Parent resources

School Supply Lists

Bell Schedules

The school day at each academy begins at 8:00 AM and ends at 4:00 PM, Monday-Thursday

Student Support Services

The department of Student Services employs dedicated staff who strive to provide positive educational opportunities to all students K-12 by identifying learning barriers and resources to promote students’ in reaching their full potential in an inclusive environment. Our staff partners with families and teachers to ensure we are meeting students’ individual needs and providing them with the skills to succeed in school, at home, and in the community. For additional information on Special Education, Multi-Tiered Systems of Support (MTSS), Section 504, English Language Learners (ELL), or Gifted and Talented (G/T) programming, please contact the Executive Director of Student Services at (719) 295-1623 ext.270. 

Wellness Center

Pueblo City/County Schools and Pueblo Community Health Center have established a School-Based Wellness Center program to provide primary health care and behavioral health services to its students. Services provided through SBWC include but not limited to, diagnostic treatment and services, individual and family therapy, patient education and immunizations. The goal of our SBWC is to:

  • Keep students in school and parents at work
  • Help families keep children healthy
  • Increase families receiving needed services
  • Improve student performance and test scores
  • Reduce absenteeism
  • Respect individuals
  • Avoid delays in treatment
  • Enable students to experience high quality education and healthcare

Our Services:

Exams

  • Sports, school and camp physical
  • PCP follow ups
  • Acute injury and illnesses
  • Common concerns (acne, weight, menstrual issues)
  • Testing and treatment of STD’s

Education

  • Parent and student health
  • Drug and alcohol prevention

 

 

 

Counseling

  • Drug and alcohol use
  • Individual, group and families
  • Nutritional
  • Family planning

 

 

Other

  • Lab tests (limited)
  • Prescriptions (limited)
  • Coordination of medical and behavioral health treatment
  • Preventive dental care

Insurance is accepted for services.

Have a medical or behavioral health care need? If so please visit our School Based Wellness Center located right on campus! If you would like more detailed information you can contact our SBWC at 719-543-8718 Ext. 429 or CHPA Health and Wellness Coordinator, Amanda West 719-744-0976 alwest@chpa-k12.org

Drop Off & Pick Up

KindergartenPlease park in the Kindergarten parking lot on the 18th Street side by the elementary playground, entering from the 18th Street side and leaving through the alleyway. All Kindergarten students must be escorted into the classroom and signed in and out daily for their safety.
  
1st through 6th grade: Students can be dropped off on either the 17th Street or the 18th Street entrance. Everyone must use crosswalks and follow the instructions of school personnel on duty. Students are not allowed to leave campus without properly checking out once they have arrived on campus.

 

Students should not be dropped offer before 7:40 a.m. Personnel will not be on duty before 7:40 a.m. and supervision is crucial to maintain safety.

There will be days when weather does not allow students to be outside before school begins. In this case, all students should enter through their regular entrance and proceed to their homeroom or first hour. There is no parking in the drop off and pick up loop.

School Delays & Closures

Weather conditions are both variable and potentially extreme in Colorado; however, the safety of students and staff will guide decisions regarding delaying or closing. Concrete rules do not exist in making decisions regarding variable and extreme weather; however, these guidelines will serve as a reference for CHPA.

Late start:

CHPA will start at 10a.m. instead of 8a.m. for students and staff start time would be 2 hours later than their contracted start time.

School Closure (E-Learning):

Students will have an e-learning day, faculty will teach from home and staff will work remotely.

The following considerations will be viable in making the decision for a delay or closure (E-Learning):

Temperature:

If the temperature is expected to be 10℉ or below at 7:00 a.m.

  • Main concern would be bussing students or students that walk to school
  • If Windchill is below -25

Snowfall:

If snowfall increases prior to school starting OR expected to increase throughout the morning and day will determine a late start or school closure (E-Learning).

Bad Road Conditions:

If road conditions are icy or dangerous will determine a late start or closure (E-Learning). If temperatures are expected to warm up by 10a.m. and roads are safe, then it will remain a delay. If the temperature isn’t expected to melt the ice and remain freezing temps throughout the morning and day, the school will have an e-learning/remote day.

Communication

On a normal school day, a delay and/or closing will be announced no later than 5:30a.m. If a delay turns into a closure (E-Learning), it will be announced no later than 8:00 a.m. A school Allcall alert will be sent out, and the school delay or closure (E-Learning) will be updated on social media, website, and news channels.

CHPA is no longer listed as D60 on weather delays.  You will see CHPA (Chavez/Huerta K-12 Preparatory Academy) listed on the news stations if we have a delay or e-learning day for inclement weather.

Technology Help Desk

Title I

IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. This purpose can be accomplished by —
  1. Ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging state academic standards so students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement;
  2. Meeting the educational needs of low-achieving children in our nation’s highest-poverty schools, limited English proficient children, migratory children, children with disabilities, neglected or delinquent children, and young children in need of reading assistance;
  3. Closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers;
  4. Holding schools, local educational agencies, and states accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;
  5. Distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;
  6. Improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging state academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;
  7. Providing greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;
  8. Providing children an enriched and accelerated educational program, including the use of school wide programs or additional services that increase the amount and quality of instructional time;
  9. Promoting school-wide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;
  10. Significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;
  11. Coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and
  12. Affording parents substantial and meaningful opportunities to participate in the education of their children.