St Augustine Preparatory Charter School Petition

7/28/2019 St Augustine Preparatory Charter School Petition

1/165

State Charter School Application

For Authorization By

The State Charter Schools Commission of Georgia

Applicant School Name:

Applicant Contact

Address:

STATE CHARTER SCHOOL

PETITION COVER PAGE

Part I. Proposed Charter School Information

Name of Proposed Charter School: St. Augustine Preparatory Academy of ExcellenceHigh SchoolName of the Georgia nonprofit corporation that will hold the charter if granted:

Start-up

Check one:

The proposed charter school has a state-wide attendance zone.

State Charter Schools Commission of Georgia Page 1 of165 2013 PetitionCycle

St. Augustine Preparatory Academy of Excellence

24 Live Oak Court

Forsyth, Georgia 31029


2/165

The proposed charter school has a state-wide attendance zone but offers only virtualinstruction.

The proposed charter school has a defined attendance zone that is not state-wide.

LEA in which the School will be

Located:_______________________________________________________LEA(s) that will be Included in the Proposed Attendance Zone: Bibb CountyProspective Address for School Location: Macon, GeorgiaPart II. Petition Contact Information

Applicants must designate one individual to serve as the contact for officialcommunications.Name: Dr. Fletcher Johnson Title: Executive DirectorPhysical Address: 24 Live Oak Court Phone Number: 478-994-8488Fax Number:NA at this timeEmail Address: [email protected]

Part III. Assurances and SignaturesAll assurances must be initialed in blue ink by the chairperson of the proposed charterschools governing board. The charter petitioner (or school leader) and chairperson mustsign below the final assurance in blue ink to further indicate understanding andagreement to the requirements of governing a state charter school.

_____ 1. This petition was submitted to appropriate the governance council(s) as requiredby O.C.G.A. 20-2-2084(c) on the following date:_______________________._____ 2. This petition was approved by the governing board of the proposed charterschool on the following date:________________________._____ 3. If a charter is granted the proposed charter school programs, services, and

activities will operate in accordance with the terms of the charter and all applicablefederal, state, and local laws, rules, and regulations.These assurances are agreed to by:___________________________________________________________________Charter Petitioner or School Leader Date________________________________________________________________Governing Board Chairperson Date

STATE CHARTER SCHOOLEXECUTIVE SUMMARY

Name of Proposed Charter School St. Augustine Preparatory Academy of ExcellenceProposed Opening Date: August 3, 2014 Proposed Charter Term: 5 yearsGrade Range: 9th 12thExpected Initial Enrollment: 240 Proposed Full Enrollment: 500

For each year of the proposed charter term, indicate the number of students the charterschool plans to serve.Please note that the SCSC reserves the right to condition

mailto:[email protected]:[email protected]


3/165

expansion and increased enrollment on the charter schools ability to meet performance

goals and compliance requirements.

K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Yr 1 125 125 125 125

Yr 2 125 125 125 125

Yr 3 125 125 125 125Yr 4 125 125 125 125

Yr 5 125 125 125 125

In the box below, state the charter schools mission and describe how the school will

meet its statutory charge of increasing student achievement through academic and

organizational innovation.



4/165


STATEMENT OF MISSION

Because St. Augustine Preparatory Academy strives to be the catalyst for preparing students for

college opportunities and beyond, the Charter School Systems mission is as follows:

The mission of St. Augustine Preparatory Academy of Excellence is to provide a learning

environment that promotes excellence, leadership, and encourages global competitiveness in anever-changing world.

Vision

Our vision for St. Augustine Preparatory Academy of Excellence is to provide a variety ofopportunities for students to be successful in their future endeavors.

Teachers will demonstrate a high level of knowledge competencies and support student

learning in areas of pedagogy relating to Science, Technology, Engineering and Math.

Students will be taught using differentiated instructional strategies targeted in meeting

various readiness levels, learning styles and interests while using real-world connections.

Students will have access to anchor papers, exemplars and rubrics making expectations and

criteria accessible for attaining academic goals.

Teachers will utilize differentiated assessments via formative, summative of and for

learning in order to evaluate student mastery levels of subject matter content.

Teacher and student conferences will be conducted throughout the lessons to ensure

adequate whole group, small group or individual instruction is provided with clarity andremediation for all learners.

A viable, rigorous, aligned and paced curriculum will be provided for all departments and

revised as a continuous improvement process for all content areas and courses at each gradelevel in order to adjust instruction to meet the needs of the learners.


5/165

In the box below, describe the charter schools academic program,

specifically focusing on its innovation and need for flexibility and any special

characteristics, such as a special population, a special curriculum, or some

other feature or features which enhance educational opportunities.


St. Augustine will be a catalyst in Bibb County to promote acceptance, respect, and

by embracing and celebrating cultural diversity within the school and community in order promote community unity.

The students will be enriched by participating in online e-college forums using moddrop-boxes, blogs, Google cloud connect, Tabpilot, iPads, iPods, notebooks, iphones and ecommunication within their courses with an emphasis on high tech, high touch, highexpectations, high student involvement and project-based learning. By connecting with cocareers and professionals, students are expected to engage in the process of goal setting byresearching and visiting college sites.

The curriculum will be advanced with students taking a Advanced Placement coursMath and Science. The track will be rigorous with participating in dual enrollment in ordeincrease college and career pathways to success.


6/165

In the box below, describe the charter schools organizational structure,

specifically focusing on its innovation and need for flexibility, its general

partnership structure with an educational management organization (EMO)if any, and the schools community interest and need.



7/165

Start-Up Charter Petition Cover Pages

Part I. Charter School Information

Check one: New Petition Renewal Petition

This charter school petition is being submitted by a (check one):

Private Individual(s) Dr. Fletcher Johnson Jr., Ed.DName of Individual

Private Organization


St. Augustine will be comprised of teachers who are empowered to lead initiatives

reflect a focus on student achievement by collaborating in a data-driven environment thatanalyzes results in order to assess students individual needs while providing remedial

opportunities for students to close gaps in disciplines. Administration and teachers will sestudent mentors in an effort to create a climate of care and acceptance in order for studentsfeel a sense of security in reaching academic targets. A strategic plan will be utilized to exand reflect on specific measurable goals in an effort to increase student achievement.

For students who are struggling and need additional learning time, the school will oremedial support before, during and after-school. Students will be actively involved in theacademics for successful learning outcomes through the use of self- and peer-assessments as rubrics and exemplars.

The counselor will also be instrumental in providing guidance and encouragement

students who may be afraid of entering college. Therefore, students will have an opportunvisit college sites and sit in on lectures.


8/165

STATE CHARTER SCHOOL

PETITION CONTENTS

Identify the appropriate page number in the petition or appendix where the

following information may be located:

DESCRIPTION OF THE EDUCATIONAL PROGRAM1. Page_13_ Describe the focus of the curriculum.

2. Page_13 Describe the instructional methods to be used in the charter school, includingany distinctive or unique instructional techniques or educational programs.

3. Page 13 Describe the anticipated teacher-to-student ratio and the rationale formaintaining this ratio.

4. Page_18_ Describe how the charter school will meet the needs of students identified asgifted and talented.

5. Page_14 Describe any extracurricular or other auxiliary educational activities thecharter school may offer, including the description of any partnerships between thecharter school and local school system or other agency addressing these activities.

6. Page_17 If this is a charter high school, describe how the charter high school willdetermine that a student has satisfied the requirements for high school graduation,including the credits or units to be earned and the completion credentials to be awarded.

STATE AND FEDERALLY MANDATED SERVICES7. Page_18 For students with disabilities, describe how the charter school will provide

state and federally mandated services under both the Individuals with DisabilitiesEducation Act (IDEA) and Section 504 of the Rehabilitation Act, including the schoolsplans to evaluate and identify students with disabilities; to develop, review and reviseIEPs; to integrate special education into the general education program; to deliver specialeducation and related services; to ensure that the school facility meets the requirements ofother related laws including the ADA and Section 504; to address student discipline; tohandle programming disputes involving parents; to ensure confidentiality of specialeducation records; to purchase services from special education vendors; and to securetechnical assistance and training.

