HCA accepts children from rising kindergarten through twelfth grade.

We currently have around 70 students enrolled at HCA. We are limited in the number of students we can admit under our present special use permit. We make every effort to move students from the waitlist to a classroom as soon as space is available.

Great question! HCA has a low student/teacher ratio. Students are grouped by age into six classes with two or three teachers. For reading, language arts, and math, each student has an individualized curriculum that will include one-on-one time with the teacher, small group work, whole class time, computer time, and individualized work. In science and social studies, there are whole class lessons, with students working at their appropriate level and using a variety of learning strategies. We often utilize stations, with students moving around the room, learning the same material in various ways.

HCA is designed for students who need a structured environment, clear expectations, consistency, lowered stress, more movement, multi-sensory learning, and both remediation and challenge. Our ideal student will be able to function within a group without danger to himself or others. She may need direct teaching in social skills, and that will be provided. Within those limits, HCA actively seeks a student body diverse in race, color, nationality, religion, family structure, and socioeconomic background. Unfortunately, HCA is not able to take students who are not toilet trained.

High-stakes testing and grades are not part of our curriculum. However, students do need to be assessed to best meet their needs and to provide accountability. Students are individually assessed in math and reading to determine what they know and what they need to learn. This assessment is repeated at the end of the year to document progress, both to the student, his or her parents/guardian, and (anonymously) to those who provide grants for our work. Teachers practice diagnostic teaching and are constantly tweaking and adjusting a student’s program. Yearly evaluations also measure progress. Students complete self-evaluations to help them assess their strengths, weaknesses, and progress. An end-of-the-year standardized test, Hewitt’s PASS test, is given to gather information and to satisfy state regulations. High School students take the Woodcock-Johnson, given by Lighthouse Educational Services.

HCA does not assign homework to students below high school. There may be occasions when a child will choose to continue working at home on a project that excites them. Students may need to practice math facts and we hope every child will read or be read to every night. We encourage our students will use their afternoon time to play and to participate in activities that build competency and allow them to explore their passions in music, art, and sports. High school students have a limited amount of homework.

While we do what we can to remove pointless and unnecessary stress, we do recognize that the world will not always do this for us. School may be the most difficult time in a child’s life and we do all possible to make this time go more smoothly. However, students need to face and learn to deal with frustration and disappointment. At HCA, we let students experience these emotions in small, manageable doses so they can learn how to cope with larger experiences when they come along. Delayed gratification must be learned, and we build in opportunities for this to happen. For example, playing board games helps children learn about winning and losing gracefully and keeping events in perspective. Some things must be earned, and sometimes children fall short. Helping children see they have choices and control over their own lives can help them become more resilient and emotionally regulated. Students may make poor choices, and the HCA community is available to help them understand the consequences of those choices while reminding them that they are still loved and valued.

All humans find comfort in ritual and ceremony. Anticipating difficult times and replacing negative rituals with more positive ones helps every student become more predictable and productive. Transitions are psychologically difficult times. Many religious faiths have rituals around birth, puberty, marriage, and death. Smaller transitions, such as leaving home in the morning, are also difficult and deserve their own rituals. We help students to recognize these anxiety-producing moments and help design transitional rituals. The day’s schedule is a ritual in itself; it is always clearly displayed so changes are anticipated. The day moves smoothly and predictably, without rush and drama. Expectations are made clear before every activity.

In every child’s life, there are days that are holy days, and they should be treated as such. These might include birthdays, “gotcha days” for the adopted, ethnic and religious holidays, scouting and athletic awards, learning to ride a bike, and many others. We celebrate regularly to recognize and honor the good and affirming things students do. HCA is not affiliated with any church or religion, and students’ religious affiliations are celebrated equally.

Students often come to us with a long history of negative feedback. Our goal is to give at least ten positive comments for every negative one they hear. Teachers make a point of catching children being good and telling them their good behavior is noticed. Once a month, the HCA Award is given to one or more students who have gone above and beyond making progress on their goals. We have an end-of-the-year awards ceremony where each student is recognized for what they did best.

