Leadership Preparatory Academy Renewal Petition 2022
Charter School Renewal Application
For Schools Seeking Renewal from Both
DeKalb County School District and the
State Board of Education
to
Operate in SY23-24
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Leadership Preparatory Academy Renewal Petition 2022
TABLE OF CONTENTS
Identify the appropriate page number in the application or appendix/exhibit
where the following information is located.
CHARTER APPLICATION REQUIREMENTS PAGE NO.
Table of Contents 2-6
How Do I Know Which Application to Submit? 7
Introduction 7
Submission Procedures 8
Application Package Checklist and Submission Sign Off Sheet
(Charter School Representative and DCSD Representative must sign when 9
application is submitted.)
CHARTER APPLICATION COVER PAGE AND APPLICATION CONTENTS
Proposed Charter School Information 10
Contact Information 10
Executive Summary 11
PAST PERFORMANCE
1. Complete and attach as Exhibit 5 the Accountability Report available on the 13
GaDOE’s Charter Schools Division website to show the school’s performance
during each year of your current charter term and include with your charter
school renewal application. This Accountability Report will be presented to the
State Board of Education with your charter petition, so please ensure it is
accurate.
2. Provide a narrative describing how the charter school performed in meeting 15
the academic and organizational goals set forth in its current charter
contract.
3. Describe the school’s current financial situation. 31
4. Provide a brief overview of the school’s current governance structure. 35
5. Describe how the school provides state- and federally-mandated services to 38
students with disabilities.
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Leadership Preparatory Academy Renewal Petition 2022
CHARTER APPLICATION REQUIREMENTS PAGE NO.
6. Describe how the charter school provides state- and federally-mandated 47
services for English Learners (ELs).
7. Provide the number and percentage of students receiving In-School 50
Suspensions, Out-of-School Suspensions, or Expulsions during the current
charter term (e.g., the past 5 years). How does this discipline and dismissal
data compare to the Office of Civil Rights data?
8. Describe in detail how the charter school’s students, governing board, faculty, 52
and staff reflect the sociodemographic diversity of the community served by
the charter school.
9. Describe in detail any difficulties faced during the charter term that were not 53
already addressed above, how the school dealt with such difficulties, and if
they remain an issue for the school. Also explain how the school plans to avoid
these difficulties during the upcoming charter renewal term.
PROPOSED CHANGES
If the answers given above to questions 1 - 9 reflect a change to any of the 54
10.
following, please provide the rationale for the change.
LOOKING TO THE FUTURE
54
11. Briefly describe how the school has and will continue with its proposed
changes to serve the needs of its students for the upcoming (renewed) charter
term.
EXHIBITS CHECKLIST
The following Exhibits are required to complete your Charter School Application Package.
Please tab the Exhibits to match the item numbers below. Exhibits should be as limited in
size as possible.
1. Attach an official copy of the certificate of incorporation for the required 64
Georgia nonprofit corporation from the Georgia Secretary of State. Please
note that all charter school contracts – including those of start-up and renewal
conversion charter schools – must be held by a Georgia nonprofit corporation.
2. Attach a copy of the by-laws for the nonprofit corporation. 66
3. Attach a copy of the governing board’s Conflict of Interest Policy. 81
4. Attach a copy of the governing board’s Conflict of Interest Form. 84
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Leadership Preparatory Academy Renewal Petition 2022
CHARTER APPLICATION REQUIREMENTS PAGE NO.
5. Attach a completed Accountability Report. 86
6. Attach a copy of the governing board’s Governance Training Plan using the 89
governance training memo available on GaDOE’s website.
7. Attach a completed Locally-Approved Charter School Partners Roles and 93
Responsibilities chart. This chart shows the balance of authority between the
charter school’s board and management, as well as the autonomy of the
charter school from the district.
8. Attach a copy of any admissions (pre-lottery) application the charter school 99
proposes to use. Pursuant to O.C.G.A. § 20-2-2066 and SBOE Rule 160-4-9-.05,
any admissions application must conform to the open enrollment requirement.
Therefore, admissions applications should be limited to a student’s name,
contact information, home address for the purpose of verifying the student’s
residence within the school’s attendance zone, grade level, and information
required for any enrollment preference, such as identifying a sibling already
enrolled at the charter school. If the charter school proposes to utilize a
weighted lottery for educationally disadvantaged students, the admissions
application may also include questions tailored to the subgroup(s) the school
will offer an increased chance of admission according to the weighted lottery
guidance available on GaDOE’s website.
9. Attach a copy of the policy setting annual enrollment, re-enrollment, and 101
lottery deadlines, including a description of the lottery procedures detailing
how enrollment priorities will be applied and an assurance of complete
transparency in its procedures.
Attach the charter school’s annual calendar and the charter school’s daily
10. 104
school schedule.
Attach a copy of a sample scope and sequence for a proposed course/grade
11. 108
level.
12. Attach a copy of the charter school’s Student Code of Conduct. 114
13. Attach a copy of the charter school’s Student Discipline Policy and 214
Procedures, including any Positive Behavior and Intervention Supports (PBIS).
14. Attach a copy of the rules and procedures concerning how the school will 218
address grievances and complaints from students, parents, and teachers.
Include the role the governing board will play in resolving such grievances and
complaints. If this is included in another response, please indicate that.
15. Attach a copy of the charter school’s Employee Policies and Procedures. 225
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Leadership Preparatory Academy Renewal Petition 2022
CHARTER APPLICATION REQUIREMENTS PAGE NO.
16. Attach proof of the school’s insurance coverage, including the terms, 272
conditions, and coverage amounts.
17. Attach a copy of any intended education service provider contracts or N/A
arrangements for the provision of education management or support services,
including with any EMO, CMO, ESO, etc. Such contracts shall describe the
specific services for which the contracting organization is responsible. Such
contracts should clearly delineate the respective roles and responsibilities of
the management organization and the governing board in the management
and operation of the charter school. Such contracts must also include the fee
structure.
18. Attach a copy of any agreements with your local school district or Board of 275
Education. (Exhibit 18 – DCSD Assurances and Required Statements)
19. Attach a copy of any Letters of Intent and/or agreements detailing any N/A
proposed partnerships, including agreements with other local
schools/systems for the charter school students’ participation in
extracurricular activities such as interscholastic sports and clubs.
20. Attach a copy of any MOU/lease/proof of ownership for a proposed facility. 287
21. Attach a copy of the school’s Certificate of Occupancy. 316
22. Attach a copy of the facility’s Emergency Safety Plan. 318
23. Complete and attach the budget template located on the Charter Schools 333
Division’s website: Please note that the budget template includes:
23a. A monthly cash flow projection detailing revenues and expenditures for
the charter school’s first two (2) years of operation;
23b. A spreadsheet projecting cash flow, revenue estimates, budgets, and
expenditures on an annual basis for each of the five (5) years of the
initial charter term.
23c. Back-up documentation proving the legal reality of additional sources of
revenue included in the budget template, including any funds other
than state and local funding, including bank statements and/or signed
grant award letters.
24. Attach the résumé for the charter school’s Chief Financial Officer. 336
25. Attach the charter school’s signed GADOE Assurances Form. 339
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Leadership Preparatory Academy Renewal Petition 2022
CHARTER APPLICATION REQUIREMENTS PAGE NO.
26. Attach the charter school’s signed and notarized. 343
27. Attach the charter school’s signed Local Board of Education Resolution N/A
approving the charter school’s application.
28. Attach the charter school’s signed Governing Board Resolution approving the 345
charter school’s application. This will serve as the formal petition to the SBOE.
29. For conversion schools only, attach the charter school’s Confirmation of N/A
Teacher and Parent Vote.
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Leadership Preparatory Academy Renewal Petition 2022
HOW DO I KNOW WHICH APPLICATION TO SUBMIT?
This Charter School Renewal Application form is for locally-approved start-up and conversion charter schools
seeking charter renewal from both a local Board of Education (BOE) and the State Board of Education (SBOE).
First submit their local application to your local BOE.
If the local Board Then submit to GaDOE a copy of the local
of Education HAS application you submitted along with this Charter
its own application School Renewal Application
If the Local Board
Submit to both your local BOE and to GaDOE a copy
does NOT have its
of this Charter School Renewal Application
own application
If your school is
applying for a
charter renewal to See the SCSC website at
the State Charter http://scsc.georgia.gov/petition-application
Schools
Commission
INTRODUCTION
A charter school renewal application is a legal petition to a local Board (or Boards) of Education and the State
Board of Education seeking renewal of a charter school contract.
There are two types of locally-approved charter schools – start-up charter schools and conversion charter
schools. This Charter School Renewal Application is for both start-ups and conversions.
• A start-up charter school was a brand new school that did not exist before it received your initial charter
school contract.
• A conversion charter school is an existing public school that became a charter school when it received its
initial charter school contract.
The evaluation of your application will focus on whether your charter school has achieved the academic,
organizational, and financial performance you promised in exchange for broad flexibility from Georgia’s
education rule and laws when you received your most recent charter contract. The evaluation will also
determine whether:
• The charter school has complied with all applicable laws, rules, regulations, policies and procedures
(including the Charter Schools Act of 1998, as amended [O.C.G.A. §§ 20-2-2060 through 20-2-2071] and
State Board of Education Rule 160-4-9-.04 et seq.);
• The academic, organizational, and financial plans are still viable; and
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Leadership Preparatory Academy Renewal Petition 2022
• The charter school is still in the public interest.
Applicants are strongly encouraged to review all resources available on the GaDOE’s Charter Schools Division
website prior to drafting and submitting a charter school renewal application (http://www.gadoe.org/External-
Affairs-and-Policy/Charter-Schools/Pages/default.aspx), including the standard charter contract template, which
is what the State Board of Education will approve, and the most recent Charter School Renewal Memo.
Georgia has a commitment to ensuring all children receive quality educational opportunities. For this reason,
we prioritize approving and renewing charter schools that focus on serving at risk populations, including
students who are economically disadvantaged and/or live in rural communities.
SUBMISSION PROCEDURES
Before the State Board of Education can renew a charter contract for your locally-approved charter school, your
charter school renewal application first must be approved by your local Board of Education in accordance with
the rules and regulations of that local board. To facilitate the state’s review of your locally-approved application,
you must submit to GaDOE an exact copy of the application you submit to your local BOE.
GaDOE will review the charter school renewal petition you submitted locally at the same time that your local
BOE is reviewing it. If you agree to make changes to your application to obtain local BOE approval, you must also
submit to GaDOE a copy of the final version of the application that your local BOE approved. The final version of
your locally-approved application is the one GaDOE will share with the State Board of Education when
recommending approval or denial of your charter contract renewal.
A successful charter school renewal application approval process includes (1) your local BOE’s review and
approval, (2) GaDOE’s review, (3) a panel interview at GaDOE, (4) a recommendation from GaDOE’s Charter
Schools Division for State Board of Education approval, and (5) SBOE approval.
Please note that, while GaDOE does not have an application deadline, applications are processed and interviews
are scheduled by GaDOE on a first-come, first-served basis. This means that you must submit your application
early enough to obtain SBOE approval at least 6 months in advance of your upcoming academic year. Since it can
take up to 4 months to move through the various review processes, please plan accordingly.
Please also note that filing a charter school renewal application does not guarantee that a renewed charter school
contract will be granted. Failure of an applicant to adhere to any requirement may yield a defective application
that is rejected before consideration. In addition, complete applications that are not strong enough to guarantee a
continued successful charter school implementation will be recommended for denial.
