Eden Park Academy Policies

Enrollment & Lottery

Admission will not be based on gender, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the district the child would otherwise attend. EPA acknowledges the right of all staff members to enroll their children in the school, providing they reside within the geographic boundaries of the school. The children of staff are exempt from the lottery process in accordance to the Federal Non-Regulatory Guidance.

EPA students receive a Notice to Return questionnaire early February. This questionnaire asks students to state their intention to return to EPA for the following school year, and also asks families to identify siblings of EPA students who wish to attend EPA for the following school year. The Notice to Return questionnaires are to be returned by March 15th.

Returning EPA students are automatically enrolled for the following school year upon receipt of the Notice to Return form. The number of vacancies in each class is identified after April 15th, and siblings of returning students identified on the Notice to Return form are given first priority in filling these vacancies.

The filling of remaining class openings is through lottery draw. Applications for the following school year are accepted throughout the school year until March 15. On April 1st, or the first working day after that date, a lottery draw will be conducted for each grade among all such applications from students within the school’s geographical boundaries. The students drawn for the class openings will be offered admission; the remaining students will be placed on a waiting list in the order they were drawn. For instance, if EPA had 3 openings for the 5th grade and 10 applicants for that grade, it would conduct a lottery draw of all ten applicants; Draws 1-3 would be offered admission to EPA for the following school year, and Draws 4-10 would be placed in order on a waiting list, and would be offered admission in order if any of Draws 1-3 decided not to enroll, or if any opening in the 5th grade developed at any time during the following school year. Behind Draw 10 on the waiting list would be placed students who submitted applications after April 1st, in the order of receipt of the applications.

Applications from students not within the school’s defined geographical boundaries will also be accepted, but those applicants will be admitted only if there are vacancies remaining after the lottery and waiting-list process described in the preceding paragraph. In that event, a similar but separate lottery process would be used for the applicants from outside the geographical boundaries.

Admission will not be based on gender, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the district the child would otherwise attend.

Any student may be excluded who has a documented history of criminal offense or juvenile court adjudication. In addition, a student may be excluded who (a) has been removed from class and placed into an alternative education program as described in Texas Education Code section 37.002; (b) has a documented history of conduct that under section 37.006 warrants removal from class and placement in an alternative education program; or (c) has a documented history of conduct requiring or permitting expulsion under section 37.007.

Students are provided opportunities for leadership, problem-solving, and decision-making. We provide opportunities for our students to experience real-world problems and issues, not only school-wide, but also in the classroom. Discipline is seen as training that develops self-control and character. Crises and conflicts serve as opportunities for learning how to work and live with others.

Eden Park Academy is open to all students within the Charter boundaries in Travis and Hays Counties who wish to attend. Students who opt not to attend Eden Park Academy may attend other district schools or pursue an inter-district transfer in accord with existing district enrollment and transfer policies.

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Academic Program

The daily schedule is organized around classes, study, lunch, enrichment, and other activities. It encourages students to learn to make decisions about the use of their time.

Doors open at 7:30 a.m. Classes begin at 8:10 and run until 3:30 p.m. Lunches are scheduled for 11:00 am, 11:40 am, and 12:15 pm each day. For students who participate in the Open Door Program (our after-school program), the doors remain open until 6:00 p.m.

Eden Park Academy takes pride in the caliber and dedication of its teachers. Holding university degrees and teacher certification including certifications for Talented and Gifted and Special Education, our teachers have as their primary interest the education and well-being of your children. In the classroom, they are instructors and mentors. Outside the classroom, they sponsor activities and classes and act as advisors to their students. They know their children well and are able to help them and their families in a variety of ways: helping to plan a study program based on the child’s gifts and needs, keeping parents of each informed about their child’s activities and progress.

Conferences between teacher, student, and parents are part of our communication with parents with regard to their child’s progress. Each nine-week period, students, parents, and teachers meet to discuss progress and needs and set goals for the next period.

Key features of our educational program are:

1. Individual learning plans
2. Instruction that recognizes that children are differently gifted
3. Multi-age groupings
4. Instruction that is based on real-world experiences
5. Smaller student to teacher ratios
6. An extended day program

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Educational Goals

Recognizing that the traditional approach to education does not work for every individual, we provide an approach based on the premise that every student is gifted in some way and can succeed and develop fully into a curious, creative, life-long learner who can communicate across disciplines, has facility with technology, and will have courage and integrity.

