student demonstrates and applies skills consistently.
    Earning a “3” means the student has a proficient understanding of grade level content and meets academic expectations. Students at level “3” demonstrate their understanding independently and consistently. They are right on track with our high academic expectations. A “3” represents a student meeting grade level expectations and indicates high quality work. It is our goal for each student to reach proficiency.
    2 = Basic Knowledge = Student demonstrates skills inconsistently.
    Earning a “2” means the student has a basic understanding and partially meets academic expectations. A student receiving a “2” inconsistently demonstrates understanding and requires some assistance/support. Students at level “2” have a basic understanding of concepts or skills, but have not yet reached mastery of Common Core Standards and grade level academic expectations.
    1 = Minimal Knowledge = Student demonstrates limited skills and requires significant teacher assistance.
    Earning a “1” means the student has a minimal understanding of concepts and skills and does not meet academic expectations. Even with assistance and support, the student cannot use or demonstrate mastery of Common Core Standards.
    Life Skills Factors:
    Self-directed Learner – completes work, turns work in punctually, is neat, makes up work

    Responsible Learner – is prepared to learn, meets attendance expectations, arrives on time, has materials

    Engaged Learner – participates in learning, works well with others, shares ideas

    Respectful Learner – follows classroom expectations, stays on task, follows rules
    Life Skills Grading Scale:
    3 = Consistently demonstrates engagement, self-direction, respect, and responsibility.
    2 = Sometimes demonstrates engagement, self-direction, respect, and responsibility.
    1 = Rarely demonstrates engagement, self-direction, respect, and responsibility.
    0 = Even with support the student is unable to apply basic skills.
    6-8 Standards Referenced Grading Scale:
    A = Demonstrates thorough understanding of grade level standards and consistently and independently applies knowledge and skills in a variety of contexts.
    B = Demonstrates understanding of grade level standards and applies knowledge and skills in presented contexts.
    C = Demonstrates understanding and application of most grade level standards; needs teacher support to demonstrate proficiency.
    D = Demonstrates limited understanding and application of grade level standards; needs more instruction and/or practice to demonstrate proficiency.



    High School Standards Referenced Grading Scale:
    A = Demonstrates thorough understanding of grade level standards and consistently and independently applies knowledge and skills in a variety of contexts.
    B = Demonstrates understanding of grade level standards and applies knowledge and skills in presented contexts.
    C = Demonstrates understanding and application of most grade level standards; needs teacher support to demonstrate proficiency.
    D = Demonstrates limited understanding and application of grade level standards; needs more instruction and/or practice to demonstrate proficiency.
    F = Rarely demonstrates understanding and ineffectively applies grade level standards.
    College and Career Readiness Skills for 6-12:
    Self-directed Learner – completes work, turns work in punctually, is neat, makes up work

    Responsible Learner – is prepared to learn, meets attendance expectations, arrives on time, has materials

    Engaged Learner – participates in learning, works well with others, shares ideas

    Respectful Learner – follows classroom expectations, stays on task, follows rules

    College and Career Readiness Skills Grading Scale:
    A = Consistently Exceeds Expectations
    B = Consistently Meets Expectations
    C = Inconsistently Meets Expectations
    U = Does Not Meet Expectations

    GRADE PROMOTION (Policy #3060)

    6-8 Grade
    Students receiving a “C” or better grade average will be promoted to the next grade level. Students who do not obtain this academic goal and receive letter grades of “D” in 3 or more of the core subject areas (math, language arts, science, and social studies) may be recommended for retention. Each case will be determined individually. Generally, students recommended for retention shall receive the “returning student” preference for purposes of the lottery. *Attendance and effort is a factor.
    Students’ who achieve a “D” in one subject both semesters aren’t ready to move on in that subject. Students’ not meeting an appropriate level of proficiency (“C” - 70-79%) will be required to repeat the course either during the summer or the next school year. An appropriate fee will be charged to the parent for summer credit recovery courses. *Attendance and effort is a factor.
    Credit Requirements for Promotion (6-8 Grade Only)

    Language Arts 1 credit per semester
    Math 1 credit per semester
    Science 1 credit per semester
    Social Studies 1 credit per semester
    Total Credits Possible 8 credits per year

    *In the event that teacher/school records indicate contributing factors of poor attendance and/or consistent failure to complete school work assignments, the student will not be eligible to retain a seat in the current grade or to recover credits through an alternate route. In other words, the student will not be eligible for the “returning student” preference for purposes of the lottery. The student will be allowed to apply through the school’s lottery process to re-enter and repeat or recover credits for the grade level that was not completed successfully. Because the annual lottery occurs in the spring, prior to the end of the current school year, the 3rd quarter report card will be evaluated for those students in 5th-8th grade to determine which students may be entered in the lottery to repeat or recover credits for their current grade level. This will allow the student an equal opportunity to be drawn in the lottery, although the final decision for retention will be made at the end of the school year when final grades have been determined. It is the parent/guardian’s responsibility to enter the student’s name in the lottery, per recommendation of the Compass Public Charter School Board or designee, by completing a lottery application and following all of the same deadline procedures as outlined in the lottery policy.


    HOMEWORK
    It is our intent to require reasonable and constructive homework assignments that will encourage the student’s success in the classroom. Research shows that the most successful students, regardless of family income level or ethnic background, are those who have regularly structured homework time. The primary responsibility of homework belongs to the students themselves. The administrators, teachers, and parents also play an integral role in a successful homework experience. The need for active communication is essential throughout the homework process.
    PURPOSES OF HOMEWORK:

  • Preparation: to introduce material to be presented in future lessons (6th-12th)
  • Practice/Review: to reinforce and/or master basic skills already presented in class (All Grades)
  • Responsibility: develop organizational and time management skills as well as self-discipline (All Grades)
  • Feedback: to give teachers valuable feedback to monitor student progress (All Grades)
  • Application: to enable students to connect skills and concepts to new situations within the subject matter (6th-12th)
  • Extension: to provide students with opportunities to transfer specific skills or concepts from one subject to another (6th-12th)


  • CONCURRENT COLLEGE CREDIT
    Keeping true to our mission of preparing students for success in college, we also encourage our students to enroll in classes that will earn both high school and college credit. CHHS works with several local colleges to provide our students the opportunity to earn college credit while taking courses both at CHHS as well as on the college campus. While students must pay for the college credit they earn, the cost is significantly less. Students who maintain a 3.0 GPA may submit a concurrent credit request/rubric to the Concurrent Credit Committee for review and approval to enroll in concurrent credit courses. The committee will meet each semester to review concurrent credit rubrics/requests.

    Initials:
    Registration Confirmation Email