Submission to GaDOE of the initial charter renewal application you submitted to your local BOE and, later, of the
final version of your application approved by your local BOE, must be by mail, UPS/FedEx, or hand-delivered to:
Georgia Department of Education, Charter Schools Division, 2053 Twin Towers East, 205 Jesse Hill Jr. Drive, SE,
Atlanta, Georgia 30334
Please note that faxed or emailed applications will not be accepted as your formal submission. Only complete
petitions that comply with these guidelines and the technical requirements below will be evaluated.
Applications will not be returned, so please keep a copy for your records. In addition, please note that all
information in applications submitted to GaDOE are subject to the Georgia Open Records Act.
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Leadership Preparatory Academy Renewal Petition 2022
Applications will not be returned, so please keep a copy for your records. In addition, please note that all information in
applications submitted to GaDOE are subject to the Georgia Open Records Act. To fill in the check boxes, double click on the
check box; a dialog box will come up for you to choose checked; then click okay and the dialog box will close.
GADOE & DCSD CHARTER APPLICATION PACKAGE CHECKLIST
The Charter Application Package must comply with the following submission procedures.
An Application Package includes original and 2 copies of the following items:
APPLICATION COVER PAGE (Use the form on page 10 of this application; the form may not be altered in
any way.)
CHARTER APPLICATION (Answers to the questions posed on pages 11-14 of this application.)
The Application is limited to 75 double-spaced pages using an 11-point Times New Roman font
and one-inch margins with a header showing the school’s name and a footer showing
consecutive page numbers.
The original must be signed in blue ink. Stamped signatures will not be accepted.
ASSURANCES FORMS, SIGNATURE SHEETS, AND AFFIDAVIT (Use the Assurances Forms, Signature Sheets,
and Affidavit on pages 17-20 of this application; the forms and sheets may not be altered in any way.)
The original must be signed in blue ink; stamped signatures will not be accepted.
Electronic copy of assurances must be signed. Blank copies will not be accepted.
DOCUMENTATION OF VOTE – FOR CONVERSIONS ONLY (Use the form on page 21/Exhibit 29)
The original must be signed in blue ink; stamped signatures will not be accepted.
EXHIBITS (See list of required Exhibits on pages 15-16 of this application.)
Required Exhibits should be as limited in size as possible.
All Exhibits must be tabbed with a header showing the school’s name and a footer showing
consecutive page numbers.
The Application Package must be submitted electronically to charterschools@dekalbschoolsga.org via DropBox.
The Application Package must include a:
1. Microsoft Word version of the Application Cover Page (page 10)
2. Microsoft Word versions of the Application and Exhibits
3. PDF Version of the Complete Application Packet in the following order: Cover Sheet, Application,
signed Assurances Form(s), Affidavit, and Exhibits (including Exhibit 18 - DCSD Assurances and Required
Statements). Exhibit 18 – DCSD Assurances and Required Statements may not be altered in any way.
4. PDF version of the Locally-Approved Charter School Partners Roles and Responsibilities Chart
5. Excel version of the completed Budget Templates
Faxed or emailed copies will not be accepted. Only complete applications that comply with these guidelines will be
evaluated.
SIGNATURES REQUIRED UPON DELIVERY. COMPLETE APPLICATION MUST BE RECEIVED BY 12:00 P.M. ON TUESDAY, JULY
26, 2022 IN ORDER TO BE IN THE 2021 REVIEW CYCLE FOR OPERATING IN 2023-2024.
Petition for (Name of School):
Delivered by (Charter School Representative):
Received by (DCSD Representative): Date and Time:
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Leadership Preparatory Academy Renewal Petition 2022
CHARTER SCHOOL RENEWAL APPLICATION COVER PAGE
Check One: X_ Start-up Renewal ___ Conversion Renewal
When was the original charter term start date? July 1, 2010
How many charter terms has the school been in existence? __3____
Name of Charter School: Leadership Preparatory Academy
Name of the Georgia nonprofit corporation that currently holds the charter:
Leadership Preparatory Academy, Inc.
Local school system in which charter school is physically located: Dekalb County School District
Contact Information for the Governing Board Chair
Contact Person: Dr. Donrich Young Board Chair
Name Title
Contact Address: 6400 Woodrow Road, Stonecrest, GA 30038
Telephone Number: 678-526-2589
Fax Number: 678-526-2581
E-mail Address: donrich.young@yahoo.com
Contact Information for the Person Filling out this Application
Contact Person: Dr. Tonya Williams Chief Academic Officer/Chief Learning Officer
Name Title
Contact Address: 6400 Woodrow Road, Stonecrest, GA 30038
Telephone Number: 678-526-2589
Fax Number: 678-526-2581
E-mail Address: lpamiddle@gmail.com
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Leadership Preparatory Academy Renewal Petition 2022
CHARTER SCHOOL RENEWAL APPLICATION
EXECUTIVE SUMMARY
Name of Charter School: _______Leadership Preparatory Academy__________________________________
Proposed Charter Term Length: ____5 years__________
Current Grade Range: ___K-8______ Grade range at the end of the charter term: ___ K-8______
Expected enrollment at the end of the charter term: ___576_________
This application was approved by _____________Local Board of Education on ________________, 202___
For each year of the NEW charter term, indicate the number of students the charter school plans to serve.
K 1 2 3 4 5 6 7 8 9 10 11 12 Total
Year 1
68 66 58 50 40 40 40 60 60
Year 2 68 68 66 50 50 40 40 40 50
Year 3 70 68 68 66 60 50 40 40 40
Year 4 72 70 68 68 66 60 50 40 40
Year 5 72 72 70 68 68 66 60 50 50
1. State the charter school’s mission and describe why this initiative is important to the community it serves.
Also provide a brief description of any defining features of the school. Include how stakeholders were involved
in the petition process and how they will continue participating. (350 words or less)
Leadership Preparatory Academy’s (LPA’s) mission was developed by our founding group of educators and
community members to guide LPA in transforming our community through academic excellence. LPA’s
mission statement is:
Leadership Preparatory Academy will develop scholars through a rigorous academic program that engages all
stakeholders to maximize our students’ potential to lead in the 21st century.
LPA accomplishes this mission by ensuring staff and students are trained and faithfully implement LPA’s
Teaching and Learning Framework. The mission of LPA is rooted in the belief that all students deserve the
opportunity for a rigorous academic program that maximize students’ potential to lead in the 21st Century. In
light of the mission, and vision, and consistent with LPA’s core values about what it means to be a leader in
the 21st Century, the Teaching and Learning Framework is centered on developing College and Career-Ready
Students. LPA aims to recognize and support the individual talents of each student in ways that will help
him/her to succeed.
LPA’s rigorous academic programs and initiatives are important to the South DeKalb community by not only
serving as one of the limited school-choice options for students in a geographically-isolated portion of the
DeKalb County School District (DCSD), but also delivering a unique and necessary focus of developing
leaders for ever-increasingly dynamic and global community. LPA developed and implements the Teaching
and Learning Framework and Leadership Curriculum to instill principles of accountability, fortitude, and
service in tomorrow’s leaders in DCSD and beyond.
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Leadership Preparatory Academy Renewal Petition 2022
Stakeholder input and inclusion is among LPA’s foundational core values. Since the inception of the school,
parents have had numerous opportunities to provide feedback on programs and services. Through Parent
University, Coffee and Conversation, Success Meetings, Curriculum Nights and our online feedback box we
request and gather feedback, information, and data to inform this petition and drive academic programs for our
scholars. LPA intends to continue its dedication to engaging stakeholders in active dialogue throughout the
upcoming charter term to remain responsive to student needs. 329/350 Words
2. Describe the charter school’s academic program, specifically focusing on why it is innovative in your school
district(s). Include mention of any waivers of state law and SBOE rule that are needed to implement the
academic program. Be sure to describe any special characteristics of your charter school, such as a special
population or some other feature or features which enhance educational opportunities. (350 words or less)
LPA developed its Leadership Curriculum is designed to instill leadership skills in our scholars while teaching
core curricular course content areas through practical application in normal, daily living. The LPA Leadership
Curriculum is an innovative program proven to develop local leaders and only implemented only at LPA.
While DCSD offers a portfolio of educational options beyond state and local standards and curricula, the
school’s districts offerings in magnet and other theme programs do not include an in-depth focus on leadership
studies. The Leadership Curriculum continues to evolve to address skills needed in our rapidly changing
world.
Implementation of the Leadership Curriculum centers on students being involved in their community through
service organizations outside of the school day. Students are rewarded and encouraged to volunteer their time
on issues that spark their passion. Additionally, students participate in school wide service projects. These
projects have included UNICEF, Susan G. Komen Race for the Cure, shoebox drive for homeless shelters and
many other organizations. Scholars will see democratic and community engagement in activities like Student
Leaders Council.
When students enter into their academic learning house, they are reminded that the leadership traits that they
are acquiring are essential in every aspect of their lives. Students at LPA hold themselves accountable through
be measuring the “effort” on levels ranging from 1 -4, with 1 being the highest. A plethora of post-secondary
institutions offer degrees in leadership studies i.e DePaul University, Regents University, etc. or the University
of Georgia. As students advance through the grade levels and the Leadership Curriculum, they will learn how
to identify community needs, how to develop a plan of action, how to turn a plan into actions, and how to
reflect on change and self-awareness
The leadership skills that they acquire from school and working in their communities make them poised to
become visionary leaders for their future. The implementation of LPA’s Leadership Curriculum ensures our
scholars will be prepared to address the future challenges and lead their communities to continued excellence.
We believe that the skills learned in this early preparation lays an essential foundation for our scholars.
349/350 Words
3. Describe the charter school’s organizational structure, specifically focusing on its innovation and need for
flexibility, its general partnership structure with an educational service provider (ESP) if any, and the school’s
community interest and need. (350 words or less)
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Leadership Preparatory Academy Renewal Petition 2022
LPA will continue to serve scholars in grades K-8 in the next charter term with the same attendance zone
coterminous with DCSD. LPA is served through a Chief Executive Officer (CEO) who reports to the
Leadership Preparatory Academy Governing Board and is held accountable for executing the LPA’s mission
and serving its students and staff in accordance with the school’s charter contract and applicable law. The
CEO is supported by the Chief Academic Officer/Chief Learning Officer (CAO/CLO) who serves as the
school’s instructional lead and head academic administrator and instructional lead. The CEO oversees all
business, finance, governance and external affairs. This organizational structure allows LPA to maximize its
flexibility and innovation by freeing its instructional lead (CAO/CLO) from administrative burdens that district
from classroom excellence. LPA’s administrative team includes experienced professionals serving students as
Deans, instructional coaches and specialists, counselors and advisors, that support the entire team of premier
teachers and support staff at LPA.
LPA does not contract with an educational service provider and does not plan to do so during the upcoming
charter term. LPA serves a critical need in the community as evidenced by the school’s full enrollment and
robust waitlist. LPA and its innovative Leadership Curriculum provide the South DeKalb community a
desired educational option supported by families who see their scholars as tomorrow’s leaders.
220/350 Words
PAST PERFORMANCE
1. Complete and attach as Exhibit 5 the Accountability Report available on the GADOE’s Charter
Schools Division website to show the school’s performance during each year of your current charter
term and include with your charter school renewal application. This Accountability Report will be
presented to the State Board of Education with your charter petition, so please ensure it is accurate.
LPA’s academic and organizational performance can be found in Exhibit 5.
2. Provide a narrative describing how the charter school performed in meeting the academic and
organizational goals set forth in its current charter contract. In your narrative:
a. Address the school’s performance in each year of your current charter term.
b. You are urged to include any supporting charts, tables, or graphs that provide quantitative data.
c. If your charter school did not meet all the goals in its charter contract, explain any mitigating factors
to which this can be attributed, and explain how the school plans to address them in the upcoming
charter renewal term requested.