Students will grow in confidence of themselves as competent learners. They will know how to initiate new learning experiences to satisfy their need to know. They will understand that risk-taking and requesting help are part of the learning process. At the same time, students’ feelings of compassion for themselves, others at school and members of the broader community will increase. They will come to understand the value of their knowledge to positively benefit themselves and others. They will develop skills to work together cooperatively and resolve conflicts in nonviolent ways. Students will become master learners. As such, they will be proficient in oral communication, reading, writing, mathematics, and problem solving. As the breadth and depth of their knowledge grows, they will become complex thinkers and problem solvers. Students will learn and develop fitness and recreational skills and activities.
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Curriculum

Eden Park Academy provides a multi-age, individualized, multi-sensory, interdisciplinary learning experience. The school’s philosophy is based on Howard Gardner’s Theory of Multiple Intelligences and employs faculty and assistants who believe that children need the opportunity to develop all of their seven intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal), not just the linguistic and logical-mathematical intelligences that are the focus of most schools today.

In order to provide various opportunities for learning across intelligences and learning styles, we make use of the vast educational resources in the city of Austin (libraries, universities, museums, etc.). Students have an opportunity to hear from guest lecturers or speakers across many disciplines. This connects the academic world with the real world.

Our curriculum is taught in thematic and interdisciplinary styles and is designed to cover all State of Texas Assessment of Academic Readiness (STAAR) requirements. Specific Student Competencies and Content Strands are used as curriculum guides. Students work at a pace that is appropriate for individual success.
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Physical Education, Language, Art, and Music

Physical education, music, and art are a vital part of our EPA curriculum. Formal art instruction is offered for a three-week block during each quarter.

There will be instruction in physical education for all grades with a focus on developing life-long habits and skills as well as electives that they choose. There is time in the daily schedule for play and recreational activities, which helps children learn to organize themselves and to develop social skills.
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Student Outcomes

The following outcomes will be expected of all students at a level appropriate for each individual. The outcomes are based on what a student will look like upon high school graduation.

All students will:

1. Demonstrate mastery of reading, writing, speaking/listening, mathematical skills and problem solving strategies sufficient for effective functioning in a complex society.
2. Demonstrate historical, geographical, political, and economic literacy.
3. Demonstrate application of skills and knowledge to the solution of human and environmental problems.
4. Demonstrate knowledge of science and its processes in day-to-day decisions; suggest solutions to problems and evaluate limitations of the proposed solutions.
5. Appreciate and understand cultural diversity, the arts and humanities, current events, environmental issues, and ways to predict and influence future events.
6. Demonstrate creative and disciplined thinking; identify needs and problems, locate and analyze information from all appropriate sources for meaning and/or action, and apply problem-solving strategies.
7. Demonstrate skill to access, organize, and synthesize relevant information; utilize current and appropriate technologies as tools.
8. Appreciate the need for healthful living; demonstrate knowledge of how to keep both body and mind physically and emotionally well.
9. Demonstrate skill to communicate in a second language at a level sufficient to function in business and social situations.

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Assessment and Grades

Assessment is used to support and guide the learning process and act as a tool to recognize accomplishment and certify that knowledge has been gained. Assessment also identifies those areas where understanding is still incomplete and enables students to focus their efforts where they will produce the greatest benefits.

Assessment at Eden Park Academy is a means of measuring each student’s progress according to clearly recognized standards. It is a tool for helping students learn more about their own strengths and weaknesses without intimidation, fear, or feeling there are winners and losers. It is a source of motivation for the students and a guide for helping them achieve personal mastery. It is carried out in a spirit of collaboration and provides positive reinforcement to the student.

Standards, not standardization, are the basis of assessment. The quality requirements for given tasks, similar to the quality requirements of business, are demonstrated to students in such a way that they will be able to envision and creatively improve on such requirements. The assessment of the results is based on meeting or exceeding the utility for which the task was needed in the first place. The goal is not be to given a grade, which will be a by-product and will help EPA assess its effectiveness against other schools, but to make efforts and rewards similar to those of normal adult living and responsibilities. "Make learning experiences real!"