8. Page 18_ For English Learners (ESOL), describe how the charter school will providestate and federally mandated services.

9. Page_18_ Describe how the charter school will provide supplemental educationalservices, or a flexible learning program when required by the Elementary and SecondaryEducation Act (ESEA) or applicable waiver thereof.

10. Page_19___ Describe how the charter school will provide remediation in requiredcases pursuant to SBOE Rule 160-4-5-.01 and ESEA or applicable waiver thereof.State Charter Schools Commission of Georgia 9 of 17 2013 Petition Cycle



9/165

DESCRIPTION OF ASSESSMENT METHODS11. Page__19____ Describe the charter schools assessment plan to obtain studentperformance data for each student, including the students baseline achievement data,which will be used in connection with the academic performance-based goals andmeasurable objectives stated in the petition.

12. Page___19___ Explain how the charter school will ensure all students participate inall state-mandated assessments.

13. Page__19__ Describe how the charter schools assessment plan will measure studentimprovement and over what period of time.

14. Page_19__ Describe how the charter school will use this assessment data to monitorand improve achievement for students.

PERFORMANCE-BASED GOALS AND MEASURABLE OBJECTIVES15. Page_20__ Describe the academic performance-based goals and related measurableobjectives for the charter school. Academic goals must be related to state and federalassessment standards. For each goal, provide measurable objectives that address each

grade and content area for each year of the charter term. Academic goals should berigorous, yet realistic and attainable, and to the extent possible, should be developed inconnection with the students baseline achievement levels.

16. Page__20__ Describe how these academic goals and measurable objectives willcomply with the Single Statewide Accountability System.

17. Page_20___ Describe the organizational and management performance-based goalsand measurable objectives for the charter school. Organizational and management goalsand measurable objectives should describe and measure the effectiveness, viability andcompetency of the organization, which may include, for example, financial managementand performance, operational management, and satisfaction of a range of stakeholders.

WAIVERS18. Page___22__ State whether the charter school will utilize the broad flexibility fromlaw, rule, and regulation permitted by O.C.G.A. 20-2-2065(a), and if so, includeillustrative examples of how the charter school will implement the flexibility to meet orexceed the performance-based goals and to increase student achievement.

19. Page______ If the school will not utilize this flexibility, list the specific waiversrequested and the rationale for each. Describe further how each waiver will help theschool meet or exceed the performance-based goals and to increase student achievement.State Charter Schools Commission of Georgia 10 of 17 2013 Petition Cycle



10/165

DESCRIPTION OF SCHOOL OPERATIONS20. Page__22___ Describe how the charter school intends to fulfill all responsibilities ofacting as its own LEA.

21. Page__22___ Describe the attendance zone for the charter school.

22. Page_22___ Describe the rules and procedures that will govern the admission of

students to the charter school.23. Page__22__ Describe whether the charter school will use any enrollment prioritiespursuant to O.C.G.A. 20-2-2066(a)(1).

24. Page__22___ Describe the steps that the school will take to reach studentsrepresentative of the racial and socioeconomic diversity in the attendance zone for thecharter school.

25. Page__23__ Describe the charter schools plan for recruiting students and formaintaining/increasing enrollment.

26. Page__23__ Describe the rules and procedures concerning student discipline andstudent dismissal (including code of conduct and student due process procedures).

27. Page__24__ Describe the rules and procedures concerning how the school will

address grievances and complaints from students, parents, and teachers, including the rolethe governing board will play in resolving such grievances and complaints.

28. Page__69___ Describe generally the charter schools employment procedures andpolicies.

29. Page__76__ Describe how and by whom the principals performance will beevaluated.

30. Page___69__ State whether certification by the Georgia Professional StandardsCommission will be required, and if not, describe the training and experience that will berequired and the procedure for determining whether a teacher has demonstratedcompetency in the subject area(s) in which he/she will teach as required by ESEA.

31. Page___69__ Describe whether the charter school will use the state salary schedule,and if another schedule will be used, provide that schedule.

32. Page__69___ Describe the charter schools procedures to ensure that staff membersare subject to fingerprinting and background checks.

33. Page__69___ Describe the charter schools insurance coverage, including the termsand conditions and coverage amounts thereof.

34. Page___69___ Describe whether transportation services will be provided and, if so,briefly describe the transportation program for the school. If transportation services arenot provided, describe how this will not be a barrier to eligible students to attend theschool.

35. Page__70___ Describe whether the charter school will provide food services

(including participation in federal school meals programs), and if so, briefly describe theproposed food services programs.

36. Page__69_ State whether the charter school will elect to participate in the StateHealth Benefit Plan as provided pursuant to O.C.G.A. 20-2-880 and 20-2-910.

PARENT AND COMMUNITY INVOLVEMENT37. Page_73__ Describe how parents, community members, and other interested partieswere involved in developing the petition and will be involved in the school, including



11/165

involvement with the governing body of the school. This may includeletters of support, signed petitions, sign-in sheets from town hall meetingsdiscussing the proposal, or other indicia of community interest.

DEMONSTRATION OF FISCAL FEASIBILITY AND CONTROLS38. Page__74__ Describe the level of autonomy the charter school willhave over budgets and expenditures.

39. Page___74__ Describe the plans for ensuring that the charter schoolwill be subject to an annual financial audit by an independent Georgia-licensed certified public accountant.

40. Page___74__ Identify the schools chief financial officer and describehow that persons credentials comply with requirements of the StateBoard of Education.

41. Page___74__ Provide a proposed timeline as to when the charterschool will begin to receive state to when operations begin.

42. Page__ 74__ Describe the charter schools plans for securing othersources of funding, including funding from corporations, individuals,foundations, philanthropic groups, or any other source.

DESCRIPTION OF GOVERNANCE STRUCTURE43. Page__75___ Describe how the governing board will comply with theprovisions of O.C.G.A. 50-14-1 et seq. and 50-18-70 et seq..

44. Page__75__ Describe the governing boards function, duties, and role,including the boards role as it relates to the charter schools mission.

45. Page__75___ Describe the composition of the governing board, howand when governing board members will be selected, how long eachgoverning board member will serve, and how governing board membersmay be removed from office.

46. Page__75___ List any proposed business arrangements or partnershipswith existing schools, educational programs, businesses, or nonprofitorganizations and disclose any potential conflicts of interest.

47. Page__75__ Disclose any potential conflicts of interest of the foundingboard members.

48. Page__75___ Describe how the governing board will ensure thatcurrent and future board members avoid conflicts of interest.

49. Page____75__ Describe how the governing board will ensure effectiveorganizational planning and financial stability.50. Page__77___ Describe the method that the local board and the charterschool plan to utilize for resolving conflicts.

51. Page__77___ State if the charter school intends to contract, or hascontracted for, the services of a for-profit entity or any other educationalmanagement agency. If so, describe how the contract will be in the besteducational and financial interests of the charter school.

52. Page__77___ Describe the decision making process and due diligenceexercised by the founding/governing board in choosing to contract withthe educational management organization.



12/165



13/165

FACILITIES53. Page_71__ Describe the school facility that the charter school will useand its location. State whether the school facility is new or existing. If thefacility plans for the charter school have not been finalized, the petitionshould describe prospective facilities and the steps the charter school istaking to attain a permanent facility.

54. Page______ Describe any modifications necessary for utilizing thespace for educational purposes.

55. Page______ Provide documentation of ownership or a copy of the leaseof the facility. If ownership documentation or a lease is unavailable,provide a timeline for obtaining such facilities or providing suchdocumentation.

56. PAGE______ Provide a Certificate of Occupancy, or a timeline forobtaining a Certificate of Occupancy, prior to students occupying theproposed facility.