Academic Performance Standards
The following organizational performance results are measured against the contractual performance
metrics located in the charter contract, Appendix A, Accountability and Consequences. Metrics and results are
listed in the order they appear in the contract.
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Leadership Preparatory Academy Renewal Petition 2022
Goal 1: During each year of its charter contract term, the Charter School shall meet at least one of
the following performance standards:
First Look – School Performance Gap Closure. The primary academic outcome Georgia seeks
from its local charter schools is that they increase their College and Career Readiness Performance
Index (CCRPI) score each year until they reach 100. The performance standards that measure CCRPI
progress include growth in CCRPI itself and in its two major academic components, Content Mastery and
Progress Score. Our “First Look” at annual charter school performance is to see if the school has met the
standard for any of the following three CCRPI gap-closing measures. Meeting any one of these standards
constitutes having achieved Goal 1 for a given year.
a. Increase its CCRPI score by at least 4% of the gap between 100 and the school’s previous year
CCRPI score in each grade band served (elementary, middle and/or high school); OR
b. Increase its CCRPI Content Mastery score by at least 10% of the gap between 100 and its
previous year CCRPI Content Mastery score in each grade band served (elementary, middle
and/or high school); OR
c. Increase its CCRPI Progress Score by at least 10% of the gap between 100 and its previous year
CCRPI Progress Score in each grade band served (elementary, middle, and/or high school); OR
Second Look – School-District Comparisons. If a charter school does not achieve at least one of
the “First Look” School Performance Gap Closure standards, it may still satisfy Goal 1 Academic
Performance Standard requirements in a given year by achieving one of the “Second Look” School-
District Comparison standards. The secondary academic outcome Georgia seeks from its local
charter schools is that they do better than the district schools to which their students would
otherwise attend. Performance standards include whether they exceeded the CCRPI single score of
their district or of the schools to which the charter school’s students would otherwise be zoned, or
whether they exceeded CCRPI, Content Mastery, or Progress in all grade bands of their district or of
the schools to which the charter school’s students would otherwise be zoned. Meeting any one of the
following Second Look standards constitutes having achieved Goal 1 for a given year.
a. Exceed the CCRPI single score of its school district, OR
b. Exceed the CCRPI single score of the district schools to which the charter school’s
students would otherwise be zoned, OR
c. Exceed the CCRPI scores of its school district in each grade band served (elementary,
middle, and/or high school), OR
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Leadership Preparatory Academy Renewal Petition 2022
d. Exceed the CCRPI scores of the district schools to which the charter school’s students
would be otherwise zoned in each grade band served (elementary, middle, and/or high
school), OR
e. Exceed the CCRPI Content Mastery scores of the district schools to which the charter
school’s students would otherwise be zoned in each grade band served (elementary,
middle, and/or high school), OR
f. Exceed the CCRPI Content Mastery scores of its school district in each grade band
served (elementary, middle, and/or high school), OR
g. Exceed the CCRPI Progress scores of its school district in each grade band served
(elementary, middle, and/or high school), OR
h. Exceed the CCRPI Progress scores of the district schools to which the charter school’s
students would otherwise be zoned in each grade band served elementary, middle,
and/or high school)
Third Look – School-Statewide Comparisons. If a charter school does not achieve at least one of
the “First Look” School Performance Gap Closure standards or the “Second Look” School-District
Comparison standards, it may still satisfy Goal 1 Academic Performance Standard requirements in a
given year by achieving one of the “Third Look” School-Statewide Comparison standards. The
tertiary academic outcome Georgia seeks from its local charter schools is that they do better than the
similar schools throughout the state. Meeting any one of the following Third Look standards
constitutes having achieved Goal 1 for a given year.
a. Achieve an overall positive Value-Added Impact Score in each grade band served
(elementary, middle, and/or high school). OR
b. Beat the Odds
As noted in the figure below, there were no CCRPI scores calculated in year one of LPA’s charter
contract. In year one, the Georgia Department of Education received a waiver on the CCRPI calculation, although
mandated assessments were not waived. Year two of LPA’s contract represents the 2021-2021 school year,
which will not have a CCRPI score calculated until midway through the renewal process.
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Leadership Preparatory Academy Renewal Petition 2022
The results for metrics listed under the First, Second and Third Look Criteria are considered “N/A” or
“not applicable” for year one of the charter term since at all items under each of these categories are dependent
upon the CCRPI calculation.
Figure 1: CCRPI FOR 2020-2021
School LPA - ES LPA – MS Climate Star Final School Total District Total
Year Rating Score State
2020-
2021
TBD TBD TBD TBD TBD TBD
2021-
2022
TBD TBD TBD TBD TBD TBD
2022-
2023
TBD TBD TBD TBD TBD TBD
Source: ccrpi.gadoe.org
Goal 2: During each year of its contract term the school will perform at the level required to stay
off the list of Tier II (TSI/Targeted Support and Improvement) and Tier III (CSI/Comprehensive
Support and Improvement) schools published annually by the Governor’s Office of Student
Achievement.
The most recent list of schools needing Targeted Support or Comprehensive support was published in
November 2019. The Governor’s Office of Student Achievement states that it cannot make TSI or CSI
determinations without CCRPI calculations by GaDOE. As GaDOE will not calculate CCRPI for 2020 or 2021,
this data is not available for the first two years of LPA’s charter contract.
Given that a determination cannot be made regarding LPA’s placement on either the TSI or CSI lists, the
results for Goal 2 are considered “not applicable or N/A”. Based on LPA’s history, the school has not been at risk
of being included on either the TSI or CSI lists. LPA’s most recent CCRPI score for 2019 was 69.8 (schoolwide
score). The elementary and middle school grade band scores were 63.7 and 80.7, respectively. LPA’S CCRPI
score in 2018 exceeded the 2019 school score as well as the score for each grade band.
School Climate Performance Standards
Goal 3: During the first year of its charter contract term, the Charter School shall achieve a School
Climate Star Rating of 3 or more stars.
Goal 4: During the second and each subsequent year of its charter contract term, the Charter
School shall achieve a School Climate Star Rating of 4 or more stars.
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Leadership Preparatory Academy Renewal Petition 2022
Like Goal one in this section, there is no CCRPI calculation in year two of the charter term, due to the
COVID-19 pandemic and its impact on teaching and learning, which prompted GaDOE to request waivers from
the Federal Department of education. Climate Star ratings were not assigned for those years as they are a
component of CCRPI.
Figure# 2: LPA Climate Score Data
Targets – Year 1 of contract – 3 Stars,
School Year Actual Star Rating
Year 2 and later - 4 Stars or Above
2020-2021 3 N/A
2021-2022 4 TBD
2022-2023 4 TBD
Financial Performance Standards
LPA’s financial performance standards and results are in the response to question number three, which
specifically calls for financial results.
Governance Performance Standards
Goal 6: During each year of its charter contract term, the Charter School shall achieve all
six of the following governance performance standards.
a. All governing board members complied with all applicable open governance requirements,
including policies relating to the Georgia Open Meetings Act and open records requirements.
AND
b. All governing board members attended all required training, including all training required for
any new governing board members, AND
c. The Board met a minimum of seven (7) times. AND
d. Successful implementation of the Teacher and Leader Keys Effectiveness System as verified by
GADOE, AND
e. All governing board members acted in accordance with the Standards for Effective Governance
of a Georgia Non-Profit School Governing Board as sworn to in the Legal Compliance Affidavit
included in the Annual Report, and as evidenced by a lack of any evidence to the contrary
received by GADOE and the authorizing district(s), AND
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Leadership Preparatory Academy Renewal Petition 2022
f. The Board reflects the sociodemographic diversity of the community it serves.
In years one and two of the current charter term, the governing board met all Governance Performance
Standards. One metric; however, the TKES / LKES (2020-2021) evaluation system was not fully implemented
due waivers granted by the Federal Department of Education, which impacted the implementation of these
mandated evaluation systems. Nevertheless, teachers were provide constructive and timely feedback to ensure
that the academic standards were being implemented and student success continued to be top of mind. In the
2021-2022 school year, both TKES and LKES were fully implemented. The LPA Governing Board consistently
meets all governance training requirements of law and contract; however, one board member was unable to attend
governance training during FY22 as a result of a prolonged medical necessity. The veteran board member
regularly attends training in previous years and will do so upon her return to service.
Figure 3: 2020-2021 and 2021-2022, LPA Governance Performance Results
Metric per Charter Contract 2020- 2021-
Section IV. Governance Performance Standards. 2021 2022
Goal 6: During each year of its charter contract term, the Charter School shall achieve
all six of the following governance performance standards.
a. GA Open Meetings Compliance, AND MET MET
b. All governing board members attended all required training, including all training MET DNM
required for any new governing board members, AND
c. The Board met a minimum of seven (7) times, AND MET MET
d. Successful implementation of the Teacher and Leader Keys Effectiveness System as N/A MET
verified by GADOE, AND
e. All governing board members acted in accordance with the Standards for Effective MET MET
Governance of a Georgia Non-Profit School Governing Board as sworn to in the Legal
Compliance Affidavit included in the Annual Report, and as evidenced by a lack of any
evidence to the contrary received by GADOE and the authorizing district(s), AND
f. The Board reflects the sociodemographic diversity of the community it serves. MET MET
Essential and Innovative Features
Goal 7: The Charter School shall implement all Essential and Innovative Features, as defined in
Section 5 of the charter in all material respects.
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All innovative features were implemented of the current charter contract. The table below outlines the
specific features that were included in the charter contract. These features are integral to the LPA program and
unique within the DCSD system. In the current charter term, LPA refined the Leadership Curriculum to focus on
leadership training, academic rigor and character development. This curriculum is fully aligned with the Georgia
Standards of Excellence (GSE) and supported by the skills and competencies students acquire when project-based
learning (PBL) is used as the central learning method. The LPA Leadership Curriculum is foundational aspect
essential component of our student’s educational experience and future success. The objectives of the Leadership
Curriculum are interwoven throughout the general curriculum and students are expected to demonstrate
competencies in the leadership curriculum as evident in their leadership activities, community service and project
presentations. Moreover, LPA’s implementation of PBL promotes critical thinking, collaboration, and real-world
applications of learning relevant to our community.
For many years, research has not supported the connection between academic gains and project-based
learning. That is no longer the case. Three recent studies by highly regarded research institutions all show not
only better academic performance, but also the acquisition of fundamental literacy and reasoning skills. Critics
of PBL proport that this model causes students to miss critical content knowledge and literacy skills. Recent
studies from the University of Southern California and Michigan State University 1 provide strong evident to the
contrary. These two studies involved more than 6,000 students in 114 schools from around the county. More
than half of the students who participated in the study are from low-income households. One of these studies
focused on teaching Advanced Placement curriculum through projects and field studies. Students who learned
with the PBL model scored 8% higher than those who were exposed to the same curriculum in a direct instruction
model. The PBL model also increased matriculation in AP courses by low-income students, also by 8%. The
Michigan State study 2 shows that PBL raised science test scores. The study further evidences that students at all
1
Knowledge in Action – Efficacy Study Over Two Years, February 22, 2021, cesr.usc.edu
2
Assessing the Effect of Multiple Literacies Project-Based Learning on Science Learning, mlpbl.open3d.science
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literacy levels made gains through PBL. The results from these studies also suggest that PBL may be a better
framework for creating an equitable classroom.
