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• A healthful living program, which provides physical exercise and classes in <br />nutrition, interpersonal conflict management, sex education and character <br />education. <br />• Student handbook outlining attendance policy, student code of conduct, <br />computer-use policy, accountability agreement, grading policy, is provided to all <br />students. <br />• A comprehensive program of incentives to reward students for academic <br />achievement,,job performance, appropriate behavior and attendance.. <br />• Supportive transitions to and from Phoenix via meetings with home school <br />counselors, staff and students. Written transition plans with follow-up at home <br />school. Complete IEP/504 documentation is included with an application. <br />• Strong community comzections with a varieCy of community agencies-Chapel <br />Hill Police Department, UNC, Community Cuisine, Hargraves Community <br />Center, Department of Public Works, etc. <br />CHALLENGES OF THE PROGRAM <br />• Adequate space is azl on-going challenge for the school. There are three modular <br />units that provide classroom space, conference space, and computer space as well <br />as teacher work areas. Generally, there are two classes being taught in the same <br />trailer at one time. There is limited space to conduct confidential conferences for <br />IEP meetings, the school nurse, and school/community agency persomrel. <br />Conferences occur on the porch, at picnic tables outside or in corners of <br />classrooms, <br />• The space challenge affects student life-eating space, physical activities, holiday <br />events, etc. <br />• Staff turnover hampers team building and academic growth. The average <br />employment is one and a half years. (Causes listed are the same as other <br />schools-moving, pregnancy, etc.) <br />• Scheduling of classes is sometimes difficult as Chapel Hill-Carrboro City Schools <br />regular high schools are on the traditional schedules and Phoenix uses a 4x4- <br />blocked schedule, <br />PROFILE OF STUDENT POPULATION <br />During 2002-2003, there were .35 students served at Phoenix. The racial breakdown is .3 <br />white males and one female, 17 black males and 11 females, one Hispanic male azid one <br />female, and one multiracial female.. Twenty-eight of the 35 students were proficient in <br />reading and math and had passed the computer competency test. There were eight <br />exceptional education students whose labels included LD (3), BEH (.3), EMH (1) and 504 <br />plan (1). There were five 8°i graders, eight 9°' graders, five 10°' graders, thhree 11`h <br />