57. PAGE___82___ Provide the schools emergency safety plan, or atimeline for preparing a safety plan in accordance with O.C.G.A. 20-2-1185 and submitting it to the Georgia Emergency Management Agency.

APPENDICESApp. ______ Contains an official copy of the certificate of incorporation

from the Georgia Secretary of State for the Georgia nonprofit corporationthat will hold the charter if approved.

App. ______ Contains a copy of the by-laws for the nonprofit corporationthat will hold the charter if approved.

App. ______ Contains a copy of any admissions application (pre-lottery)the charter school proposes to use.

App.

___A___ Contains the charter schools proposed annual calendarand a draft of the charter schools daily school schedule.

App. ______ Contains a monthly cash flow projection detailing revenuesand expenditures for the charter schools first two (2) years of operation.

App. ______ Contains alternative monthly cash flow spreadsheetsprojecting revenues and expenditures that assume one-half (1/2) of theprojected student enrollment for the first two (2) years of operation.

App. ___ B___ Contains spreadsheets projecting cash flow, revenueestimates, budgets, and expenditures on an annual basis for the first five(5) years of the charter term.

App. ______ Contains documentation of any sources of revenue

appearing in the spreadsheets that are anticipated to come from privatesources.

App. ______ Contains a copy of any agreements with other local schoolsor school systems for services that will be provided to the charter schools,including for the charter school students participation in extracurricularactivities such as interscholastic sports and clubs.



14/165

State Charter Schools Commission of Georgia 13 of 17 2013 PetitionCycle



15/165

App. ______ Contains a copy of any intended contracts for the provisionof educational management services or the provision of supplementaleducational services and remediation. Such contracts shall describe thespecific services for which the contracting organization is responsible. In

the case of a management organization, such contracts shall clearlydelineate the respective roles and responsibilities of the managementorganization and the governing board in the management and operationof the charter school.

App. ______ Contains a copy of any contracts, leases, deeds or anyintended contracts or leases for facilities for the charter school.

Support of Legislative Intent:

Maximizing School Level Governance and Decision-Making

The St. Augustine Preparatory Academy of Excellence will maximize school levelgovernance and decision making. Specifically, the Executive Director, CFO andDepartment Chairs will control its own budget and personnel decisions. The ExecutiveDirector and a Committee will be responsible for making recommendations for all staff.When an Executive Director vacancy occurs, all staff members, student leadershipcouncil, parents, business partners and community members have the option of servingon the search committee. The Executive Director serves to help with the process andorganization, but does not vote. The comprised committee reaches a consensus for hireand makes the recommendation to the School Governance Council.

Each department can review and choose its own online textbook. Departments will alsomake decisions regarding supplementary materials and software. The schools will designsits own professional learning plan based on its annual needs assessment via performancedata. The Executive Director and staff makes decisions regarding the course offerings andmake decisions regarding schedules. The Executive Director and the school leadershipteam representatives comprised of all departments will decide upon theirpromotion/retention requirements. The Executive Director and the school leadership teamwill develop a comprehensive dress code and discipline policy for all students with codesof conduct.Although the Executive Director and Governance Council maintains ultimateresponsibility for the success of the school, the leadership team will have limited decisionmaking authority around personnel decisions, financial decisions, curriculum andinstruction, resource allocation, establishing and monitoring the achievement of schoolimprovement goals and school operations. By maximizing school level governance, thegoverning council, will expand the role that parents play in school level decisions. It isthe intent of this charter system petition to increase parental and community involvement.



16/165

DESCRIPTION OF THE EDUCATIONAL PROGRAMThe St. Augustine Preparatory Academy of Excellence is passionate about its desire toprovide a creative, practical, and comprehensive program for its students. Part of the

challenge is that we are a new start-up school, but we have big dreams for our students;charter flexibility is critical if we are to implement our plans. Our innovative plan reallyhas seven components that are aligned with goals for students to be prepared for college,technical college, employment in a chosen field making above the minimum wage andleadership roles in the community. Approval of this petition will also insure that theseinitiatives are realized as attainable and sustainable curricula objectives that provide rigor,relevance and goal setting for preparing students for the 21 st century globalcompetitiveness. The anticipated number of students is 500 with a 1 to 25 pupil teacherratio to ensure maximum instruction and learning. There are 7 components to achievingthese goals:

Component One (Youth Leadership)We want to establish a youth leadership track for high school students to lead the way inparticipating in debate clubs, curricula, school improvement planning and communityrelated activities. We want to develop leadership skills among some segments of ourcommunity which have been sorely lacking throughout the years and resulted in some ofour community being disenfranchised. Students do not choose to stand and lead whengiven the opportunity in the traditional school setting. Issues in the communityimpacting our schools center around problems associated with poor leadership,communication, cooperation, and trust, as well as the lack of acceptance of diversity.Through the implementation of Youth Leadership St. Augustine, our students will

begin learning about the importance and value of communication, cooperation, trust,diversity and leadership beginning in their freshman year. This program will beimplemented through the classroom guidance program at the elementary level inconjunction with Youth Leadership classes conducted at the 9th 12th grade levels by theCooperative Extension Service of Georgia and local Chamber of Commerce.At the high school level, the Youth Leadership St. Augustine activities will be infused ina locally developed civics course. When students graduate, they understand theimportance of good leadership and they have had years to develop the leadership skillsnecessary for a community to grow and prosper. This component of our plan addressesthe critical need in our schools and community but will require charter system flexibilityon state approved courses and teacher certification to implement at all levels.

Component Two (Science)

The second track that we want to establish is a comprehensive Science track in which thecurriculum will be focused around the Common Core Georgia Performance Standardsand Frameworks. Science exploration that leads to innovative ideas and research thatengages the mind for future inventions by incorporating project based activities thatstimulate creativity in expanding students thought processes in critical analysis. Coursesoffered in biology, Anatomy and Physiology and Astronomy will challenge students toexplore areas of health and NASA related careers. Students will be invited to participate



17/165

in Youth leadership forums focused on health careers. Please note that the increasedacademic rigor includes the development of a Math and Science lab where all teacherscan take their students for Math and Science exploration and experiments. It also includesparticipation in math lessons designed by teachers who have completed the MathEndorsement.

Component Three (Technology)Providing International Baccalaureate classes is the ultimate goal, perhaps throughtechnology, students can experience a more in depth content understanding of subjectmatters by exploring the website, communicating with others via chat room, discussionboards using (Edmodo online modules) to share, provide inquiry and communicate byengaging, connecting, measuring performance and personalizing the learning for eachstudent. Through the special interactive technology, students will be able to see and speakwith the teacher and the teacher will be able to see and speak with our students. Thiscould also be valuable in that students are able to access Spanish, and virtual field tripswill also be possible with this technology for all students. The teacher will also be able toassign modules, grade and provide effective feedback in a timely manner. Parent

conferences will be more effective with graphic feedback illustrating studentsperformance. Providing International Baccalaureate classes is the ultimate goal, perhapsthrough this technology. Through the purchase of special interactive technology, studentswill be able to see and speak with the teacher and the teacher will be able to see andspeak with our students. This could also be valuable in that students might be able toaccess Spanish classes, and virtual field trips will also be possible with this technologyfor all schools. We plan to seek additional funding via grants in order to supporttechnology resources.Component Four (Engineering)

The fourth component of our plan is the development of career awareness beginning inthe 9th and ending with students having the opportunity to participate in dual enrollmentwith Central Georgia Technical College, Virginia College, Middle Georgia State Collegeand continue their education past high school through the establishment of our intensiveengineering courses in which the school curriculum will be focused around the CommonCore Georgia Performance Standards and Frameworks. We strive to ensure thatstudents, especially those from backgrounds traditionally underrepresented inengineering, have the opportunity to realize their aspirations while also contributing theirunique ideas, skills, talents, and strengths to the daily life of the College of Engineering.The many diverse groups represented within our student body would be integral to thefabric of college, and programs focusing specifically on pathways to their successcontribute to the mission of both the university and the college. Most of our studentshonestly do not see themselves in professional or skilled careers and therefore school isnot viewed as preparation for something bigger once you graduate. Few of our parentsare professionals or have jobs requiring specific skills. We must help our students create afuture beyond what they know at home or in Bibb County. We would like to establish aCareer Academy in the future that will offer courses in Certified Nursing Assistants,Childcare, agriculture and other areas. Of course, we must have charter status in order toapply for this funding. In the meantime, we are committed to expanding our vocationalofferings each year with the ultimate goal that every student who graduates from SAPAhas the opportunity to graduate with a high school diploma and a certificate in a