Finding one’s mission can be a turning point in any life. Children need to know that they are part of a larger community and that they can have a positive impact on the world. Within HCA, students hold rotating jobs within the classroom. Real-life counterparts are invited to speak about their jobs and tell why it is important to do them well. Coaching and praise help the children learn to do their jobs well, take pride in the quality of their work, and see how their job contributes to the HCA community.

Older students mentor and coach younger students within controlled situations. Cooperation rather than competition is encouraged within multi-aged groups, especially with children who may find competitive activities challenging. There is a difference between “beating someone” and doing one’s best. For older students, working with younger students can help them make that differentiation.

Inspirational people, local and far away, living and dead, are held up as guides and models. Every child is encouraged to do and be his or her best through motivation, praise, and reward. As students come to feel the positive feelings that go along with positive interactions, negative behavior begins to fade.

Nicholas Hobbs said, “Every child deserves joy every day,” and we provide opportunities for that to happen.

Children who have not experienced much joy in school situations can find it here. Teachers are attuned to the students and can pinpoint the moment during the day when this occurs for each student. Perhaps it comes when swinging or when finally learning to tie their shoelaces. It may be the thrill that comes from seeing the seed planted break through the earth or sounding out an unfamiliar word for the first time. It’s important to learn that fun and joy are not synonymous; fun is fleeting and skims the surface, while joy is sharp and memorable.

We celebrate those joyful days regularly. The possibilities for enjoyable education that exist when one celebrates Dr. Seuss’s birthday or Pi Day (3/14 at 1:59) are extensive. We provide opportunities to work with animals, teen tutors, or guest artists occur. Music and movement are often joyous occasions. But children need to understand that joy comes in quieter, smaller moments as well and that they must be open and prepared for those moments to happen.

We welcome volunteers within set times and with prior arrangements. Because students rely on structure, we ask that parents don’t just drop in but allow us to prepare the students for visitors and volunteers. For example, we have a library volunteer group that keeps our library in good shape. Our parent organization supports special programs and service projects, scheduled workdays, and fundraising opportunities. We invite parents to do a word-of-the-day skit, Friday facts presentation, or teach an elective.

A director, who is supported by and accountable to a Board of Directors, runs the program. As a nonprofit corporation, HCA is governed by a set of by-laws.

Call or email the director. If your student seems like a good fit, please apply! We will work together to find the resources for your child if at all possible. We are not eligible for Medicaid or insurance, but do have a limited amount of tuition assistance available for qualified families. See our Tuition & Aid page for more details about how to apply.

Some other resource suggestions:

• adoption assistance if your child is a special needs adoption

• contact relatives and/or friends to see if any might be able to help

• help us with our fundraising efforts.

• check to see if you are eligible for the NC special needs tax credit

• NC offers two grant programs, one to low-income families and the other to those leaving public school with an IEP. For information about them, visit www.ncseaa.edu.

Technology has an important place at HCA. iPads are used almost daily. Computers are a wonderful tool for research, learning games, and composition. Typing is also taught, especially for students who have trouble with the physical part of composition. Computers and iPads remain at school.

Students are monitored when they are on the computer. Computers and iPads may be used for rewards as well, but social media will remain off-limits. Neos and Franklin Spellers may be important learning tools for some students. Some students may work best with music, so iPods may be used with permission. We count on parents to monitor the music their student has on his or her iPod. Phones are stored in the student’s cubby or left with a teacher.

Our high school program follows state standards. For our younger students, we have observed that most of our students come to us needing more flexibility, although we do loosely follow NC state standards.

Students are assessed to find their areas of strength and weakness. Strengths are encouraged and built upon, while weaknesses are remediated. Each student who needs it receives one-on-one tutoring in reading. Math and language arts are also individualized to help students reach their potential. Social studies and science are designed around unit studies that are interesting and help students learn how to learn. Each student will receive direct teaching in needed social skills areas.

We hope that time spent at HCA will help our students become proficient in both academic and social skills areas and will open up additional educational opportunities.