Moreover, the incorporation of STEM throughout the LPA curriculum is an important element for student
success and culture at LPA. Accordingly, LPA provides student exposure to STEM-related concepts through an
evidence-based curriculum in multiple ways. The implementation of Project Lead the Way (PLTW) improved
students’ performance on the science portion of the GMAS. LPA has been successful in gaining corporate
support through our grant writing. Organizations such as the Dart Foundation, PLTW, No Kid Hungry, New
York Life and the Coca Cola Foundation through Georgica Charter School Association have all provided
generous corporate support through the awarding of grants for projects that support the vison and mission of our
school.
The Leadership Curriculum and Teaching and Learning Framework integrate technology use blended
learning to expose students to different experiences and settings while also reinforcing scholar growth through
student portfolios. During its previous charter terms, LPA made a concerted effort to bolster its instructional
technology and resources to ensure students have access to 1:1 technology, reliable Internet access away from
school, and the appropriate understanding for teachers to use these tools effectively. The LPA Teaching and
Learning Framework guides teachers to use blended learning lessons as one of many components in a student’s
learning and work experience. Moreover, as part of LPA’s Leadership Curriculum, LPA students gather their
work product and projects in a portfolio that is incorporated into LPA’s community service projects. Each year
our eighth grade scholars spearhead a fundraising project to support an organization within our community. The
students create a plan to engage other students in assisting in the fund raising goal. In the past our students have
raised money for Jump Rope for Heart, Maximus Janton Foundation, Equal Justice Project just to name a few.
This integration of leadership, technology, and community impact ensures LPA remains innovative and
responsive to its community and students with a rigorous academic standards delivered in a meaningful and
cohesive program. LPA, the PBL integrated with its blended learning, student portfolios, and community service
projects. More recently the Governance Board met with the Ambassador of Mozambique to develop an
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Leadership Preparatory Academy Renewal Petition 2022
educational partnership that will allow for cross cultural exchanges to further expand our Leadership Studies
Curriculum. The GSE standards for seventh grade Social Studies focuses on Africa. During the 2022-
Figure 4: LPA Essential and Innovative Feature Implementation
Year 1 Year 2 Year 3
Innovative Feature
2020-2021 2021-2022 2022-2023
Leadership and STEM Curriculum MET MET Expected to
meet. TBD
Project-Based Learning MET MET Expected to
meet. TBD
Small Group Instruction and Collaboration MET MET Expected to
meet. TBD
Blended Learning MET MET Expected to
meet. TBD
Student Developed Online Portfolios (Websites) MET MET Expected to
meet. TBD
Community Service-Learning Projects MET MET Expected to
meet. TBD
Legal Compliance Performance Standards
Goal 8: During each year of its charter contract term the Charter School shall implement all legal
requirements included in its federal and state law, rules and regulations and in its charter
in all material respects.
Goal 9: The Charter School shall not do anything which results in GADOE and the authorizing
district(s) placing it on probation more than two times in a single school year (July 1 to June 30).
Goal 10: The Charter School shall not do anything which results in GADOE and the authorizing
district(s) placing it on probation more than three times during its charter contract term.
LPA met all legal requirements during the current charter term. The school was not placed on probation
during the current term and all legal requirements for locally authorized charter schools were met.
Figure 5: LPA Legal Compliance Results
Year 1 Year 2 Year 3
Legal Compliance Goals 2020- 2021- 2022-2023
2021 2022
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Goal 8: During each year of its charter contract term, the Charter School
Expected to
shall implement all legal requirements included in its federal and state law, MET MET meet. TBD
rules and regulations and in its charter in all material respects.
Goal 9: The Charter School shall not do anything which results in GADOE
Expected to
and the authorizing district(s) placing it on probation more than two times in MET MET meet. TBD
a single school year (July 1 to June 30).
Goal 10: The Charter School shall not do anything which results in
Expected to
GADOE and the authorizing district(s) placing it on probation more than MET MET meet. TBD
three times during its charter contract term.
Measuring Academic Achievement During the Pandemic
LPA is currently operating on a three-year charter contract. The challenge of a limited contract period
was compounded by the ongoing impact of the pandemic resulting in unfinished learning, teacher burnout, and
teacher shortages, among other challenges. The first year of the current term (2020-2021), most LPA students
were learning in a remote setting. In year two, students returned to in-person learning. In the midst of these
unusual and unprecedented circumstances, participation in State-mandated assessments was uneven at best in
2020-2021.
Accountability standards for charters in Georgia require that they outperform the local district and the
state on a consistent basis throughout the charter term. The underlying premise is that by exercising the flexibility
afforded to a charter school, superior results can and will be achieved. These results are also expected to happen
within the first few years of a charter school’s first contract. The general treatment of goal attainment and charter
renewal, in Georgia, has been that if the majority of measures are met within a charter term, the school will be
renewed for a five-year term. In recent years, shorter-term charters have been granted to allow schools additional
time to demonstrate consistent achievement in meeting and exceeding district and state targets.
Georgia Milestones Assessment System
The Georgia Milestones Assessment System (GMAS) is used as the state-mandated assessment system by
which content mastery is measured. Charter schools in Georgia are required to use the Georgia Standards of
Excellence (GSE) as the framework for classroom instruction. LPA combines innovative PBL practices with the
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Leadership Preparatory Academy Renewal Petition 2022
GSE to increase student engagement and academic achievement. Due to low GMAS participation rates in all
grade levels, scores on GaDOE.org for LPA show that there were too few students to report. The school had
between 8 and 22 percent of student take the assessment. The State participation rate was between 61-79 percent,
while DCSD had between 33 and 56 percent of students participate. The 2021 data was declared by GaDOE to be
a new baseline for accountability, upon which subsequence years may be compared. In LPA’s case, the baseline
will have to be established using the 2022 results given the participation rate. For the 2022 GMAS
administration, 100% of our students participated in the assessment.
Despite the challenges of the pandemic, LPA made steady gains to improve student outcomes, academic
achievement, and student growth when many schools and students struggled to combat learning loss. While LPA
performance as measured by student assessments guide our improvement, the performance of our scholars
measured by the 2022 GMAS indicate that LPA is providing an academic program that is likely to meet its
contractual performance standards upon the release of the 2022 CCRPI measures. The expected release date of
the 2022 CCRPI measures that will be calculated is not yet available. CCRPI will be assigned for 2022; however,
the expected release date is unknown, but will likely be towards the end of LPA’s renewal process in early 2023.
Historically, CCRPI scores are released between November and January for the prior school year. However,
LPA’s 2022 GMAS performance is a likely indicator that the school will meet its contractual performance
expectations through such measures.
Figure 6: LPA 2022 GMAS – Percentage of Students Scoring Developing or Above
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
ELA 68 73 85 78 77 96
Math 88 65 50 70 82 79
Science N/A N/A 60 N/A N/A 32
Social N/A N/A TFS N/A N/A 43
Studies
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Leadership Preparatory Academy Renewal Petition 2022
Specifically, LPA student performance in ELA in all grade bands as measured by the percentage of
students scoring Developing Learner or above is consistent or above comparison district and state performance for
the 2021 baseline. Nevertheless, LPA will use these results to inform and improve instruction for future years,
with a particular focus on 3rd grade. While student performance in mathematics is inconsistent across grades,
LPA’s student performance as measured by the percentage of students scoring Developing Learner or above
remains consistent or above comparison district and state performance. Similarly, this GMAS data is used by
LPA’s A&AT team to drive improvement for the upcoming school year. Our school’s Title I Comprehensive
School Improvement Plan has been developed to specifically address the needs of students who are not meeting
grade level expectations with a focus on rising 6th graders in mathematics.
Moreover, 2022 MAP data show LPA students meeting growth and proficiency targets at rates
comparable or better than district or state comparisons. As illustrated below, MAP data for the 2022 school year
evidence a consistent percentage of LPA students who met projected growth targets as compared to DCSD in both
Reading and Math.
Figure 7: LPA 2022 MAP Comparison – Percentage of Students Meeting Fall to Spring Growth Targets
LPA DCSD
Reading 47.35 53.05
Math 42.53 44.05
MAP scores are aligned to GMAS and may be used to project student performance. As illustrated below,
MAP data for the 2022 school year evidence a higher percentage of LPA students who met projected proficiency
targets when compared to DCSD in both Reading and Math.
Figure 8: LPA 2022 MAP Comparison – Projected Percentage of Students Scoring Developing Learner or Above
LPA DCSD
Reading 77.73 55.96
Math 78.28 59.94
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Leadership Preparatory Academy Renewal Petition 2022
LPA’s superior results measuring student growth and proficiency evidences the dedication of our staff
and community in supporting students in the effective delivery of LPA’s curriculum. Though student assessment
results indicate the areas in which LPA needs to improve instruction – both for individual students and school-
wide programs – the data illustrates the better educational opportunity afforded to LPA students in South DeKalb.
Throughout the 2020-2021 school year the instructional staff remained focused on providing quality
instruction in the remote learning format. Remote learning continued until spring 2021, when classes resumed in
person. Teachers continued to emphasize project-based learning, the Leadership Curriculum, service-learning
projects, while providing intensive remediation and support.
In order to address the academic needs of LPA students, which have been compounded by the impact of
prolonged remote learning, teachers used differentiation, flexible grouping, instructional planning, varied teaching
strategies, as well as focus on student-centered activities. Beyond the researched-based practices used in LPA
classrooms, additional academic support and intervention will be needed to ensure that the negative impacts of
unfinished learning are fully addressed.
The Accountability and Assessment Team (A&AT) guides student excellence, instruction, and
intervention through the evaluation of data and implementation of LPA’s Teaching and Learning Framework. By
analyzing and evaluating student and school data and ensuring staff are trained and implement the Teaching and
Learning Framework with fidelity, the A&AT ensures all teachers and support staff are able to maintain the
necessary laser-focus on the needs and progress of each individual student as well as their respective cohorts. The
A&AT gathers and assesses student performance data to determine student placement, evaluation of instructional
resources, refinement of enrichment programs and teacher grade level and subject assignment. LPA believes that
data serves as a powerful tool that is critical to the school-wide decision-making process. This data is drives
LPA’s Teaching and Learning Framework beginning with classroom assessments.
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Leadership Preparatory Academy Renewal Petition 2022
Classroom assessment is one of the teacher’s most essential educational tools. Classroom assessments
both support students’ learning (Black and Williams, 2002) 3 and communicate that student’s progress and
learning to all stakeholders. LPA’s Teaching and Learning Framework incorporates (1) initial or diagnostic
(benchmarks), (2) formative, and (3) summative assessments to periodically provide teachers and instructional
staff valid and reliable data to responsively assess student progress. Using assessment results, teachers will know
at the outset where their students are in terms of their learning and will continually check on their progress
through monitoring and strengthening student feedback.
With the support of the A&AT, teachers use ongoing assessment data to inform instruction and determine
whether or not the educational goals of each student are being met. To answer the question, "Are we teaching
what we think we are teaching?" teachers use pre-assessments to find out what students already know and where
the gaps and deficiencies exist. Through formative assessments, teachers will also be able to check their students’
understanding during instruction and keep track of which students will need remediation or acceleration. This
answers the question, "Are students learning what they are supposed to be learning?". Summative assessments
are used to measure students’ expected levels of proficiency in Georgia Standards of Excellence and to determine
if they are ready to move to the next grade.
The A&AT is comprised of the Academic Coaches, the Chief Academic Officer, and selected classroom
and gifted teachers—works with teachers to review and analyze student and school-wide assessment data. The
A&AT understands cannot be used to simply judge how much students knows, but also to comprehend the nature
of their knowledge and to identify patterns of strengths and areas for improvement. The A&AT answers the
question, "Is there a way to teach the subject better, thereby promoting better learning?" The school’s approach to
utilizing data ensures a data-driven decision-making culture at the school, that:
• Ensures academic success for all students.