18/165

vocational area of interest, therefore being able to continue their education orimmediately enter the world of work at a higher rate of pay. This supports ourcommunitys effort to become a Work Ready Community and addresses a critical needfor skilled workers in Bibb County. Dual enrollment classes will be offered during theschool day at this facility. At that time, additional courses like electrician, plumbing, and

construction classes can also be offered because space and equipment will be providedthrough the grant. The Career Academy will serve as an outpost for local technicalColleges and will serve our entire community in the afternoons and through night classes.Career awareness activities in our schools will include activities sponsored by thecounseling program at the school. The implementation of Job Shadowing Opportunities,field trips, the Career and College Fair at the high school provides opportunities forstudents become aware of the day to day job skills required to become a competentemployee. Students will also have an opportunity to serve as pages for the Senate andHouse members, and the expansion of the Youth Apprenticeship and ShadowingPrograms.

Component Five (Math)

The fifth component is comprised of math courses with academic rigor so that allstudents take college prep content classes in which the curriculum will be focused aroundthe Common Core Georgia Performance Standards and Frameworks. The studentsdesperately need and deserve the opportunity to participate in rigorous academic electivesin preparation for college. Further, some students need the academic rigor of requiredsupport classes in reading and math. Plans include the expansion of academic rigor in2016 and 2017 with the addition of academic electives in each content area includinganatomy, calculus and AP calculus, the first and second course in a series for thoseinterested in becoming a nurses, doctors, teachers, etc. This will include gifted courses.This will be possible due to the schools decision to operate on the block schedule and theflexibilities including teacher certification, mastery learning, and seat time providedunder the charter. All students in 9th grade will participate in a Math 1 course and aMath Support Class. All high school students failing to meet certain criteria willparticipate in a reading support course. Providing more than just the required basics iscritical if our students are to be well prepared for college. Please note that the increasedacademic rigor includes the development of a Math and Science lab where all teacherscan take their students for Math and Science exploration and experiments. It also includesparticipation in math lessons designed by teachers who have completed the MathEndorsement.Component Six (Fine Arts)

The sixth component is that we want to establish is a comprehensive fine arts track. Ourstudents have so many talents in music, voice, art, public speaking, and drama, but thesecontinue to go untapped because of financial and teacher certification issues. Charterflexibility related to teacher certification is absolutely critical if we are to implement this



19/165

part of our plan. The plan is to include drama, symphony, chorus and art. This track alsoincludes our 4-H program which serves all levels where our students participate in districtcompetitions and local competitions each year. We will also further expand theopportunities for our students to perform in various community programs, resulting in anintegration of the fine arts and leadership tracks.

Component Seven (Literacy and Writing)The seventh component is creating literacy development courses incorporating variousgenres of reading, effective communication and writing with an emphasis on increasingreading comprehension, critical thinking skills, grammar, mechanics and APA style inwhich the curriculum will be focused around the Common Core Georgia PerformanceStandards and Frameworks. Students will be engaged in writing essays, creatingresumes, interviewing, and effective oral communication using various forms of correctEnglish. ESOL students will be supported by staff and allowed to engage in peer tutoringsessions to increase their achievement. Courses will also include information for thoseinterested in becoming teachers, a current issues class and a composition/public speakinglanguage arts class. Students will also be able to take a series of foreign language classes

in Spanish in order make them more globally competitive in the workforce whencommunicating with other nationalities.

The charter high school counselor along with the registrar will track to ensure that

students have satisfied the requirements for high school graduation, including the credits

or units to be earned and the completion credentials to be awarded. The counselor will

conduct advisement meetings with students and utilize a checklist sheet to ensure that

students are meeting the requirements. Students and parents will be provided copies of

the information each semester. Students who graduated from high school in 2012 or later

must present high school credits for seventeen (17) specified units. The 17 specified

units for students who graduated in 2012 or later are:

1. MATHEMATICS: Four (4) units of Mathematics, including

Algebra I, Algebra II, Geometry and a fourth year of advanced math or

Mathematics I, II, III and a fourth unit of mathematics from the approved

list.

2. ENGLISH: Four (4) units of English which have as their emphasis

grammar and usage, literature (American, English, World), and advanced

composition skills.

3. SCIENCE: Four (4) units of science, with at least one laboratorycourse from the life sciences and one laboratory course from the physical

sciences. Georgia Public High School graduates must have at least one (1)

unit of biology, one (1) unit of physical science or physics, one (1) unit of

chemistry, earth science, environmental science, and one (1) unit of a fourth

science.



20/165

4. SOCIAL SCIENCE: Three (3) units of social science, with at least

one (1) unit focusing on United States studies and one (1) unit focusing on

world studies.

5. FOREIGN LANGUAGE: Two (2) units in the same foreign

language emphasizing speaking, listening, reading, and writing.

6. Note: Students will also have an opportunity to take Advanced

Placement courses with College Board approved syllabus in all content

area if desired but all students will take at least one AP course unless

special needs requires alternate courses.

STATE AND FEDERALLY MANDATED SERVICES

Students With Disabilities

For students with disabilities, the charter school will provide state and federally mandatedservices by hiring certificated Special Education teachers who is highly qualified inaccommodating students with identified disabilities in order to ensure compliance andoversight IEPs and 504 plans. Some of the teachers may serve in a co-teach setting toreduce the pupil teacher ratio of serving multiple levels in order to ensure adequateservices for identified learners. This will also allow students to mainstream in aclassroom environment.

Gifted

For students identified as gifted, the charter school will provide state and federally

mandated services by hiring certificated teachers with a gifted endorsement who is highlyqualified in accommodating students with identified disabilities in order to ensurecompliance and oversight. Some of the teachers may serve in a co-teach setting toreduce the pupil teacher ratio of serving multiple levels in order to ensure adequateservices for identified learners.

Supplemental Services

Teachers will provide additional remediation for students who are struggling withextended time on task in required cases pursuant to SBOE Rule 160-4-5-.03 and NCLB.Certified teachers will serve students who are identified and those needing remediating in

an extended-day after-school setting. The charter school will also seek 21st

CenturyAfter-School funding in order to provide after-school enrichment for students needingadditional support.

ESOL

For students identified as ESOL, the charter school will provide state and federallymandated services by hiring certificated teachers with an ESOL endorsement who is



21/165

highly qualified in accommodating students with identified English LanguageDeficiencies in order to ensure compliance and oversight using the WIDA (World-ClassInstructional Design and Assessment) and the GADOE ESOL/Title III Resource Guide.Some of the teachers may serve in a co-teach setting to reduce the pupil teacher ratio ofserving multiple levels in order to ensure adequate services for identified learners. There

may be times where students are participating in pull-out sessions to individualizeinstruction as based on their level of competency in learning the English language.

Remediation

For students needing remediation, teachers will provided guided instruction,differentiated instruction, utilize peer tutors, co-teachers and allow extended time forstruggling learners. In compliance with IEPs (Individual Education Plans), SSTs(Student Support Team) plans and 504 plans, teachers will make provisions within theirinstructional plans to accommodate learners as required by law in required cases pursuantto SBOE Rule 160-4-5-.03 and NCLB. Teachers will meet parents regularly to ensure

that they are involved in the plans undertaken, amended or proposed to be terminated asbased on the students progress relating to remediation. The school will offer fourmonths of extended day after-school tutorials for 2 days a week as based on theavailability of funding in reading and math. The charter school will apply for 21stCentury after-school funding to support remediation on a more frequent basis along withenrichment for students who may need additional academic and enrichment support. Thedemographic area that the charter is proposing to serve reflects a high poverty rate thatneeds after-school support.