Self-assessment is a unique learning opportunity for EPA students. As active participants in assessment of their own work, students are encouraged to develop intra-personal understanding of their strengths and weaknesses and an objective view of their accomplishments.

Performance is assessed on at least three levels.

1. Student progress relative to previous performance.
2. Student progress relative to community standards. (Specifically STAAR)
3. Student progress on content mastery by traditional examination methods.

Student assessment takes place continuously. Students and teachers are constantly looking for ways to improve learning.

Our choice of methods to assess student progress is based on the following four beliefs about assessment:

1. In order to have a complete picture of a student’s growth, different types of assessments must be used. Assessments should focus on a student’s growth towards a proficiency standard rather than comparing a student’s performance against that of other students.
2. There should be a close relationship between a desired student outcome and the means used to assess it.
3. Assessing what students do with knowledge is as important as assessing what knowledge they have.
4. Assessment should promote and support reflection and self-evaluation on the part of the students, staff, and parents.

Based on these beliefs we use a variey of assessments such as demonstrations, projects, commercial benchmarks, and teacher developed tests.

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Student Performance and STAAR Achievement Goals

Students will be expected to achieve at least one year’s growth by the end of the year. Progress on Student Competencies and Content Strands will be shown in completed projects which will be evaluated for content mastery, knowledge, and skills as well as quality of work.

Beginning at grade 3, students will be expected to achieve mastery on the State of Texas Assessment of Academic Readiness (STAAR) tests.

While the final responsibility and administrative authority within the school are the Director’s, we understand that the community is best served when we share responsibility and authority. All students and staff are expected to focus on learning and be prepared to learn; respect the rights of others to learn and study; be kind to self and others; show respect for property; and behave safely and have regard for the safety of others.

Students will also be encouraged to take part in community service activities. Each year, students will choose some sort of activity or continuous activities that engage them in community service.
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Parent Participation

EPA seeks to make education a community passion. Expanding on such programs as the Austin Adopt-A-School, Communities in Schools, and Mentors/Big Buddies, we will organize and coordinate parents, volunteers, and community agencies in order to provide additional learning opportunities. These opportunities may include, but are not limited to, apprenticeships, participation in club sports, peer counseling/ tutoring/mentoring, and service to the community.

We expect our parents to partnership with us in the teaching/learning process. One way to do this is to participate in the PTO that meets to share ideas, problems, keep current on activities and decisions, and hosts social events. We urge all parents to participate in this organization.

In addition, we will expect parents (or other family members) to participate by volunteering for special completion of the Personal Learning Plan for their child, etc. We also offer courses, events, or workshops for parents, which can enhance their children's home learning environment as well.
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Federal Statement

"In accordance with federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age or disability.

To file a complaint of discrimination, write USDA, Director, Office of Adjudication and Compliance, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410, or call (800)795-3272(Voice) or (202)720-6382(TTY). USDA is an equal opportunity provider and employer.

This service (or product) is provided through the Texas Department of Agriculture's school nutrition education, and outreach program funded by the U.S. Department of Agriculture, Food & Nutrition Service.
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Use of School Property for Personal Use

No person shall use any of the physical property belonging to Eden Park Academy for any purpose other than the program described in the charter.  The exception to the policy is as follows:  Employees of the school may use the local telephone service, cell phones, electronic mail, and Internet connections and other similar public property for incidental personal use if:

1. There are no funds expended by the charter to pay for this personal use.
2. The personal use doesn’t impede charter functions.
3. The personal use is not for commercial purposes.
4. The employee uses only incidental amounts of time on these functions.

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Disclosure of Campaign Contributions and Gifts to Candidates or members of the State Board of Education

No state funds may be expended by Eden Park Academy for any political advertising. This policy applies to those members of the governing body of the charter, employees and agents of the charter, and any management company under contract with the charter.
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Child Abuse Reporting

In compliance with ,em>Education Code 38.004(a), the Board adopts the child abuse and neglect policy developed by the commissioner of education. The Board directs the Superintendent to ensure that staff development training addresses all aspects of the rules, including:

1. legal penalties for failure to comply with reporting requirements and disciplinary action for violation of policy;
2. prohibitions against interference with
3. immunity from liability for good faith reporting or assisting in an official investigation
4. confidentiality requirements

