Waiting List Application for 2016-2017 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). Family Last Name___________________________________________________________________________________ Father/Guardian Name, Mother/Guardian Name___________________________________________________________ Home Address(House #, Street, Apt. #, or Route)____________________________________________________________ City:_______________________________

State:_________________

Zip Code__________________

Home Phone_____________________________________

Cell Phone_____________________________________

Father’s Work Phone (ext)__________________________

Mother’s Work Phone (ext)________________________

Email: ____________________________________________________________________________________________ (Please enter the email address that you check frequently since we use email for a majority of our communication.)

Please list all children living at home you ​ wish to enroll: (If you have additional children to enter please add on back) Name (First & Last)

M/F

Date of Birth

Age

Last School Attended

Do you currently have a child/children attending Compass Public Charter School? No

Grade for 2016-2017

Yes

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 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. Signature of Parent or Guardian______________________________________________Date____________ Instructions​: 1.​ Complete one application form per family listing all children you wish to enroll. 2.​ Read the policies and sign this form. 3.​ Mail, fax, or drop off the original signed application. 4.​ Please visit our website at www.compasscharter.org for 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 September 1, 2016 and first graders must be 6 on or before September 1, 2016. • 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.

COMPASS MISSION STATEMENT: Compass Public Charter School's 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 excel 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-10​th​ 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 11-12​th​ 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. N​ext Level Excellence – Compass prepares students for lifelong success through unparalleled educational and real world learning opportunities. 2. E​xceptional Academics – Compass challenges students with a rigorous academic curriculum. 3. S​trong Character Values – Compass instills students with a strong sense of community, integrity and responsibility. 4. W​orldview 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, teachers collectively commit to follow expectations in the areas of leadership, achievement, culture, and community. Teacher EXCELLENCE IN LEADERSHIP ● Teachers model character traits and the expectations of the National Honor Society Creed ● Teachers go above and beyond what is expected, take initiative, and follow our tag line – “Discovering Excellence” ● Teachers demonstrate what it means to be a “servant leader” – do what is right even when you don’t feel like doing it ● Teachers are problem solvers. They are part of the solution, not part of the problem ● Teachers model what is expected of students. Don’t do what they wouldn’t want/allow students to do ● Teachers model professionalism in dress and behavior. Dress and behavior distinguish teachers from school visitors/volunteers Teacher EXCELLENCE IN ACHIEVEMENT ● ● ● ● ● ● ● ●

Teachers know what it means to teach to the high and support the low Teachers value depth over breadth Teachers understand the importance of balancing a healthy level of pressure with challenging academics Teachers work at creating and maintaining a risk-safe environment Teachers help students develop a personal responsibility for learning through academic goal setting Teachers use teachable moments (not stuck in rote activities) Teachers Ask rather than Tell Teachers use information and knowledge to move students beyond knowledge to understanding (Depth of Knowledge) ● Teachers encourage growth (Growth Mindset)vs. good grades ● Teachers model energy and engagement to develop focused and engaged learners ● Teachers provide quality instruction that includes Idaho Core Standards, Understanding by Design, Mathematical Thinking for Instruction, Questions/Activities requiring “extending thinking” (4​th​ level of depth of knowledge), and Assessments based on Clear Learning Targets

Teacher EXCELLENCE IN Culture ● Teachers practice/model what is expected of students such as respect and a growth mindset ● Teachers follow through, utilize consistency ● Teachers assure that students four basic needs are met in the classroom: Inclusion, Control, Affection, and Competency ● Teachers develop rapport and demonstrate kindness. Kindness is the precursor to a safe and warm learning environment ● Teachers are prepared and ready to teach when students enter the room ● Teachers are proactive and alert. They use real-life examples to establish expectations ● Teachers establish the expectations and honor the students choice ● Teachers follow the school rules/expectations even if they don’t agree/like them ● Teachers set students up for success and think through the consequence of activities/privileges they determine for their own class ● Teachers use the Love & Logic Philosophy of discipline ● Teachers use humor appropriately ● Teachers (K-8) walk in lines with their students where they can see the entire line and have stopping points where corners occur Teacher EXCELLENCE IN COMMUNITY ● Teachers demonstrate school pride through “put ups” of school practices and co-workers ● Teachers consider all students their responsibility and consistently follow through with holding students accountable ● Teachers maintain relationships with students who have moved on to other grade levels by “noticing” positives, also referred to as “making deposits” (Love & Logic) ● Teachers support the school community by attending some of the school events, especially those that their current students are participating in (concerts, sports, etc.) ● Teachers’ model service and support of each other by allowing students from other classes to use their classroom for recovery, walking another teacher’s class, etc. ● Teachers have the attitude that “all work is honorable,” when they see something that needs to be done, they take initiative and do it ● Teachers demonstrate appreciation toward school volunteers ● Teachers make visitors feel welcome ● Teachers model “customer service,” if a teacher is in the front office and the office manager is busy, the teacher steps in to offer help to a visitor ● Teachers share proactively with one another both positives and concerns ● Teachers avoid gossip by taking a problem directly to the person who can fix/correct the problem