DESCRIPTION OF ASSESSMENT METHODSAssessment Plan

SAPA will develop an accountability plan that would allow the organization to collectbaseline data using EOCT Mid-Month, Semester Report Cards, main administrationEOCT and Advanced Placement exams to develop baseline data for targeting SMART(Specific Measurable Attainable Realistic Time-Oriented) goals.

Participating in State Mandated Exams

SAPA will participate in the scheduled state-mandated EOCT exams in order to assessstudent performance as it relates to the prescribed curricula.

Assessment Plan Measures

SAPA will create a strategic plan with target percentage goals for student achievementover time with an emphasis on increasing academic performance in content areas relatingto specific grade levels.

Assessment Data Monitoring



22/165

SAPA will collaborate and develop initiatives along with action steps to monitor studentprogress through the use of a (CIP) Continuous Improvement Plan that will be a datadriven guide in monitoring instruction, curriculum, assessments and data relating tostudent learning. The data will be used in leadership, curriculum and administrativemeetings to monitor progress with student advisement sessions imbedded to provide

individualized student support as based on goal setting. A Balanced Score Card will beutilized for annual reporting in order to determine whether or not curriculum objectiveshave been met and targets attained.

PERFORMANCE-BASED GOALS AND MEASURABLE OBJECTIVES

Assessment is one of the current strengths of Schools, and they would bring that strengthto improving the instructional program over the next 5 years. Assessments would behighly individualized with teachers taking each childs current status and needed progressinto consideration as instruction is planned on a weekly basis, and student achievement isused to provide feedback and annual evaluation to each teacher.

The following formal instruments would be utilized to obtain assessment data onstudents:1) All state mandated assessments- CRCTs, EOCT

2) Reading software

3) Teacher-made rubrics and grading, especially in writing. All teachers will be trained onscoring writing using rubrics. They would grade writing samples together and theirgrading is validated by comparison to the other teachers work.

4) On-line assessments to measure progress against standards

5) Nine-weeks benchmark tests

6) Mid-Term Reports

The School culture will utilize a strategic continuous improvement plan highlightingareas of objectives relating to the list below. Achievement targets will be established anddiscussed in curriculum, administrative and professional learning communities. Thesetargets will be visible through the use of visual reporting and student will be celebratedfor the milestones achieved as they progress toward the intended targets. Performanceand survey results will provide feedback necessary for reflective practice in improvingstudent achievement as measured.Strategic Objective #1 Attaining High Academic Achievement & Success

o Closing the achievement gap for minority students, SWD and economically

disadvantaged studentso Using Instructional Best Practices to include Learning Focused, Vocabulary, and

Differentiated Instruction Strategieso Using Common Assessments and Planning

Strategic Objective #2 Developing Organizational Effectivenesso Recruiting, hiring, and retaining quality teachers, financial management

Strategic Objective #3 Ensuring Student/Stakeholder Engagement & Loyalty



23/165

o Creating a safe learning environment for students and staff

o Improving student attendance

o Increasing parent, community and business involvement

Strategic Objective #4 Ensuring Quality Professional Learning

o Creating an effective and efficient professional learning plano Providing training that meets the needs of all teachers

o Develop action plans with measurable goals to close the knowing-doing gap

WaiversSt. Augustine Preparatory Academy chooses to utilize the broad flexibility from law, rule,and regulation permitted by O.C.G.A. 20-2-2065(a). The waiver would allow studentsto be counted present for half of the day instead of being required to attend 330 minutesof instruction while the rest of that can be utilized for remediation. Teachers can alsoutilize time for professional development and planning. The waiver will also allowteachers who have degrees in other fields to cross into teaching alternate classes. For

example, a chemist may be able to teach chemistry.For students who are taking Advanced Placement courses, it would be beneficial to havean expert who has practiced the field for a living and can explains the components ofphysics and chemistry for advanced learners. This will also impact student achievementin a positive prospective.

How Assessment Data Monitors Progress and Improves Achievement:St. Augustine will conducted monthly curriculum meetings during planning where data isreviewed in terms of examining student progress as it relates to achievement in variousdisciplines. Teachers will need to be able to identify weakness and strengths of learnersas it relates to specific concepts. They will need to discuss strategies used in remediation

and plans to re-assess for gap revisions.At that time student achievement data are analyzed and plans are made to addressindividual needs. Student work is also examined by the group with rubrics for satisfactoryperformance constructed. Teacher commentaries will be invited regarding successfulwork.At an initial conference each year, administrators will review CRCT scores from theprevious year with each teacher, including grade level performance and individualclassroom teacher results. Goals will be set for the students and the teacher for the year.Achievement of these goals will factor into annual teacher evaluations.Pre/post CRCT data will be used to analyze and predict student performance. Teachersreceive data on each current child. Grade distributions will be reviewed at progress report

time, approximately each 4 weeks and at the end of each nine weeks. These grades willbe compared to assessment data to see if there is a close correlation between the teachersassessment of progress and the data obtained from the more formal assessments.Teachers will review the data gathered and carefully consider to indicate areas ofweakness/need for re-teaching and focus for the after school program as well asidentifying the classes that are succeeding in preparing students for the state tests andsuccessful completion of the grade or graduation.



24/165

Success along the way on the benchmarks will be celebrated by the school and studentswill be recognized for progress which motivates them to do even better.The assessments will let teachers know where they are in covering the curriculum so thatthey can be sure that all performance standards are addressed before time for thestatewide tests.

Statement Regarding Accountability Provisions of O.C.G.A. Section 20-14-30

The charter school will not waive the accountability provisions of O.C.G.A. 20-14-30through 20-14-41 and federal accountability requirements.

DESCRIPTION OF SCHOOL OPERATIONS

St. Augustine Preparatory School Attendance Zone

The St. Augustine Preparatory Academy Charter High Schools Attendance Zone will be

open to any and all students who reside in the state of Georgia. Students will be assignedto classes based on their grade levels: 9-12. However, transportation will only beallotted for students within certain 15 mile radius. All students in grades 11 and 12 at St.Augustine Preparatory Academy School may choose to be dually enrolled at the localcolleges or vocational schools.Rules and Procedures to Govern Student Admission

Student admissions application will be accepted for the school and enrollment will

be based on the lottery of selection. However, students will be placed on a waiting

list if the enrollment is reaches capacity. Parents/guardians, however, must provideproof of residency in Georgia and guardianship of the child if they are not the naturalparents.

Enrollment PrioritiesThere are no enrollment priorities. All students in Georgia may attend the academy

for their grade level.

Steps to Reach Students Representative of Racial and Socioeconomic Diversity of theCommunity

Application for this charter is a major step in providing programs so attractive thatstudents from home and private schools will be willing to return to public school. It is amajor goal of the St. Augustine Governance Council,

Presentations are frequently conducted in the community regarding progress of the publicschools; community organizations have partnered with the public schools to achieve thegoals of improvement for all children; and parents of home and private school studentsare beginning to ask questions and request tours of the facilities. All these activities willbe continued and expanded under a system charter environment.

Rules and Procedures for Discipline and Dismissal



25/165

Each schools Code of Conduct is based upon the St. Augustine Governance CouncilCode of Conduct. Because discipline issues are frequently different at each age level, itseems appropriate to include expectations at each school separately.

The following excerpts from the Student Handbook outline disciplinary expectations and

consequences:

DISCIPLINE RESPONSIBILITYThe goal of St. Augustine Preparatory School is to maintain a high level of educationalprogress, student attendance, and to minimally utilize suspension and expulsion.The discipline of the school (which includes school events, the school day, andtransportation) is under the direction of the director with assistance from the school staff.SEARCH AND SEIZURE

The following rules shall apply to the search of school property assigned to a specific Thefollowing rules shall apply to the search of school property assigned to a specific student

such as lockers, desks, etc., and the seizure of items in a students possession.1. Desks and other property owned by the school may be assigned and checkedperiodically by school employees. No item shall be removed without the knowledge ofthe student or his/her parents.

