The school opened Fall of 2000.

Central City Cyberschool loves when people volunteer, for it is an experience and a privilege for both the school and the volunteer. It is designed to promote and maintain a supportive relationship with the families, community, students, teachers, and school staff. Volunteers are required to fill out an application and undergo a background check to volunteer within the school. All volunteers may not start until application and background check come back clear. Click here for more information.

The Department of Education explains the main differences between public and private schools are authority, funding, governance, and independence. See attached

There are limited spaces for students. A student is not considered enrolled until all enrollment forms are completed and turned in. Click for Enrollment forms.

CLC | Boys Basketball for 5th/6th or 7th/8th grades | Girls Basketball for 5th/6th or 7th/8th grades | Cheerleading for 5th/6th or 7th/8th grades

Central City Cyberschool is considered a neighborhood school, therefore it the parents/guardians responsibility to provide their own means of transportation (vehicle, bus, daycare etc…) It is expected that all students be dropped and picked on time.

If area schools are closed due to bad weather, check Milwaukee County radios and television stations for a broadcast of closings. In the case of bad weather; you can expect the Cyberschool to close whenever Milwaukee Public Schools (MPS) close. For other closings, Central City Cyberschool provides a calendar of the year with all the days that school will be closed due to holidays or other special events.

Central City Cyberschool sends out a Monday Folder that includes all the information for what is happening at, the school that week and month. Central City Cyberschool also uses Class DOJO which is a technology application used on cell phones or computer as means of communication between parents and teachers. You can also follow us on Facebook and Twitter.

If a child is going to be absent, the parent must call before 9:00 a.m. at 444-1966 x195. Leave your child’s name (first & last), room #, date(s) of absence, and a reason for the absence. A written excuse is required for each day absent within 72 hours of the child’s return. If a written excuse is not received after three days, the absence is recorded as a truancy. Written excuses should always include the following: Child’s Name Reason for absence Date of absence Date excuse is written Expected return date to school Listed below are acceptable and unacceptable excuses for missing school. Excused Absences are: personal illness medical/dental appointments (excuse from doctor or dentist required) funerals required legal appearances designated religious holidays family emergencies Unexcused Absences are: babysitting missed bus oversleeping extended absence without prior notice no transportation school uniform not clean The school does have the authority to limit the number of excuses accepted based on abuse of the attendance policy.

The Cyberschool provides a full continuum of services for students with disabilities. Prior to initial assessment and identification of a child with special needs, children identified by teachers or parents as experiencing learning or behavioral challenges in the classroom are referred to the Problem Solving Team (PST) as a part of the pre-referral process. PST members develop a plan for interventions with the regular classroom teacher and are monitored for a 6-10 week period of time. If it is determined that special education needs may be present, students’ individual needs are assessed and placement is determined through the IEP process. Placement decisions are not based on disability category, but rather on individual student needs, whether instructional, behavioral or emotional. Our expectation is that each child with special education needs receives services while integrated to the fullest extent possible within the general education curriculum and with same-age nondisabled peers.

Students may receive direct or indirect assistance in their regular classroom or in the H.E.A.R.T. (Health, Emotional, and Academic Resource Team) room, an individual or small group sessions with specialists, depending on the needs of the students. The H.E.A.R.T. staff includes a full-time special education certified teacher, reading intervention specialists, an Occupational Therapist, a Speech and Language Therapist, and a paraeducator. The H.E.A.R.T. staff works closely with classroom instructional staff to ensure the alignment of curriculum objectives and the design of appropriate accommodations. Generally, students are placed within regular education classrooms, with support and special education services provided within the regular education setting, whenever possible.

Each child has an IEP team that consists of the student’s regular education teacher, the special education teacher, related services personnel, the parents, the LEA representative, and other support staff involved with the student. The team meets to plan for the student, modify and adapt the curriculum, and to provide support within the regular education environment. Parents are actively involved in the development and implementation of their child’s program. There is close communication between school and home. Students with impairments in the areas of SLD, EBD, CD, OHI, and speech and language are currently served within this cross-categorical model.