• Makes data part of the ongoing cycle of instructional improvement.
3
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D (2003). Assessment for learning: Putting it into practice.
Buckingham. England: Open University Press.
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Leadership Preparatory Academy Renewal Petition 2022
• Maintains the school’s assessment and data system.
• Continues to provide support in the interpretation of assessment data for teachers and students.
LPA’s Teaching and Learning Framework goes beyond using classroom assessments to drive
instructional practices and remediation. One of the key elements to the Teaching and Learning Framework and
corresponding student success is the engagement of teachers in systematic reflection on their teaching. Teacher
reflection plays a critical role in the transformation of teaching and learning. 4 Reflection helps teachers better
understand their practice and what works in the classroom. It provides as opportunity for teachers to examine the
effectiveness of a lesson and to use the evaluation to drive future instructional decisions. Further, reflection helps
teachers to grow and learn more holistically. This ongoing evaluation is a form of problem solving (self-
assessment) to improve teaching and learning and to ensure success for all students.
LPA teachers actively engage in reflection and take time to ask and answer a series of questions to assess
past and drive future performance. 5 These questions are aimed to guide teachers to effective instructional
practices with the overall guidance of the A&AT. Questions such as: How do I interact with students? Is my
classroom predictable or spontaneous? Are my students actively involved in learning? Why did a particular lesson
not go over well? Why did a particular lesson go over well? Am I using wait time before and after I receive
responses to questions?, strive to help teachers create a classroom where students are: talking to each other,
disagreeing, challenging, and debating; willing to take risks; explaining their ideas clearly and precisely; and
reflecting on their learning experiences to identify what was hard or easy for them, what worked or did not work,
and what they liked or did not like. LPA understands that change is difficult and supports its teachers in their self-
reflection process by encouraging them to identify their own positive classroom practices and continue to use
them and to implement changes that main LPA’s academic excellence.
Goal Attainment in the Next Charter Term
4
Saphiers, J., Haley-Speca, M. A., & Gower, R. (2008). The Skillful Teacher: Building Your Teaching Skills. Acton, MA:
Research for Better Teaching.
5
Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD.
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Leadership Preparatory Academy Renewal Petition 2022
The pandemic was an unexpected focus of years one and two of the current charter term. Now that in-
person instruction is once again possible, the final year of the current term and the next term can focus anew on
increasing student achievement and organizational effectiveness.
In essence, the next charter term gives LPA the opportunity for a new “strong” start with increased
organizational capacity and efficacy, prepared to meet and exceed the needs of students and the community.
A study commissioned by the State Charter Schools Commission (SCSC) and conducted by Peabody
College at Vanderbilt University, determined that there are eleven key components that lead to a successful
charter school launch. 6 During the first and second charter terms, LPA demonstrated some of these components,
but not others.
LPA has successfully recruited students throughout the charter term and is currently at the capacity
allowed in the charter contract. Furthermore, there are waitlists in the following areas as demonstrated in Figure
17. Meeting enrollment targets is not only an element in the Starting Strong study, but also part of the
overarching financial sustainability metrics that the school uses to gauge short- and long-term fiscal health. The
waitlist at the beginning of the charter term was more robust whereas current year shows a more modest waitlist
due to enrollment fluctuations in the wake of the COVID-19 pandemic.
Figure 9: LPA Waitlist Data
LPA Waitlist Numbers 2020-2021 2021-2022 2022-2023
K 5 6 23
1 16 0 31
2 21 6 47
3 10 2 52
4 16 2 53
5 20 5 46
6 43 8 79
7 20 6 26
6
Starting Strong: Best Practices in Starting a Charter School. Cannata, Marissa, Grant, Thomas, and Zaia Thrombe.
https://drive.google.com/drive/search?q=starting%20strong
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8 13 7 25
Over the course of the next charter term, LPA aims to prepare scholars to meet the challenges of living as well
as academics. Even without a global pandemic, childhood anxiety and depression disorders on the rise and the
negative impacts of social media compounding scholars’ social health and development. LPA’s dedication to
scholar social and emotional health and learning will give them the tools they need for academic and social-
emotional success. Scholars growing up in the current era are plagued with societal challenges. According to the
Center for Disease Control and Prevention (CDC), one in six children between the ages of two and eight are
suffering from mental, behavioral, or developmental disorders. 7 CDC research further indicates that between
2003 and 2011 the rate of children being diagnosed with anxiety or depression has risen from 5.4 to 8.4,
respectively. 8 Our teachers have participated in the New York Life Grief Training. LPA will continue to
participate in this training and utilize the resources made available to us through our partnership with New York
Life.
LPA’s Leadership Curriculum guides scholars and includes methods to develop scholar self-awareness,
healthy relationships, social and emotional development, and community. The additional approach to social and
emotional health through our rigorous leadership curriculum will allow LPA scholars to flourish academically and
socially. In a study focusing on the benefits of holistic education, an overwhelming majority indicated that if they
had been exposed to holistic education in their formative years, they would have been more successful in their
post-secondary lives. 9
Moreover, LPA’s Teaching and Learning Framework will guide teachers in using restorative discipline
practices to promote student well-being and promote a healthy-school climate. Teachers may hold informal
conferences for lower-level incidents involving two or more scholars, and proactive-circles may be used to
conference in a small-group setting to promote student connectedness. In these circles, participants are seated in a
7
https://www.cdc.gov/childrensmentalhealth/data.html
8 https://www.cdc.gov/childrensmentalhealth/features/anxiety-depression-children.html
9 https://pdfs.semanticscholar.org/6728/dc8d158354dbcc4a189ed15deaa54aa3ef54.pdf
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Leadership Preparatory Academy Renewal Petition 2022
circle with no physical barriers, which provide opportunities for scholars to share feelings, ideas, and experiences
in order to build trust, mutual understanding, shared values and shared behaviors. Teachers are trained on when
to hold proactive circles to help scholars process their emotions and resolve conflicts proactively. These practices
help teachers preempt classroom conflict, though all LPA staff are trained and apply the student code of conduct
when appropriate.
LPA understands that each student’s individual culture and circumstances can profoundly impact his or
her learning needs and style. Accordingly, LPA aims to promote culturally responsive teaching practices.
Culturally responsive teaching involves practices that foster a school environment that is culturally aware,
sensitive, and inclusive of all stakeholders in order to honor each person’s lived experiences. Culturally
responsive teaching links education to culture in a way that not only affirms scholar identity, but also increases
academic equity and outcomes without undermining the success of others. LPA will affirm culturally responsive
teaching by:
• Acknowledging scholar differences and similarities;
• Using classroom practices and materials to validate scholar cultural identity;
• Promoting equity and respect among scholars;
• Fostering positive relationships with all stakeholders;
• Motivating scholars take an active role in learning;
• Encouraging scholars to think critically; and
• Challenging scholars to strive for excellence as defined by their own potential
By incorporating additional elements of social and emotional learning with culturally responsive teaching
in the school’s Teaching and Learning Framework and Leadership Curriculum, LPA will fulfill its goals in the
next charter term to create a safe and healthy environment conducive to student learning. LPA will establish and
monitor goals for school climate that are measured by student and staff surveys as well as student performance.
LPA’s Teaching and Learning Framework includes have tools for teachers to help students positively
view themselves, interact with others, and evaluate challenges and explore choices. A high level of emotional
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Leadership Preparatory Academy Renewal Petition 2022
competence is needed to achieve at high levels academically. Fostering social-emotional wellness in scholars
requires their understanding and management of individual own emotions with empathy and their relationships
with others. LPA’s Leadership Curriculum promotes both student understanding of his or her own emotions as
well as those of others. If scholars are able to practice feeling empathic, they are far more likely to reach positive
outcomes the following year and beyond. 10 Moreover, LPA will continue to provide a safe, warm, and
welcoming environment for all scholars to achieve academic and emotional success.
Financial Results
3. Describe the school’s current financial situation. In your description:
a. Include an explanation of financial results.
b. Detail any financial successes or struggles the school experienced during the current charter
term. Include any instances of fraudulent behavior or accusations of fraudulent behavior by
school staff, governing board members, or anyone else associated with the school.
c. Explain how the school will address any struggles discussed above as well as any
outstanding debts. Explain how the school will allocate any surplus funds.
Financial Performance Standards
Goal 5: During each year of its charter contract term, the Charter School shall achieve all six
of the following financial performance standards.
a. Not be in default of loan or bond covenant(s) and/or is not delinquent with debt services payments.
b. Achieve a Current Ratio (Working Capital Ratio) that is greater than 1.0 or greater and one-year
trend is positive, AND
c. Possess a Debt to Asset Ratio that is less than 95 percent, AND
d. Unrestricted Days Cash (Total Expenses/365) is greater than 45 days and the one- year trend is
positive, AND
e. Financial Efficiency Rating is 4 Stars or above, AND
f. The Charter School received and submitted to GADOE by November 1, an annual independent
audit with an opinion of the auditor as regards the accuracy of the Charter School’s accounting
records, financial position, change in financial position, compliance with rules of various
governing entities, including GAGA (Generally Accepted Government Auditing Standards (the
10 https://www.theedadvocate.org/4-dimensions-of-emotional-intelligence-for-students/
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Leadership Preparatory Academy Renewal Petition 2022
"Yellow Book") or, for those schools not yet converted to GAGAS, compliance with GAAP
(Generally Accepted Accounting Principles) that includes:
● An unmodified audit opinion;
● An audit devoid of significant findings and conditions, material weaknesses, or significant
internal control weaknesses;
● An audit that does not include an ongoing concern disclosure in the notes or an explanatory
paragraph; and
● No other adverse statement indicating noncompliance with applicable laws, rules,
regulations, and provisions of the charter contract relating to financial management and
oversight.
Financial Overview
LPA’s conservative budgeting and strict adherence to its budget, financial policies, and operating
procedures established LPA’s healthy and robust financial outlook. LPA consistently meets its annual
performance and contractual measures for financial short-term and long-term financial viability. LPA maintains a
healthy fund balance and cash reserves with consistent positive annual net positions. LPA does not carry any
long-term debt, which helps the school maintain fluidity and adapt to the changing needs of the school. Because
its lack of debt obligations, LPA’s current ratio was 11.01 and its Debt to Asset Ratio was 8.45 at the close of
FY21. The school has well over 45 days of unencumbered cash on hand to support its operating expenses and to
mitigate the impact of unforeseen events and expenses, closing FY21 with 251 days cash on hand. LPA
consistently meets financial reporting deadlines established by the Georgia Department of Education and auditors.
Although the majority of LPA’s funding is QBE revenue, LPA conducts fundraising programs to supplement its
activities. programs and fundraising activities that generate additional revenue for the school.
Financial Monitoring
LPA’s Governing Board requires the school to adhere to Generally Accepted Accounting Principles, and
standards of accounting established by the Governmental Accounting Standards Board (GASB). LPA established
its financial policies and procedures to implement the obligations of its charter contract, mitigate risk, and align
the management of its finances to the requirements of the DeKalb County School District, Georgia Department of
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Leadership Preparatory Academy Renewal Petition 2022
Education, and State of Georgia. The LPA Finance Committee oversees the financial direction in accordance
with the school’s overall mission and vision. The Finance Committee meets monthly to monitor the school’s
adherence to its financial obligations, including the school’s internal policies and procedures, review the financial
transactions of the school, and assess the school’s ability to meet its future obligations. The Finance Committee
reviews reports from LPA’s Chief Financial Officer and holds him accountable for the school’s adherence to the
board’s short and long-term financial strategies and legal compliance. The Finance Committee reviews the
balance sheet, budget to actual reports, cash flow, and reconciliation reports and information each month to
monitor the school’s financial performance and health.