2. There should be reasonable cause for school authorities to believe that the schoolproperty conceals items violating a criminal law or school rules.

3. Search of an area assigned to a student should, when possible, be made in the presenceof the student.

4. Items such as firearms, weapons, drugs, or alcoholic beverages or other possessionsreasonably determined to be a threat to the safety or security of others, and items whichare used to disrupt or interfere with the educational process, may be seized by the schoolauthorities.

5. Upon reasonable cause for school authorities to believe that a student possesses itemsreferred to in paragraph 4 above upon his/her person or in his/her private property, schoolauthorities shall request a search of the student or private property. Any student refusingmay be detained until permission is given by parent or a search warrant issued.

6. The school director will inform the law of items found of criminal nature.

STUDENT RULES

GENERAL RULES



26/165

The primary responsibility of St. Augustine Preparatory School and its staff shall be toprovide the highest quality education possible. In order to accomplish this goal, studentsmust discipline themselves to the extent that enables education to take place for them aswell as all other students. The following rules, regulations, and due process procedure aredesigned to protect all members of the educational community in the exercise of their

rights and duties. St. Augustine School Administration, Faculty and Staff are required tomake it mandatory that a student of this school shall adhere to the following disciplinaryrules and regulations.

DISRUPTION OF SCHOOL

A student shall not by use of violence, force, noise, coercion, threat, intimidation, fear,passive resistance, or any other conduct intentionally to cause the disruption orobstruction of any lawful mission, process or function of the school.

DAMAGE OR DESTRUCTION OF SCHOOL PROPERTY

A student shall not intentionally cause or attempt to cause damage to school property or

steal school property. Repeated damage or theft involving school property can result inlong term suspension from school as well as possible criminal action.

CARE OF BUILDING

Students will not deface the walls, doors, or restrooms of the building with their hands,feet, or writing instruments nor attach any item to the wall with tape, glue, etc.

DAMAGE OR DESTRUCTION OF PRIVATE PROPERTY

A student shall not intentionally cause or attempt to cause damage to private property orsteal or attempt to steal private property either on the school grounds or during a schoolactivity, function, or event off the school grounds. Repeated damage or theft involvingprivate property can result in long term suspension or recommendation for expulsionfrom school as well as possible criminal action.

ASSAULT ON A SCHOOL EMPLOYEE

A student shall not intentionally cause or attempt to cause physical injury or intentionallybehave in such a way as could reasonably cause physical harm to a school employee,when such action is in any manner related to school activities.

PHYSICAL ABUSE OF A STUDENT OR OTHER PERSON

NOT EMPLOYED BY THE SCHOOL

A student shall not intentionally do serious bodily injury to any person: 40



27/165

1. On the school grounds during and immediately before or immediately after schoolhours.

2. On the school grounds at any other time when the school is being used by a school

group.

3. Off the school grounds at a school activity, function, or event, or on a school bustransporting students to or from school or a school activity.

4. On a school bus transporting students to or from school or to or from any schoolrelated activity.

WEAPONS AND DANGEROUS INSTRUMENTS

A student shall not knowingly possess, handle, or transmit any object that can reasonablybe considered a weapon:

1. On the school grounds during and immediately after school hours.

2. On the school grounds at any other time when the school is being used by a schoolgroup.

3. Off the school grounds at a school activity, function, or event.

4. On a school bus transporting students to or from school or to or from any schoolrelated activity

NARCOTICS, ALCOHOLIC BEVERAGES,

STIMULANT DRUGS AND TOBACCO

A student shall not knowingly possess, use, transmit, or be under the influence of anynarcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, alcoholicbeverage, or intoxicant of any kind:

Before, during, and after school hours.

2. On the school grounds at any other time when the school is being used by any schoolgroup.


4. On a school bus transporting students to or from any school activity.

USE OF TOBACCO

A student shall not use tobacco while on school property during school or any schoolfunction or event. This includes smoking, chewing, and dipping snuff.



28/165

DISRESPECT

A student shall not through physical actions, gestures, or verbal abuse or otherwise showdisrespect toward a teacher, or any other school employee. A student shall notintentionally fail to obey lawful and reasonable requests of a teacher or any schoolemployee.

PROFANITY AND OBSCENE LANGUAGE

A student shall not use profane and/or obscene language in the presence of any teacher,employee, or student:

1. On the school grounds immediately before or immediately after school hours.

On the school grounds at any other time when the school is being used by a school group.


4. On a school bus transporting students to or from any school activity.SPECIFIC RULES

Daily Procedures

Students are to report to their designated locations immediately upon arriving at theschool building by bus, car, or walking.

Morning Procedures for P.E. Room and Hallways

Walk silently on the right side of the hall in a single-file line

Do not copy homework

Sit up and sit quietly

Do not sit near Coach Blounts office

Consequences

Warning

Moved

Lunch Detention

Removed from area

Lunch Room Procedures

Keep your book bag and books with you at breakfast

Observe and obey all stop signs

Stay in line while being served

Stay in your seat

Talk quietly to those sitting near you

Consequences

Warning

Move to end of the line



29/165

Breakfast quiet table/Lunch lunch detention

Additional lunchroom policies

All breakfasts and lunches will be eaten in the cafeteria.

Each student in responsible for cleaning up his/her eating area after the meal in the

cafeteria. Each student will take his/her tray to the window when given permission by theadult in charge.

No food or drinks can be taken from the cafeteria.

Students are expected to show good manners and quiet, orderly behavior in the cafeteria.

Hall Procedures

Use quiet voices inside the building

Treat everyone and everyones property with respect

Keep hands and feet to yourself

For everyones safety, do not run in the building

Follow directions given by an adult the first time

Consequences

(see classroom procedures)



30/165

Classroom Procedures

The teacher has the right and the duty to add other rules to keep order in his/herclassroom.

Stay in your seatDo not disrupt class in any way

Keep hands and feet to yourself

Treat everyone and everyones property with respect

Follow directions given by an adult the first time

Consequences for K 2nd grade

Reminder warning

Official warning

Lose 5 minutes of recess

Time out in another room

Referral:1) ISS 1 hour2) ISS rest of the day3) ISS 1day or corporal punishment4) ISS 2 days5) ISS 2 days/mandatory parent conference6) OSS 1 day

Consequences for 3rd 5th grade

WarningLose 5 minutes of recess (3rd grade only)Lunch detentionReflection time in another classroomReferral:1) ISS rest of the day2) ISS 1 day3) ISS 2 days4) OSS 1 day5) OSS 2 days6) Alternative ISS

5. Upon reasonable cause for school authorities to believe that a student possesses itemsreferred to in paragraph 4 above upon his/her person or in his/her private property, schoolauthorities shall request a search of the student or private property. Any student refusingmay be detained until permission is given by parent or a search warrant issued.

6. The school director will inform the law of items found of criminal nature.

Fighting



31/165

No fighting is allowed at school, on the school bus, or at any school function. Studentswill be suspended from school or the school bus for a minimum of three to five days. (seepage 19)

Encouraging Fighting

Students who encourage fighting or arguments among other students will also receiveappropriate consequences.

Junk FoodChewing gum, bubble gum, candy, carbonated drinks or other junk food is not allowed atschool.

Firecrackers, etc.

No firecrackers or poppers are allowed at school.

Profanity, etc.

Profanity or vulgar talk among students and from students to teachers is not allowed.Vulgar language is not allowed on items of clothing, on body parts, in writing or onschool property.

Student Harassment

Students are not to harass fellow students at any time. Harassment is a verbal or physicalaction that may instigate conflict.