CONDUCT AND DISCIPLINE Each student is a unique individual with unique personal, social, and educational needs. As a result, every disciplinary situation becomes unique in nature. Consequences for misbehavior provide the best learning value when matched to the unique student and the unique situation. The odds for students learning from their mistakes increase dramatically when students see a reasonable connection between their behavior and the resulting consequences. Our school staff dedicates itself to following a set of core beliefs that provide a guide for dealing with student discipline. These core beliefs guide our attempts to individualize disciplinary procedures and to help students see reasonable connections between their behavior and the resulting consequences. Since these core beliefs provide the guiding light for our professional decisions, the staff encourages parents to bring concerns and questions to us in the event we operate in ways that appear to be inconsistent with these core beliefs. The following list of core beliefs outlines the professional actions and attitudes of all staff members in this school: 1. Every attempt will be made to maintain the dignity and self-respect of both the student and the teacher. 2. Students will be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else. 3. Students will be given opportunities to make decisions and live with the consequences, be they good or bad. 4. Misbehavior will be handled with natural and logical consequences instead of punishment, whenever possible. 5. Misbehavior will be viewed as an opportunity for individual problem solving and preparation for the real world as opposed to a personal attack on school or staff. 6. Students are encouraged to request a “due process” hearing whenever consequences appear to be unfair. 7. School problems will be handled by school personnel. Criminal activity will be referred to the proper authorities.

ATTENDANCE 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 25% 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. 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 call for withdrawal of any student who accumulates five (5) consecutive unexcused absences (see Withdrawal Policy below).

POLICIES SPECIFIC TO COMPASS K-8 PROGRAM Elementary (K-8) Attendance Policy Excused Absences – Absences due to illness and death in the family are the only absences that Compass Public Charter School will consider excused absences. All other absences will be considered unexcused. 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 excessive absences due to illness. All absences, excused or unexcused, count toward the 96% attendance criteria. Student grades will be impacted by attendance as well: At the 6​th​, 7​th​& 8​th ​grade level, three (3) unexcused absences in a semester will result in the dropping of one letter grade in each subject area during that same semester. At the K – 8th level, students who recognize the importance of attendance and punctuality will qualify for participation in the school’s recognition programs. If a student accumulates excessive absences (15 absences in a semester), whether or not the absences are excused or unexcused, the student will be dropped from school. Make-up Work – Make-up work and make-up tests are allowed for students who have excused absences only. It is not the burden of the classroom teacher to create alternative assignments or put together homework “packets” for students who miss school due to family choice. 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 are equivalent to one unexcused absence and furthermore subject to the policy/consequences related to unexcused absences. Grade Promotion 5th – 6th 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” or “F” in 3 or more of the core subject areas (math, language arts, science, and social studies) may be recommended to the Board of Directors 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.

7th - 8th Grade 1. Students shall be required to maintain a 2.0 yearly GPA in core courses. 2. 7th and 8th Grade teachers assign letter grades according to the following scale: 90-100% = A 80-89% = B 70-79% = C 60-69% = D 0-59% = F (no credit) 3. Students must earn proficient scores on the Spring Math, Language Arts, Reading and Science ISAT tests. 4. Students will not be allowed to lose a full year of credit in one area (i.e. a student would not be able to fail a full year of math) and automatically move on to the next grade level. Additionally, if a student receives a letter grade of “D”, although they will receive credit and may be promoted to the next grade level, they will be counseled to repeat the course in order to master the concepts required for success at the next grade level, particularly in math. 5. Students not meeting (or in jeopardy of not meeting) credit requirements will be given an opportunity to recover credits either at the end of the school day or during summer school in order to be eligible for promotion to the next grade level. An appropriate fee will be charged to the parent for credit recovery courses. 6. Attendance and effort is a factor. However, 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 only be recommended to the Board of Directors for retention but also 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 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 3​rd quarter report card will be evaluated for those students in 5​th ​-8​th ​grade to determine which students may be entered in the lottery to repeat 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, by completing a lottery application and following all of the same deadline procedures as outlined in the lottery policy. K-8 Homework Philosophy ​- The education of today’s children must be considered a team effort by both parents and teachers. Research shows that the most successful students, regardless of family income level or ethnic background, are those who have regularly structured homework time. This parent-assisted practice serves a dual purpose: • It communicates to the child his/her priority in the parent’s life. This contact time develops more than academic skills; it develops a sense of self-value, and builds memories. • The discipline of nightly homework creates a habit that will benefit the student throughout life.