Mr. Lonnie Hall currently serves in the role of CFO required by the school’s charter contract. Mr. Hall
exceeds the requirements for charter school financial officer as required by LPA’s charter contract.
The Finance Committee collaborates closely with the CEO and CAO and whole governing board to
ensure LPA adopts an annual budget in accordance with O.C.G.A. § 20-2-167.1. The CFO uses historical data
and current costs to develop a budget that will implement the school’s educational program in a manner that is
legally compliant and consistent with the board’s mission, vision, and expectations. The CFO and administrative
team develop the budget for review by the Finance Committee in early spring to ensure that enrollment
projections and planned programs and expenses are accurate for the following school year. The Finance
Committee reviews and analyzes the proposed budget and its alignment with the board’s expectations as well as
the school’s charter contract and legal obligations prior to recommending a proposed budget for approval by the
LPA Governing Board. Prior to adopting its annual operating budget, the LPA Governing Board provides at least
two opportunities for the public to provide input on its budget at separate governing board meetings held at least a
week apart. Should the need arise for LPA to amend its budget during the fiscal year, the Governing Board
ensures that the budget is amended and adopted in accordance with adopted school policies.
LPA operates as a tax-exempt non-profit corporation under IRS Code Section 501(c)(3) and follows all
requirements to maintain such status. The LPA Governing Board reviews and approves all annual tax returns and
reports and ensures that the school completes a timely and accurate independent financial audit prior to November
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Leadership Preparatory Academy Renewal Petition 2022
1 following the close of its fiscal year. LPA ensures that this audit complies with GASB standards and is
conducted by an independent auditor with knowledge of charter school finances and operations.
Financial Challenges
Like all school districts and charter schools, LPA encountered tremendous budgeting, resource allocation,
and revenue uncertainty during the COVID-19 pandemic, particularly during FY20. LPA’s transition to remote
instruction, its technology needs, and the scarcity of COVID supplies created significant budgeting and logistical
challenges to ensure continuity of service for students in their homes. To meet these financial challenges, LPA
received a proportionate share of ESSER CARES funding to address pandemic related costs and the learning loss
associated with the pandemic. LPA also utilized the Paycheck Protection Program from the Small Business
Administration in FY20 and FY21 to ensure LPA weathered financial uncertainty to continue to employ its staff
and serve its students and community.
Despite the financial uncertainty created by the pandemic, LPA ended both FY20 and FY21 in strong
financial positions that led to the school’s opportunity for investment in FY22 and beyond. At the end of FY21,
LPA’s fund balance was $3,090,311. The independent financial audit for FY21 was unmodified did not note any
material finding or weakness. The school’s annual independent financial audit will be completed and submitted
to the DeKalb County School District and the Georgia Department of Education by November 1, 2022.
LPA’s sizeable fund balance is reinforced by strong financial practices and procedures established by the
school’s governing board and enforced by the CEO. These resources and policies, when combined with the
school’s lack of debt service, illustrate that LPA is capable of providing a responsive academic program as a
faithful steward of taxpayer funding and ensuring the long-term viability of LPA.
Figure 10: 2020-2021, 2021-2022, Leadership Preparatory Academy - Financial Results
Metric per Charter Contract 2020-2021 2021-2022
Section III. Financial Performance Standards.
Goal 5: During each year of its charter contract term, the Charter School shall
achieve all six of the following financial performance standards.
g. Not be in default of loan or bond covenant(s) and/or not delinquent with MET MET
debt services payments. AND
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Leadership Preparatory Academy Renewal Petition 2022
h. Achieve a Current Ratio (Working Capital Ratio) that is greater than 1.0 or 12.99 TBD
greater and a one-year positive trend. AND MET
i. Possess a Debt to Asset Ratio that is less than 95 percent. 8.45 TBD
MET
j. Unrestricted Days Cash (Total Expenses / 365) is greater than 45 days and 251 TBD
the one-year trend is positive. MET
k. Financial Efficiency Rating is 4 stars or above. No rating due No rating
to state due to state
accountability accountabil
waiver ity waiver
l. Annual independent audit: All FY21 TBD -
i. is submitted on-time, by November 1st each year Audit Metrics FY22
ii. results in an unmodified audit opinion; were Met Audit due
iii. is devoid of significant findings and conditions, material weaknesses, or 11/1/2022
significant internal control weaknesses
iv. does not include a going concern disclosure in the notes or an explanatory
paragraph, and
v. has no other adverse statement indicating noncompliance with applicable
laws, rules, regulations, and provisions of the charter contract relating to
financial management and oversight.
Governance Overview
4. Provide a brief overview of the school’s current governance structure. In your description, you
must include:
d. Specific examples of decisions the governing board has made on behalf of the school;
e. Specific examples of decisions the school leader has made on behalf of the school;
f. How the governing board holds the school leader, any charter partners (ESP/CMO/EMO),
and any independent contractors accountable; and
g. The governing board’s training program for the current and proposed charter term. Attach
as Exhibit 6 a copy of the board’s Governance Training Plan.
LPA Governance Overview
Board Composition and Structure
The LPA board has seven voting members. In order for a charter school board to govern effectively, the
individual members must possess critical skill sets and professional expertise. Board members should also be
representative of the community they serve and have a strong diversity and equity orientation.
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Leadership Preparatory Academy Renewal Petition 2022
LPA’s current board members possess expertise in business, navigation engineering, resource
development, law, real estate, facilities, K-12 and higher education, education professor, educational innovation,
non-profit leadership, and finance. This robust array of expertise among LPA’s board members, as well as board
size, exemplify the community’s commitment to educational innovation and strong governance. The board
strategically recruited members during the previous current charter terms to ensure that succession plans are
actionable and that the board’s current level of functioning is maintained and continuously improved during the
next charter term.
The board conducts regular monthly meetings to take action, review information, provide oversight, and
mitigate risk.
Decisions Made by the Board
The board makes a range of decisions each year after a thorough analysis and recommendation from the
school leader. Some specific examples of decisions made during the current charter term are:
• January 2022—The Board voted to return all students to campus
Decisions Made by the School Leader
The CAO vets and recommends various actions and initiatives through each school year. The relationship
between the governing board and school leader is vital to the long-term success of any charter school. At LPA
there is a strong collaborative culture between the CAO and the board, who work together to make data-driven,
student-centered decisions.
Figure 11: Board and CAO and/or CEO Decision Examples in Key Categories
Category Board CAO
Finance The board oversees the audit process and selects the The CAO works closely with the board to develop a
auditor. The board approves the final operating budget that allows the program to be delivered with
budget each fiscal year and ensures that the budget fidelity. The CFO and CAO makes budget
hearing law is adhered to. recommendations to the finance committee and board
Resource The board, through the CFO oversees resource The CAO recommends the allocation of resources
allocation recommendations to ensure that funds are based on past history and current student and staff
Allocation allocated in a manner that is prudent and student- needs. The CAO also considers feedback about
centered. The board ensured that the majority of programs, resources, etc. from parents through online
funds received from ESSR grants were directed to communication portals, workshops, surveys, etc.
improving student performance.
Personnel The board approves the recommendations related to The CEO recommends new hires, non-renewals and
personnel hiring, etc. through an HR report at each terminations as appropriate.
board meeting.
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Leadership Preparatory Academy Renewal Petition 2022
Curriculum The board approved expenses and programmatic The CAO led the process, and related decisions, to
changes related to its Leadership Curriculum, implement and improve its essential and innovative
blended learning, and community service projects. features.
School In order to increase student achievement and The CAO recommended the following improvement
mitigate the impact of unfinished learning from the initiatives:
Improvement pandemic, the board approved the following: • Development of the iLEAD extended day
• 1:1 technology program
• Expanded online learning opportunities • Developed he Kindergarten Boot Camp that
through GAVS has been conducted each year on the petition
• Directed the CAO to develop a leadership FY21 Virtually FY 22 In-Person
succession program
School The board took action on contracts that went The Director of Nutrition plans and options to conduct
through the RFP process: a competitive solicitation of food service vendors and
Operations • Nutrition provide a recommendation to the board.
Accountability
School Leader Evaluation
Effective boards are accountable to the staff, stakeholders, greater community, and each other. Boards
that are cohesive and can hold each other accountable tend to be more robust and able to weather the challenges,
and grow strategically, than those who experience uneven accountability. One of the key responsibilities of
charter boards is the management of the CEO and in turn evaluates the CAO/CLO using Leader Keys
Effectiveness System (LKES). In addition to following the LKES protocol, the CAO provides a monthly update
to the board, which is also used in the evaluation process. The CEO is responsible for holding all subordinate staff
accountable for performance and evaluating such performance as required by TKES/LKES.
Vendor Accountability
LPA has comprehensive procurement and internal control policies. The policies that govern vendor
selection and evaluation are implemented by the CEO and oversight is provided by the board. The school has a
Request for Proposals policy, which is used when spending levels are at or above the indicated threshold
determined by the policies. During the 2021-2022 school year, the school’s Procurement Procedures were audited
by the Georgia Department of Education Nutrition Department. LPA was commended for having no procurement
required revisions.
Governance Training Plan
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Leadership Preparatory Academy Renewal Petition 2022
The Governance Board Training Policy provides guidelines for each governing board member to meet
and exceed annual training requirements. Moreover, the LPA Governance Board adheres to the training program
that is established by Georgia law. All charter school board members complete 15 hours of governance training
annually, and returning board members complete 9 hours of training. Of the 9 hours, all Board members must
participate in a minimum of three hours of whole board training. The Governance Board of LPA extends their
training by participating in local and national conferences including the Georgia Charter School Association
annual conference, the National Charter School Association annual conference, Georgia School Boards
Association National Conference along with other content specific webinars, workshops and trainings.
Additionally, during FY22 the LPA Board Chair and school administrative staff attended the National Charter
School Conference with focused strands on school governance. The LPA Governing Board consistently meets all
governance training requirements of law and contract; however, one board member was unable to attend
governance training during FY22 as a result of a prolonged medical necessity. The veteran board member
regularly attends training in previous years and will do so upon her return to service.
The LPA Governing Board recognizes that members must make a significant investment in time and
training to ensure that they are utilizing best practices in school governance that they are upholding their fiduciary
duties. In addition to the formal training schedule for Governance Board members, multiple mini-training sessions
are scheduled prior to Board Meetings and committee meetings on a regular basis. They are often presented by the
CLO, CFO, or CEO and generally directly related to matter at hand. These trainings promote the ability of the
LPA Governing Board to broadly oversee pertinent issues and act in the best interest of the school.
Students with Disabilities
5. Describe how the school provides state- and federally-mandated services to scholars with
disabilities. Reciting the requirements of law and rule is insufficient. Your description must include
the school’s practices and procedures to:
• Evaluate and identify scholars with disabilities;
• Develop, review, and revise Individualized Education Programs (IEPs);
• Integrate special education into the general education program;
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Leadership Preparatory Academy Renewal Petition 2022
• Ensure that the school facility meets the requirements of other related laws including the
Americans with Disabilities Act (ADA) and Section 504;
• Address student discipline;
• Handle programming disputes involving parents;
• Ensure confidentiality of special education records;
• Purchase services from special education vendors or to contract with your local district to
provide a continuum of special education services and how this arrangement will work; and
• Secure technical assistance and training
Special Education Program Overview
a. Evaluation and Identification
LPA special education staff uses the Child Find process to appropriately identify students whose
academic needs are not fully met with other services and interventions. The process used to identify entering and
exiting students with disabilities (SWD) is designed to be systematic and responsive, and is based on all
applicable laws, regulations, and guidance pertaining to students with special needs (IDEA; GA SBOE 160-4-7-
.03).