Report shall be made to the Child Protective Services division of the Texas Department of Protective and Regulatory Services or to a local CPS or law enforcement agency, as appropriate.
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School Visitors

Visitors to EPA will show a valid form of identification issued by a government entity to the office when coming onto the campus.
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Textbook Policy

Each student and the student's parent/guardian are responsible to textbooks issued to the student.  A student who fails to return or pay for a textbook forfeits the right to receive free textbooks until each textbook previously issued by EPA and not returned is paid for by the student, parent, or guardian.  The charter may waive or reduce the amount owed by the student if the student is from a low-income family.  A student will still be allowed to use textbooks at school during the school day.  If a book is not returned or paid for, the district may withhold the student’s records, but may not prevent a student from graduating, participating in a graduation ceremony, or receiving a diploma.
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Grade Advancement and Testing

EPA will provide students who are not having academic success with tutoring during the school day or after school, either in small groups or one on one.  They will have access to this accelerated instruction along with the formation of a Grade Placement committee on the student’s behalf.
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Student Attendance

This policy addresses parental consent of students leaving campus for school related activities or activities deemed necessary by the parent during the school day.  Any school function that students are taken from the campus will require the sponsoring teacher to have a written permission from the parent.  When a parent takes a child from school during the school day, he/she must sign the child out at the office and give the reason for the student to leave campus, the time and date and their signature.  If students arrive at school late from an appointment, they must bring a note from the doctor, counselor, etc with them to allow the absence to be excused.

When a student has been absent for 8 total days within a school year, a conference will be held with the parent. At that time they will be notified that after the 12th absence, the child may be dismissed from EPA. Absences with a doctor’s note will not count toward the cumulative total absences.

Students are tardy after 8:20 am. Students who arrive at school after this time will be required to sign in at the office and take a tardy pass with them to class. When a student has been tardy on 8 days within a semester, a conference will be held with the parent. At that time, they will be notified that after the 10th tardy in a semester, the child may be dismissed from EPA. Three tardies after 9:00 a.m. will be counted as one absence.

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Illness

If your child is sick, including throwing up, has a green, runny nose, or has had a fever during the past 24 hours (temperature higher than 98.6 F), please call the school by 9:00 am and let the office manager know that your child will not be attending school that day. A parent's note is fine for the first two days; the office needs a doctor's note thereafter to excuse the absence.
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Student Dress Code

In order to maintain a safe and respectful learning environment at all campuses, our students will attend school dressed in clothing that is appropriate to the school setting and weather conditions. The purpose of the dress code is to create the proper learning environment and model good citizenship. Both the student and parent share the responsibility for age-appropriate dress and grooming because the selection of clothing often sets the pattern for behavior.  With this understanding and in compliance with, students are required to use good judgment, to respect themselves and others, and to demonstrate modesty in selecting attire.  The student’s dress and grooming shall not lead school officials to believe that such dress and grooming will disrupt, interfere with, disturb, or detract from school activities. The student’s dress and grooming shall not create a health hazard to the student’s safety or the safety of others. Students must wear shoes at all times.

Grades K-5: We have chosen a uniform of solid red, black, grey, navy, denim, or white T-shirt or polo shirt along with pants, shorts, or skirt of the same colors.

Grades 6-8: The middle school uniform is red, black, grey or white polo type shirts with khaki pants, shorts or skirt.

Please wear shoes appropriate for PE class in the gym. Pants/shorts stay at the waist level with a belt, if needed. Sagging and/or bagging pants are not acceptable.

Any type of dress, makeup, piercings, hair cut/color or other adornment that causes a disruption in class is not allowed. No Heelie shoes or any shoe with wheels are allowed. Decisions regarding what is disruptive are at the discretion of the administrator.

Eden Park's travel uniform for field trips is a red polo style shirt with khaki bottoms. Anytime students leave campus for a field trip or other excursion, we require this uniform.

If your child wishes to wear a hoodie or sweatshirt in the classroom, it too must conform to the dress code rules for color and be logo-free. Students who abuse the policy will receive detention or Saturday School.