Disrespect to Teachers

Students are not to talk back to or be disrespectful in any way to teachers or other staffmembers.

Leaving School Early

Parents should report to the front office before pickup or drop-off of students.

No student is allowed to leave early unless he/she has been cleared by the teacher and theoffice and released to a responsible adult who has been properly identified.

Students who bring notes for early checkout are to present them to the office for asignature by the director/assistant director or the office staff. The note will be copied,filed, and returned to the student.

Parents who come early for students will sign the student out in the office and the studentwill be called to the office to leave. Please remember that any visitor, including parents,

must have an office pass before going out into the building.Students are not permitted to leave the campus during the day without written permissionfrom the office and a written statement from the parent.

Students are to leave the campus promptly when school is dismissed. No student is to re-enter the building except for an emergency, or for special programs.

Makeup Work



32/165

It is the responsibility of the student/parent to arrange for makeup work after an absence.The teacher is required to offer makeup work to students with excused absences. Theteacher may offer but is not required to give makeup work for unexcused absences. Astudent may make up major grades (not daily grades) for any absence.

StealingStudents caught stealing will receive appropriate consequences or suspension. Repeatoffenders will be referred to the parents and to the Warrenton Police Department.

Money at School and Other Personal PossessionsStudents are not to borrow or lend money at school. All lending of money or any personalpossession such as clothes or school supplies is the responsibility of the student and notof the school.

Students who bring money to school are solely responsible for the safekeeping of themoney and the school bears no responsibility.

Weapons and Other Dangerous InstrumentsKnives, guns, sticks, razors, matches, cigarette lighters, or any type of instrument whichcan be used as a weapon to damage people or property are not allowed at school. Anysuch weapon or instrument will be confiscated and disposed of by the school.

ToysNO TOYS of any description are allowed at school due to the distractions and problemsthey can cause among students. This includes cards as well. These items will be taken bythe teacher and returned at the end of the semester.

Electronic Equipment

Radios, tape recorders, boom boxes, beepers, electronics or computer disks, CDsgames, audio/video tapes or any other electronic equipment are NOT allowed at school.These items will be taken at the first offense and returned at the end of the school year.

Care of Books and Other School EquipmentThe care of all books and school property issued to students is the responsibility of thestudents. In the event that school books, library books or other school property is lost ordamaged the students are expected to pay for them. Textbooks, library books belonging tothe school will be kept from direct contact with the floor and should be covered ifpossible. These books should not be left on the school bus or anywhere else that theycould become lost or damaged.

Sick or Injured students

Parents of students who become sick or injured at school will be contacted either at workor at home. Please BE SURE that the school has an emergency telephone number andknows the procedure that the parents want followed in case of a severe emergency.

Please make the school aware of any medical condition a student has so the school willbe able to handle the condition appropriately.



33/165

AbsencesWhen a student is absent, the parent is required to send a note or doctors excuseexplaining the reason for the absence within three days.

Absences considered excused are: (1.) Death in the immediate family (send an obituarywith the excuse maximum of three days excused), (2.) Sickness of the student, (3.)

Religious reasons confirmed by the church accompanied by a list of dates at thebeginning of each semester.

Doctor and Dental appointments for check-ups are unexcused. If the student is sick, havethe doctor/dentists office write the reason for the visit. If no reason is written, it will beassumed to be a check-up.

School SuppliesAll students need to come to class with ample paper and pencils, etc., to do the requiredwork. There is a school store from which students may buy pencils and paper if needed.

Hall Passes

No student is allowed to leave the classroom without written permission from the teacher.Hall passes are required at all grade levels. Hall passes may be waived at the discretion ofthe director.

Students are not allowed to interrupt classes or loiter in the hallways while classes are insession.

Dusting of ErasersNo erasers may be dusted on the building, trees, or utility poles.

VisitorsVISITORS MUST CHECK IN WITH THE OFFICE FOR IDENTIFICATION AND TO

RECEIVE AN OFFICE PASS BEFORE GOING TO THE CLASSROOMS ORANYWHERE ELSE IN THE BUILDING.

Visitors are not allowed to accompany students to school. Friends and relatives ofstudents are not to be brought to school to visit.

Parents, including parents who work in the school, should make an appointment withtheir childs teacher before going to the classrooms. Interruptions during class hoursshould take place only under emergency conditions.

Students released by their teachers to go to other classrooms should have a pass and anemergency reason for interrupting another class.School Telephone

THE SCHOOL TELEPHONE IS A BUSINESS PHONE. All uses of the telephone bystudents should be an emergency.

Any student using the telephone should have the permission of his/her teacher and amember of the office staff.

Students should NOT have to call home to find out what to do about coming home at endof the day. They should know what bus to ride, whether to wait to be picked up andwhose house to go to without having to call home.



34/165

Permission to Ride a Different Bus or to be Picked UpIF STUDENTS ARE TO RIDE A DIFFERENT BUS FROM THE ONE THEY AREASSIGNED TO RIDE, BE PICKED UP BY SOMEONE ELSE OTHER THAN APARENT, OR ARE TO GO TO A PLACE OTHER THAN HOME, A NOTE MUST BE

SENT TO THE TEACHER SIGNED BY THE PARENT. That note will be sent to theoffice for approval and a copy filed in the office. The bus driver will expect to see thenote before allowing the student to ride. All bus messages must be called in to the schooloffice before 2:00 p. m. daily.

INCIDENTS REQUIRING IMMEDIATE REFERRAL:

DISCIPLINARY PROCEDURES/ACTIONS

Serious Issues with School Wide Consensus

All discipline matters will be handled subject to the discretion of the Director or

Assistant Director.

#1 Disrespect1st Offense:

ISS 1 day

Parent contacted

2nd Offense:

OSS 1 day

Parent conference required

3rd Offense:

OSS 2 days

Parent attendance during school is required for one day before student can return toregularly2 Profane language/gestures (must be heard/seen by Faculty or Staff member)

1st Offense:

Parent contacted

Child must repeat/describe act to the parent

Lunch detention (2 days)

2nd Offense:

Parent conference requiredISS (K-2: 1day ISS; 3-5: 2 days ISS)

3rd Offense:

OSS 2 days



35/165

**If directed toward faculty or staff (even if implied) immediate suspension forfirstoffense (2 days), second offense (4 days), and third offense (10 days and hearing

officer notified).

#3 TouchingAny boy or girl putting his/her hand on members of the opposite sex or on members of

the same sex on their private parts will be sent home immediately.

1st Offense:

Immediate suspension

Parent contacted

2nd Offense:

Immediate suspension for 3 days


#4 Fighting

1st Offense:

OSS 3 days

2nd Offense:

OSS 5 days

3rd Offense:

OSS 10 days

Referred to the hearing officer

#5 Aggressive behavior (threatening or intimidation)1st Offense:

Warning- parents contacted, student conference

Attend session with counselor

2nd Offense:

Lunch detention 3 days


Attend sessions with counselor

3rd Offense:

ISS 2 days


4th Offense

OSS 3 days



36/165


5th Offense

OSS 10 days and referred to the hearing officer


#6 Possession of Weapon/Threat of Harm

This includes anything that can be or is used as a weapon and any threat to harm or bringsomething to school to harm others. If a student finds him/herself in possession of aweapon, he/she must turn it in to an adult IMMEDIATELY.

Every Offense:

Immediate 10 day suspension

Parent contacted

Referred to the hearing officer

#7 Destruction of property1st Offense:

Parents notified

Clean-up what has been destroyed

The student must write an apology note to be placed in file

2nd Offense

2 days ISS


Parents will be notified

Child must describe what has happened to the parent

3rd Offense

1 day OSS


Parents will be notified

Child must describe what has happened to the parent

**Expensive Items:

Student is sent home until the parent accompanies him/her for a conference.

A plan is developed between the parent and teacher (contract/action plan).

Restitution must be made including an apology note.

#8 Computer Misuse

This includes, but is not limited to, tampering with other students work, using otherstudents log-in or password, or damaging computer equipment (hardware, software, etc.)