As new students enroll at LPA, parents/guardians are advised in writing that any child who has an
existing IEP or may be suspected of having a disability is entitled to receive services. The letter includes: Records
Release Form to authorize the school to obtain the student’s prior school records and a request for a copy of the
IEP. Within two weeks of receiving the IEP, the LPA arranges an IEP meeting. Services at LPA are provided
based on the existing IEP. For students who do not have an existing IEP upon entering, but demonstrate academic
need, LPA implements the Multi-Tiered Support Services (MTSS) protocols, which is monitored by the Student
Support Team (SST). Both educators and parents may make referrals for students to receive tiered support.
LPA’s special education teachers work closely with DeKalb County Schools’ Lead Teacher of Special
Education (LTSE) to provide services that support the appropriate accommodations each individual student may
need. However, LPA recognizes its responsibility to locate, identify and evaluate all incoming and enrolled
students in the school who are suspected of having, or known to have a disability so that a free appropriate public
education can be made available to all eligible students.
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Leadership Preparatory Academy Renewal Petition 2022
MTSS is a multi-tiered approach to the early identification and support of students with both academic
and behavioral needs. All LPA students receive Tier one (1) support within the classroom, as these are research-
based strategies that are effective for nearly all students. For each student in Tier two of the process, the SST
creates an action plan that identifies (1) specific academic/ behavioral areas of concern, (2) strategies and
interventions to be used, (3) the staff member responsible for implementing the intervention and how frequently
the intervention will be used, and (4) the date of the next follow-up meeting (typically six weeks). At that
meeting, LPA staff members evaluate the student’s performance along with the action plan to determine if there
has been a positive response to the interventions provided. If the student does not make adequate gains or
demonstrate growth, he/she receives more intensive (Tier three) support. These supports are implemented and
monitored for a period of 4-6 weeks. If the SST coordinator determines that the intervention is not supporting the
student in making adequate progress, the student will be referred for a comprehensive psycho-educational
evaluation (Tier 4). In order to provide this level of evaluation, the school must first be in receipt of
parental/guardian consent for evaluation. LPA students are evaluated by DeKalb County School District school
psychologist. Alternatively, formal evaluation is considered within ten days of a parent’s formal written request
for testing.
b. Development, Review and Revisions to Individualized Education Programs (IEPs)
Once a student qualifies for special education services, an Individual Education Program (IEP) meeting is
held according to notification procedures, and the initial IEP is developed to ensure the student receives
appropriate accommodations and services in the least restrictive environment (LRE). General and special
educators work collaboratively to monitor the progress of students with IEPs. The special education team
conducts annual IEP meetings to review each student’s IEP goals and progress. In order to monitor the
performance of the students with IEPs, the special education teachers use multiple sources of available data (e.g.,
NWEA MAP assessments, GA Milestone results, student growth percentiles, writing samples, running records,
anecdotal behavior records, and classroom observations) to determine and measure whether a student is
progressing towards their IEP goals. Classroom teachers and special education teachers track each student’s IEP
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Leadership Preparatory Academy Renewal Petition 2022
implementation, progress toward IEP goals, and regularly participate in collaborative meetings to support the
needs of SWD. Parents/guardians are kept apprised of their child’s progress through mid-term progress reports
and the nine-week report cards. Though educators may frequently collaborate to best assist a student with an IEP,
placement discussions and decisions are only allowable during a legally noticed and held IEP meeting.
Students with IEPs must be re-evaluated at least every three years to determine continued eligibility. At
any time, parents may request an IEP meeting and the special education team may reconvene before the annual
meeting if the IEP needs to be amended. If a student is demonstrating adequate growth and may no longer require
special education services, LPA initiates an evaluation and conducts an IEP meeting to determine if the student
remains eligible for special education services.
LPA’s special education teachers are assigned grade levels for which they are responsible for updating
and managing the case files of students with Individualized Education Programs. There LPA employs full-time,
certified special education teachers, each of whom is responsible for a caseload of between 5-8 students. LPA also
has dedicated para-professionals on staff to provide assistance to classroom teachers and meet the instructional
needs of exceptional students in the general classroom setting. Staff ensures that services rendered are properly
aligned to district and state requirements through collaboration with DCSD’s Lead Teacher for Special Education
(LTSE) assigned to LPA. Parental/guardian consent is obtained prior to the evaluation, initial placement in special
education, or change in placement is made, and at every IEP meeting. LPA has increased the number of
professional learning opportunities for the current year to ensure that all teachers and staff have a deep
understanding of how we meet the needs of our most vulnerable population. This additional training will be
coordinate with the LTSE to ensure that it further develops the teacher’s pedagogy.
The primary objective of the special education program is to make sure that each and every student has
the greatest opportunity to identify and reach his or her maximum potential for personal intellectual and emotional
growth. This objective cannot be achieved if the student’s emotional and social growth are not also supported. To
assist with social emotional growth, LPA has a counseling department that provides individual and small group
counseling and advisement.
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Leadership Preparatory Academy Renewal Petition 2022
c. Integration into General Education
LPA utilizes the inclusion model and provides the appropriate accommodations/modifications in the
general classroom setting through the co-teaching and/or push-in approach to providing special education
services. LPA had an average 95% inclusion rate during the current charter term. Co-teaching includes a general
and special educator who teaches the general education curriculum to all students as well as implement Individual
Education Programs (IEPs) for students with disabilities. The classroom methods and techniques for SWD’s in
the co-taught classroom include: student-centered stations, parallel teaching, resource instruction, and alternative
teaching models. Accommodations within the general classroom setting and a modified curriculum (when
appropriate) will provide the foundation for students identified with disabilities to achieve academic success.
Special education teachers and regular education teachers meet weekly during specified grade level
common planning times to monitor the students’ progress as well as plan lessons to ensure that students are
gaining the skill mastery needed to improve academic performance. Additionally, co- teaching is monitored
during observations/ evaluations by the administrative team as well as the Lead Teacher of Special Education
(LTSE) from the District office.
d. Facility Compliance
LPA’s school facility is compliant with ADA and IDEA requirements. There are clearly labeled
handicapped parking spaces in the parking lot. ADA compliance is reviewed on an annual basis by the leadership
team who makes recommendations to the board should facility upgrades be needed to maintain compliance with
laws and regulations pertaining to the accessibility of the facility.
e. Student Discipline and Students with IEPs
LPA follows District and State guidelines when it comes to the student code of conduct. This includes
how students with disabilities are treated in disciplinary matters. While students with disabilities may receive
consequences for disciplinary infractions there is a point at which the IEP team is required to be involved to
determine if the behavior is a manifestation of the student’s disability. LPA ensures that due process is provided
for all students. In order to allow due process for students with disabilities, prior to suspending a student with a
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Leadership Preparatory Academy Renewal Petition 2022
disability for more than 10 cumulative days in a school year, the IEP team must conduct a Manifestation
Determination Hearing (MDH). The MDH is used to determine if the student’s behavior is a result of his/her
disability. If it is determined that the infraction is related to the student’s exceptionality, then the IEP will likely
revisit the modifications and supports provided in the IEP and may consider additional modifications to mitigate
behavior issues. The student in this case would return back to school if placed on suspension.
Should it be determined that the behavior is not related to the student’s exceptionality, then the student
would proceed to a tribunal hearing and face the consequences determined by the hearing committee or officer.
Such proceedings are always in collaboration with the District and the assigned LTSE. LPA’s code of conduct is
located in Exhibit 12.
f. Programming Disputes
LPA values parent/guardian participation throughout the special education process. Both teachers and
parents/guardians are uniquely positioned to provide the school team with insights into each student’s behavior
and experience while receiving services under the provisions of an IEP. LPA makes every attempt to resolve
disputes regarding special education services. Parents/guardians can also request an IEP meeting.
At the beginning of each school year, parents are notified of their right to file a formal complaint or
request a due process hearing through the Procedural Safeguards Notice. When programming disputes arise,
parents are advised to schedule a meeting with their child’s special education teacher to resolve the issue. The
special education teacher can convene an IEP meeting, if necessary, to review assessment and classroom
performance data with the family to resolve the conflict in consultation with the school’s LTSE. Placement
decisions cannot be discussed outside of an IEP meeting.
If a satisfactory resolution cannot be reached with the special education teacher, a school administrator
(CAO/CLO) will mediate. LPA will continue to partner with the district’s LTSE to Special education teachers
provide Specially Designed Instruction (SDI) and accommodations for students, which are reflected in the
student’s IEP goals and objectives. LPA involves the LTSE throughout the resolution process to ensure that all
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Leadership Preparatory Academy Renewal Petition 2022
procedural safeguards are followed and that the appropriate actions are taken on behalf of the student receiving
services.
g. Confidentiality of Special Education Records
LPA’s electronic special education records are housed in a password-protected online portal, that can only
be accessed by the special education staff. All teachers participate in annual confidentiality training at the
beginning of each school year and sign confidentiality agreements. Hard copy files of all student records are kept
in a locked, fireproof cabinet that can only be accessed by the special education teachers.
h. Contracted Services
LPA offers a full continuum of services by using an array of supports, which include consultative
services, direct and indirect instruction, co-teaching and small group instruction for students with disabilities that
are implemented, monitored, and assessed according to federal, state, and district guidelines. DCSD provides LPA
with the training to help identify potential learning, behavioral, and/or social barriers that may impede a student’s
ability to be successful. LPA will contract or hire a Social Worker to support supports. DCSD also provides a
Speech Pathologist to provide speech, language, and communication evaluations and support services. The LTSE
serves as the district liaison and works collaboratively with parents and school staff to provide differentiated
instruction, intervention strategies and techniques, and other related services to maximize student growth. LPA
does not contract with any other special education vendors.
i. Technical Assistance and Training
LPA’s educational practices for SWDs include increased capacity building of teachers by providing
intense differentiated instructional training. All staff members participate in workshops, in-service and/or LPA led
training related to the effective evaluation of accommodations, inclusion, implementation of innovative strategies,
behavioral management, reward systems, and best practices to ensure modifications are developed based on
specific student needs, with the intention of achieving the most rigorous outcome possible for the student. The
training is conducted by the special education team to assist with implementing behavior management systems,
progress monitoring, and differentiated instruction. Additionally, all LPA administrators and teachers receive
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Leadership Preparatory Academy Renewal Petition 2022
research-based interventions and co-teaching strategies a minimum of once per semester. LPA classes begin prior
to the DCSD special education training; therefore, LPA staff members participate in training/workshops offered
by the school, district and Metro RESA on Reading, Mathematics, Depth of Knowledge, Unpacking Standards,
and Classroom Management. During the current charter term, LPA special education staff have attended the
following training; progress monitoring, IEP development, best practices, 504 refresher training, MTSS training,
and co-teaching training.
Services Provided by DCSD
DCSD provides LPA with the following wrap-around services when/if they are provided for in a student’s
IEP:
● Transportation
● Audiological services
● Psychological services
● Speech language pathology
● Occupational therapy
● Physical therapy
● Social work services
● Counseling services
● Vision specialists
● Orientation and mobility services
● Interpretation services
Staffing
Although charter schools are allowed to waive teacher certification as part of the broad flexibility waiver,
special education (as well as other federally mandated services) is an exception where staff are required to be fully
certified. The current special education department consists of full-time special education teacher, a
paraprofessional, and an assigned administrator who works directly with the district provided LTSE to ensure
implementation of Special Education services. LPA works closely with the districted provided Special Education
Lead Teacher that provides oversight for the program by monitoring the identification/evaluation process, IEP
implementation, legal compliance, testing accommodations, training for general education staff, and differentiated
instructional strategies.