School’s objective for homework: • Practice/Review – reinforce skills and concepts taught during class • Responsibility – develop organizational and time management skills as well as self-discipline • Feedback – gives teachers a view of students understanding and application of material taught (4th-8th) • Preparation – students preview material that will be presented and discussed in more detail during class

(6th-8th)

It is our intent to require reasonable and constructive assignments that will encourage the student’s success in the classroom. It is important that our parents share our beliefs about homework and will support us in this. We view parental support in the homework area as encouragement, setting a homework time, and following through to ensure that the work is completed. We don’t expect parents to re-teach the assignment to their child or check the homework for errors. Additionally, to do well in school your child must be present, on time, healthy, rested, and attentive.

POLICIES SPECIFIC TO COMPASS HONORS HIGH PROGRAM High School Attendance Policy Unexcused absences​ – Three (3) unexcused absences in any class during one semester will result in a loss of credit unless the absence is cleared by the school administrator as extraordinary within five (5) days of the absence. Excused absences​ - Students who receive six (6) absences in any class during one semester will lose credit unless the absence is cleared by the school administrator as extraordinary within five (5) days of the absence. Excessive absences ​– If a student is absent for 15 days in a semester, whether or not the absences are verified, the student will be dropped from school. If the student seeks re-enrollment, the student will be required to present his/her academic goals and attendance commitment to a faculty committee. Following this process, the student may be re-enrolled if space allows. Otherwise the student will be placed on the waiting list for his/her grade. Administrators will make decisions in keeping with the overall intent of this policy. The appeal process will be first to the secondary principal, then to the school administrator and finally to the board of directors. Tardies ​– Students are expected to be in their assigned seats at the start of each class period; if they are not, they 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 furthermore subject to the policy/consequences related to unexcused absences. In addition, for every three (3) unexcused tardies, high school students will serve one (1) hour of detention. Homework Philosophy The ​Compass Honors High School administration and teachers consider the practice of homework as one of

the vital means by which students can better learn the required material in each curricular area. 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 - At the high school level, the purposes of homework include: • Preparation: to introduce material to be presented in future lessons • Practice/Review: to reinforce and/or master basic skills already presented in class • Feedback: to give teachers valuable feedback to monitor student progress • Application: to enable students to connect skills and concepts to new situations within the subject matter • Extension: to provide students with opportunities to transfer specific skills or concepts from one

subject to another

Academic Warning and Probation • A student is placed on academic warning for: (1) receiving one “F” or two grades of “D” or lower in a marking period. A parent conference will follow. • A student is placed on academic probation for: (1) receiving two “F”s or three or more grades of “D” or lower in a marking period, or (2) being placed on academic warning for two consecutive marking periods. A parent conference will follow. If, after the next marking period the student remains on probation, another parent conference will be held to consider alternatives to attendance at Compass Honors High School. Parents may also at this point appeal to the Board of Directors for continued enrollment. Any student who receives an “F” in a course will not receive credit. Arrangements shall be made to retake the course inside or outside of the regular school day. Any applicable course fee shall be paid by the student. 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 has developed a partnership with the College of Western Idaho (CWI) that provides our students the opportunity to earn college credit while taking courses both at CHHS as well as on the CWI campus. While students must pay for the college credit they earn, the cost is significantly less. Students with less than a 3.0 GPA will be counseled on a case by case basis in regards to enrolling in concurrent college credit. Students eligible under CHHS guidelines to enroll in concurrent college classes must take the COMPASS placement exam to determine course placement/eligibility. Students who are highly motivated and who choose to enroll in college courses during the summer could graduate from CHHS with a College Associate Degree.