Examples of inappropriate dress at the elementary level shall include, but are not limited to:

1. Improperly fitting clothing; baggy pants, oversized shirts, elongated armholes, overly tight garments, and clothes that improperly expose body parts;
2. Tops that are strapless or backless, that have spaghetti straps, or low cut necklines;
3. Shorts and skirts which are short enough to be distracting;
4. Excessive makeup or artificial nails;
5. Gang-associated clothing or colors; and
6. Hats or caps worn inside the building (except for religious requirements).

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Discipline and Safe Learning Environment

The Eden Park Academy maintains a comprehensive set of student discipline policies. These policies are distributed as part of the school's student handbook and clearly describe the school’s expectations regarding attendance, mutual respect, substance abuse, violence, safety, and work habits.

Parents and students sign a contract promising to honor the student discipline policies drawn up for Eden Park Academy. This code or behavior, in addition to stipulating standards of conduct, specifies disciplinary measures to be taken in the event of gross misbehavior. Problems occurring in the classroom will be handled within the classroom by using conflict resolution and problem-solving skills and techniques. Only if problems cannot be satisfactorily resolved will they be referred to the Director.

When imposing discipline, District personnel shall adhere to the following general guidelines:

1. We will administer discipline when necessary to protect students, school employees, or property and maintain essential order and discipline.
2. We will treat students fairly and equitably. Discipline shall be based on a careful assessment of the circumstances of each case. Factors to consider shall include:
1. The seriousness of the offense;
2. The student’s age;
3. The frequency of misconduct;
4. The student’s attitude;
5. The potential effect of the misconduct on the school environment;

We will distribute the Student Code of Conduct containing information regarding student discipline at the beginning of the school year to students and parents, teachers, and administrators. We will provide the Student Code of Conduct also to newly hired professional employees, newly enrolled students, and any other persons on request. We will promptly communicate any revisions to the Student Code of Conduct during the year to students and parents, teachers, and administrators and post them on campus.  Throughout the Student Code of Conduct and discipline policies, the term "parents" includes the single parent, legal guardian, or person having lawful control of the child.  For minor infractions of the Student Code of Conduct or campus or classroom rules, teachers or administrators may detain students after school hours on one or more days, as provided by the discipline management program and/or Student Code of Conduct. Before being assigned to detention, a student shall be informed of the behavior that allegedly constitutes the violation, and shall be given an opportunity to explain his or her version of the incident. The period of time for which a student is assigned to detention shall be used for educational purposes. When detention is used, notice shall first be given to the student’s parent to inform him or her of the reason for the detention and permit arrangements for the necessary transportation of the student. The student’s parents, if the student is a minor, may be required to provide transportation when the student has been assigned to detention.  The Board prohibits the use of corporal punishment in the District.

Any District employee may, within the scope of the employee’s duties, use and apply physical restraint to a student if the employee reasonably believes restraint is necessary in order to:

1. Protect a person, including the person using physical restraint, from physical injury.
2. Obtain possession of a weapon or other dangerous object.
3. Protect property from serious damage.
4. Remove a student refusing a lawful command of a school employee from a specific location, including a classroom or other school property, in order to restore order or to impose disciplinary measures.
5. Restrain an irrational student.

The District’s rules of conduct and discipline, maintained in the student handbook and/or the Board-adopted Student Code of Conduct, are established to achieve and maintain order in the schools, and to teach respect toward others and responsible behavior.

With the approval of the principal and Superintendent, students shall not engage in prohibited harassment, including sexual harassment, of:

1. Other students.
2. District employees.

While subject to the disciplinary control of the District, students shall not engage in prohibited harassment, including sexual harassment, of other persons, including Board members, vendors, contractors, volunteers, or parents.  Students who violate this prohibition are subject to appropriate discipline in accordance with the Student Code of Conduct.

 In School Suspension

In-school suspension is defined as placement of a student in a location separate from the classroom under the supervision of a teacher or other staff person, where the student continues to receive instruction in each course to the extent possible. This does not include time-out arrangements between teachers or specific behavior management programs operated by campuses. Disciplinary placement of students with disabilities for a total of ten or more days a year is governed by the Individuals with Disabilities Education Act (IDEA).