1st Offense:



37/165

Parents contacted

Loss of computer privileges for the remainder of the nine weeks

2nd Offense:

Parent contactedLoss of computer privileges for the remainder of the year#9 Leaving an area without permission

1st Offense

Lunch detention 2 days

Parents contacted

2nd Offense:

ISS 1 day

Parents contacted

3rd Offense

ISS 2 days

Parents contacted

#10 Stealing

All valuables must be secured

1st Offense:

ISS 1 day

Notify parents the same day that the incident occurs

Child must describe what has happened to the parentIf applicable, restitution must be made

2nd Offense:

OSS 1 day

Parents contacted

If applicable, restitution must be made

3rd Offense:

OSS 2 days

Parents contacted

Police contacted

If applicable, restitution must be made

#11 Failure to accept disciplinary action

Immediate suspension

Student must complete the consequences they refused after returning to school aftersuspension.



38/165

#12 Assault/battery against any employee

Parents contacted

Immediate suspension for 10 days

Referred to hearing officer

Students must understand that unnecessary noise, movement on the bus, throwing

objects or any other behaviors that may cause the driver to become distracted will

not be tolerated. We want to provide safe passage to and from school and to do so

students must adhere to the rules and regulations of the buses and its drivers.

#13 Bus Referrals

1st Offense Warning2nd Offense 3 days suspension3rd Offense 5 days suspension4th Offense 10 days suspension

Police Plan:

After the 10th referral, the student will be placed on a police plan. There will be a

meeting with the parents, the police, and the administration. If the parent refuses to

attend, the meeting will be held without the parents and a letter will be mailed to the

parents. After being placed on the police plan, another referral will result in the

parent being required to spend the day with the student from 8:00 3:00. After that,all referrals will be sent to the police who will file them with the Department of

Juvenile Justice.

***If a student is suspended from ISS, the student must serve the remaining ISStime when they return to school before attending classes again.

Discipline of Disabled Students



39/165

Disabled students are not exempt from school disciplinary processes, nor are theyentitled to remain in a particular educational program when their conduct substantiallyimpairs the education of other children in the program. However, federal and state lawand regulations require public schools to meet the individual educational needs of

disabled children to the extent that current educational expertise permits.

A disabled students staffing committee may prescribe or prohibit specifieddisciplinary measures for an individual student by including appropriate provisions in thestudents Individual Education Plan (IEP). The committee must take into considerationthe students disabling condition when deciding whether or not staff may use a particularform of discipline. Administrative authorities should observe any such provisionscontained in a disabled students IEP, except that a staffing committee may not prohibitthe initiation of proceedings for suspension or expulsion, which are conducted inaccordance with the law and policy.

The administration may suspend a disabled student unless a suspension is prohibited bythe students IEP. At the end of the suspension, the school should return the student to thesame educational placement if appropriate. The administration may immediately remove,for a short period of time, a disabled student who is endangering himself/herself orothers. Expulsion of a disabled student is equivalent to a change in educational placementand therefore requires special procedures. Before a disabled student may be expelled, amulti-disciplinary team must determine whether or not there is a connection or casualrelationship between the handicapping condition and the misconduct. Only then wouldexpulsion resulting in cessation of educational services for the student be allowable.The school district will continue to provide a free and appropriate education as set forthin a students IEP for expelled students with disabilities. Nothing contained in thisadministrative rule will be construed as limiting an administrators ability to remove adisabled student from school immediately under emergency conditions.

Expectations increase for children in their middle years, as do the students propensity tomake more reckless decisions than they did in their early years. With that in mind, thefollowing excerpt is appropriate from the St. Augustine Preparatory AcademyMiddleSchool Handbook:

CODE OF CONDUCT

It is the purpose of the St. Augustine Preparatory Academy School District to operateeach school in a manner that will provide an orderly process of education and that willprovide for the welfare and safety of all students who attend the schools within thedistrict. In accordance with that purpose, the Board of Education has adopted a policywhich requires all schools to adopt codes of conduct which require students to conductthemselves at all times in a manner that facilitates a learning environment for themselvesand other students. These standards for behavior require students to respect each otherand school district employees, to obey student behavior policies adopted by the Board



40/165

and to obey student behavior rules established at each school and on each bus within thedistrict.

The schools primary goal is to educate, not to punish; however, when the behavior of anindividual student comes in conflict with the rights of others, corrective actions may be

necessary for the benefit of that individual and the school as a whole. Accordingly,students shall be governed by policies, regulations and rules set forth in this Code ofConduct.

The Code of Conduct is effective at school or on school property at any time; off schoolgrounds at any school activity, function or event and while traveling to and from suchevents; and on vehicles provided for student transportation by the school system. Also,students may be disciplined for conduct off campus which is felonious or which maypose a threat to the schools learning environment or the safety of students andemployees.Parents are encouraged to become familiar with the Code of Conduct and to be

supportive of it in their daily communication with their children and others in thecommunity.

AUTHORITY OF THE DIRECTOR

The director is the designated leader of the school and, in concert with the staff, isresponsible for the orderly operation of the school. In cases of disruptive, disorderly ordangerous conduct not covered in this Code, the director may undertake correctivemeasures which he or she believes to be in the best interest of the student and the schoolprovided any such action does not violate the school board policy or procedures. Thedirector may, at his discretion, reduce a written penalty due to circumstances unless thepenalty is prescribed by Board policy or state law. The authority and discretion of thedirector to reduce penalties is absolute. Teachers and other employees of the St.Augustine Preparatory Academy School System are not to take misbehavior or disrespectby students personally. This will prevent adults from attempting to get the director tomaximize penalties because of their own emotional involvement with the incident.

DISCIPLINE PROCEDURES

When it is necessary to impose discipline, school administrators and teachers will followa written discipline process. The degree of discipline to be imposed by each schoolofficial will be in proportion to the severity of the behavior of a particular student andwill take into account the students discipline history, the age of the student and otherrelevant factors.

The Code of Conduct provides a systematic process of behavioral correction in whichinappropriate behaviors are followed by consequences. Disciplinary actions are designedto teach students self-discipline and to help them substitute inappropriate behaviors withthose that are consistent with the character traits from Georgias Character EducationProgram.



41/165

The following disciplinary actions may be imposed for any violation of this Code ofConduct unless St. Augustine Governance Council Policy or state law requires a specificdisciplinary action.

Warning and/or counseling with a school administrator or counselor Loss of privileges, Isolation or time out Temporary removal from class or activity Notification of parents

Parent conference Detention. In-school-suspension, Short-term or Long-term. Temporary placement in an Alternative Education Program Short-term suspension out-of-school. Referral to a Disciplinary Hearing

Suspension or expulsion from the school bus Referral to law enforcement or juvenile court officials: Georgia law requires that certainacts of misconduct be referred to the appropriate law enforcement officials. The Schoolwill refer any act of misconduct to law enforcement officials when school officialsdetermine such referral to be necessary or appropriate.

The maximum punishments for an offense include long-term suspension for more thanten days or expulsion, including permanent expulsion, but those punishments will bedetermined only by a disciplinary hearing as outlined in the St. Augustine GovernanceCouncil policies.

Before a student is suspended for ten days or less, the director or designee will inform thestudent of the offense for which the student is charged and allow the student to explainhis or her behavior. If the student is suspended, the students parents will be notifiedwhen possible. School officials may involve law enforcement when evidence surroundinga situation necessitates their involvement or when there is a legal requirement that anincident be reported.

School officials may search a student if there is reasonable suspicion the student is inpossession of an item that is illegal or against school rules. Student book bags, schoollockers, desks and other school property are subject to inspection and search by schoolauthorities at any time without further notice to students or parents. Students are requiredto cooperate if asked to open book bags, lockers or any vehicle brought o

St Augustine Preparatory Charter School Petition

Documents

Transcript of St Augustine Preparatory Charter School Petition