The following shall apply:

1. In-school suspension may be used alone for violations of school rules or the Student Code of Conduct. In addition, in school suspensions may be used for students who have committed a removal or expulsion offense and for whom a conference or hearing is pending.
2. A period of in-school suspension must be specified. An in school suspension may not exceed three full days. In-school suspensions and/or suspensions cannot be "stacked" (i.e., adding to more than three days) due to multiple offenses that occur during the same time period. There is no limit on the number of times a regular education student may receive an in-school suspension during the school year.
3. Due process must be provided to each student being placed in in-school suspension. A student must be advised of his or her alleged misconduct and must be given the opportunity to respond. The administrator will make the decision to assign or not assign in-school suspension after hearing the student’s version of the events. In-school suspensions may be appealed to the principal.
4. All student assignments to in-school suspension must be documented and the student’s parent or guardian notified. Suspension from school may be used alone for violations of school rules or the Student Code of Conduct. In addition, suspensions may be used for students who have committed a removal or expulsion offense and for whom a conference or hearing is pending.
5. A period of suspension must be specified. A suspension may not exceed three days. Suspensions and/or in-school suspensions cannot be "stacked" (i.e., adding to more than three days) due to multiple offenses that occur during the same time period. There is no limit on the number of times a regular education student may be suspended during the school year. If a student receives out-of-school suspension for a partial school day (even if for one class period), that partial day is considered one of the three total allowable out-of-school suspension days.
6. Due process must be provided to each student being suspended. A student must be advised of the alleged misconduct and must be given the opportunity to respond. The administrator will make the decision to suspend or not suspend after hearing the student’s version of the events. Suspensions may be appealed to the principal.
7. Disciplinary placement of students with disabilities for a total of ten or more days a year is governed by IDEA.

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Dismissals

The Director may suspend students who fail to comply with these policies at any time. Students who habitually fail to comply with these policies and/or who present an immediate threat to health and safety may also be suspended and later dismissed upon recommendation of the Director. Prior to dismissal, students will be accorded due process unless the student’s conduct presents an immediate threat to health or safety.

A student will be dismissed only after exhaustive efforts have been made to improve behavior if the student’s behavior places the health and safety of other students or staff at risk. The Board of Trustees will review all dismissals. The school will include suspension and expulsion data in its annual performance report to the State Board of Education.

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Expulsion

A period of expulsion must be specified. By federal law, an expulsion for a firearm violation must be for one calendar year. The Superintendent has the authority to modify the length of such expulsions. Consistent with campus safety, every effort should be made to minimize the period of time that a student is separated from the regular academic program.

The principal or designee may order the emergency placement of a student if the principal or designee reasonably believes that action is necessary to protect persons or property from imminent harm. At the time of this emergency placement, the student and student’s parents must receive oral notice of the reasons for the action. Within a reasonable amount of time, an expulsion hearing must be held.

Campus administrators must contact the office of the general counsel to arrange for legal representation if a parent/guardian makes known his or her intent to bring a lawyer to the expulsion hearing. If the parent/guardian brings a lawyer without notification, the removal conference must be halted until District legal representation can be arranged.

Expulsion hearings for students who withdraw to enroll at another District campus or in another school district must be conducted. A good faith effort must be made to notify the student and parents of the hearing. If the student and parent do not respond, the hearing is to be conducted as scheduled. A copy of this disciplinary decision will be given to the enrolling district.

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Weapons

A student shall not possess, use, or exhibit any firearm, illegal knife, club, or prohibited weapon at school or any school-related activity. Education Code 37.007(a)(1) A student shall not intentionally, knowingly, or recklessly possess or go with a firearm, illegal knife, club, or prohibited weapon on the physical premises of a school, any grounds or building on which an activity sponsored by a school is being conducted, or a passenger transportation vehicle of a school, unless pursuant to written regulations or written authorization of the District. An offense under this provision is a third degree felony. Penal Code 46.03(a)(1), (f), (g) A student commits a third degree felony if the student, by exhibiting, using, or threatening to exhibit or use a firearm, interferes with the normal use of a building or portion of a campus or of a school bus being used to transport children to or from school-sponsored activities. Education Code 37.125 In accordance with the Gun-Free Schools Act, the District shall expel from the student’s regular program, for a period of one year, any student who is determined to have brought a firearm, as defined by federal law, to any District school. 20 U.S.C. 8921; Education Code 37.007(e)

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