Multi-tiered System of Supports
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Leadership Preparatory Academy Renewal Petition 2022
The early and accurate identification of students not meeting grade-level expectations and “at risk” of
academic underperformance remains a priority for LPA’s faculty/staff/administrators/Governance Board. At the
beginning of each year, teachers review MAP scores, the previous year’s Milestone data, when available, work
samples, and informal/formal assessments to identify students that may need additional academic support. LPA
began using MAP prior to the current charter term and administers the assessment three times per year (fall,
winter, spring). MAP serves as the universal screener to identify and/or predict which students may need
academic interventions. Students scoring below the baseline on the MAP assessment in reading and/or math and
have not yet demonstrated content mastery are targeted for supplemental instruction. Within ten days after each
MAP assessment, teachers utilize MAP’s Learning Continuum Report or the Student Profile Report to identify
specific skill deficits as it relates to the standards that are covered during that instructional time frame. Bi-weekly
assessments determine the level of content mastery students have gained. Teachers adjust individual instructional
needs based on performance data.
LPA’s instructional staff design personalized learning plans for every student utilizing MAP’s Student
Growth Worksheet. These plans become the basis for monitoring individual student achievement. As students
grow and master skills, the learning plans are modified to reflect increasing levels of challenge or emphasize areas
of weakness that require intensive focus. These plans allow the leadership, teachers, parents, and the students to
collaborate on setting learning targets as well as document and reflect on learning accomplishments on an
ongoing basis. Once students are assessed to determine their current academic levels, they are then placed in
flexible groups designed to accelerate academic functioning to grade level (if below grade level) and beyond (for
students at and above grade level).
By adapting school curricula and instructional strategies, teachers can provide learning activities and
practical experiences to students according to their abilities and needs. The MTSS Framework allows teachers to
personalize learning by providing a multi-tiered approach to the early identification and support of students with
both learning and behavioral deficits. Student progress is monitored closely at each level of intervention to
determine the effectiveness of the strategies/supports (i.e. small group instruction, tutoring, behavioral
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Leadership Preparatory Academy Renewal Petition 2022
management plan) by both the MTSS team and Student Support Team (SST). The Student Support Team is
composed of the guidance counselor, teachers, parent, student, and administrator.
LPA’s Intervention Specialists provide remedial services for students in the MTSS process through the
co- teaching and pull-out model. The Intervention Specialist attends grade level common planning meetings to
analyze student data, identify skill deficits, set individual student goals, and monitor student growth.
Student progress is monitored weekly for a period of 60 days at each level. The interventions will be adjusted,
intensified or reduced based on how that student is responding to the support. Parents are kept apprised of their
child’s progress through mid-term progress reports and term report cards.
LPA’s daily schedule has been modified to support instructional differentiation through the addition of
time during the school day to provide additional time for acceleration/remediation. Additional instruction
provides students with needed time to master content. For students requiring additional assistance, LPA also
offers substantive, additional instruction in reading/math during the day. Students’ progression on content
growth is measured with bi-weekly assessments, teacher observations (classroom performance), and growth
between MAP testing sessions.
To collect data for PBL units, teachers ensure that all GSEs are taught as delineated by the curriculum
maps. Students are grouped for small group instruction, individualized instruction or independent contract work
based on an analysis of the Fall, Winter and Spring Map administrations. Data is collected utilizing bi-weekly
assessments, quizzes and performance-based products. Teachers differentiate the tasks for the students based on
the content, process or product. Students who are in the MTSS process still experience PBL and receive their
interventions during the small group or individualized instruction periods by the teacher or the math
interventionists. Students in MTSS are monitored using results from Study Island, i-Ready and IXL based on the
prescriptions set in the MTSS meetings.
Services for English Language Learners
6. Describe how the charter school provides state- and federally-mandated services for English
Learners (ELs).
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Leadership Preparatory Academy Renewal Petition 2022
LPA provides state and federally mandated services for English Learners (EL). LPA will continue to
adhere to all state and federal guidelines related to services for EL students and families, including but not limited
to, provision of communications in their primary language, working with parents to determine what support they
need to be highly involved in their child’s education, providing access to needed supplemental services, and
reporting to state and federal agencies as required.
Identification and Assessment
In order to correctly identify potential EL students, all parents and guardians are required to complete a
home language questionnaire at the time of enrollment. This questionnaire is designed to determine whether the
dominant language at home is a language other than English and whether the child is bilingual. A licensed ESOL
teacher conducts evaluations using either the WIDA Model (Kindergarten) or WIDA Screener (Gr. 1-8)
Proficiency Test to identify and plan for LEP students.
Instructional Program
LPA uses an inclusive approach that incorporates elements of immersion and sheltered content. Teachers
that serve ELs generally push-in to the general education classroom (LPA employs at least 2 ESOL endorsed
teachers). Daily EL instruction is provided in the teacher's edition used with a specific part of the lesson such as
problem-based learning solve and share, visual learning bridge, Leveled instruction includes suggestions for
students at Beginning, Intermediate, and Advanced levels of English Language Proficiency.
In Reading Street, the EL handbook provides explicit, scaffolded instruction and specialized support in
phonics, academic vocabulary, word and sentence structure, and grammar for English language learners. EL
students will develop English listening, speaking, reading, and writing abilities at their individual language
proficiency levels. The handbook also supplies teachers with professional development guidance and resources
for teaching EL students.
This approach challenges students to quickly acquire English-language skills and does so in a manner that
keeps them closely involved in regular classroom life. For students with limited English abilities, full participation
with their English-speaking peers encourages English skill development, provides a forum for cultural sharing,
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and develops overall positive student relationships. Small-group instruction allows for trust to be developed and
eliminates limited response to help raise the comfort level for ELs, encouraging them to begin to participate in
spoken English.
Teachers at LPA are expected to tailor the content and vocabulary they use within their given classes to a
level appropriate for the students they are teaching. Methods for doing so, and for including/involving EL
students in classroom exchanges, are important components of LPA’s teacher professional development. An
annual staff development training is provided by a certified EL instructor. LPA’s CAO oversees and monitors the
implementation of services, protocols, and procedures for English-language learners by providing leadership in
the development, coordination, and support of curriculum, instruction, assessment, and professional learning.
Evaluation and Program Exit
ACCESS is administered annually to all English language learners. ACCESS is used to determine the
English language proficiency levels and progress of ELs in the domains of speaking, listening, reading, and
writing. Students attaining proficiency (Level 5) on ACCESS for ELs are exited from services. Students exited
from the EL program are monitored for a minimum of 2 years. Analysis of classroom performance through
coursework, teacher observations through the Sheltered Instruction Observation Protocol (SIOP), and standards-
based assessments (Milestones and MAP) are conducted by the EL teacher to ensure students are demonstrating
standard mastery and proficiency level growth. The Sheltered Instruction Observation Protocol (SIOP) is an
instructional model that has proven effective components in addressing the academic needs of English learners.
LPA uses an inclusive approach that incorporates elements of SIOP.
To exit from the program, a student may be classified as English proficient at the end of the school year in
which a student would be able to participate equally in a regular, all-English, instructional program. LPA follows
state guidelines for determining when to exit an EL student from the program. Students must meet the required
exit criteria listed below. In addition, students must meet one of the two additional exit criteria provided below to
exit from the English language instructional program:
Ongoing Monitoring
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Leadership Preparatory Academy Renewal Petition 2022
Students who exit from the EL program are placed on monitor status for a period of at least two years.
The EL teacher is responsible for formally monitoring the student and oversees the student’s progress through the
following measures: grades, teacher observations, and standardized test performance. The EL teacher serves as a
resource to the content area teacher(s) during this monitoring process, and the classroom teacher and school
counselor immediately inform the EL teacher should any difficulties arise. Intervention, in such cases, includes
adaptations and modifications to regular classroom instruction and assessment, and additional academic support.
Student Discipline
7. Provide the number and percentage of students receiving In-School Suspensions, Out-of-School
Suspensions, or Expulsions during the current charter term (e.g., the past 5 years). How does this
discipline and dismissal data compare to the Office of Civil Rights data?
LPA ensures that due process rights of students are upheld at all times in disciplinary actions. Charter
schools are bound by both state and federal due process requirements. As a DCSD charter school, LPA follows
DeKalb County School District’s Student Code of Conduct, which provides a framework for managing student
discipline from a due process perspective.
LPA has a very low occurrence of disciplinary infractions that result in either out-of-school (OSS) or in-
school suspension (ISS). The school uses social-emotional support and the Positive Behaviors in Schools (PBIS)
approach to set expectations as well as provide behavioral support for students. LPA uses a variety of positive
behavior supports to reward students for positive behavior and establish and re-establish behavioral expectations.
Due to consistently applied expectations and incentives, LPA’s discipline practices result in minimal infractions
and consequences. LPA had zero expulsions in the current charter term. Discipline data is broken down below by
school year and ethnicity/race. This data illustrates that LPA maintains a healthy school climate and implements
student disciplinary practices in a fair and equitable manner.
Figure 12: 2020-2021 LPA Discipline Data
In-School Suspensions Out-of-School Suspensions Expulsions
Ethnicity/Race Number & Percentage of Total Population
Latino Hispanic 0 0% 0 0% 0 0%
American Indian 0 0% 0 0% 0 0%
Asian / Pacific Islander 0 0% 0 0% 0 0%
Black / African American 1 0.5% 3 0% 0 0%
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White 0 0% 0 0% 0 0%
Two or More Races 0 0% 0 0% 0 0%
Total Population .1 3
Figure 13: 2021-2022 LPA Discipline Data
In-School Suspensions Out-of-School Suspensions Expulsions
Ethnicity/Race Number & Percentage of Total Population
Latino Hispanic 0 0% 0 0% 0 0%
American Indian 0 0% 0 0% 0 0%
Asian / Pacific Islander 0 0% 0 0% 0 0%
Black / African American 5 0% 6 0% 0 0%
White 0 0% 0 0% 0 0%
Two or More Races 0 0% 0 0% 0 0%
Total Population 5 6
Ethnic and racial disparities in student discipline have plagued students and schools in Georgia and across
the country. Discipline gaps, or disparities, often lead to academic gaps, particularly with educationally
marginalized students. Research suggests that African American male students receive harsher consequences for
behavior than their female or Caucasian peers. In an article by Dr. Pedro Noguera, a foremost researcher on this
topic, stated that, “discipline patterns often reveal where conditions within our schools need to be changed. Many
schools find themselves disciplining (often through out-of-school suspensions) the same students repeatedly.
Often these are the kids with the greatest academic, social and emotional needs.” 11 The Office of Civil Rights
(OCR) houses discipline data for schools to allow for the external review and analysis of disciplinary data. The
most recent year for which this data is available is 2017.
When reviewing the OCR data for 2017, LPA has significantly fewer discipline infractions than the
district.
Figure 14: 2017 LPA and DCSD Discipline Results
Category LPA DCSD
Total Student Population 555 106,601
Percentage of African American Students 94.8% 61.9%
Out-of-School-Suspension # of Occurrences 2 13,844
11
Noguera, Pedro. July 8, 2019. Equity isn’t just a slogan. It should transform the way we educate kids.
https://holdsworthcenter.org/blog/equity-isnt-just-a-slogan/
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Leadership Preparatory Academy Renewal Petition 2022
Out-of-School-Suspension % of African American Students 100% 86.3%
In-School-Suspension # of Occurrences 0 5961
In-School-Suspension % of African American Students 0 78.5%
Expulsions - # of Occurrences 0 17
Expulsions % of African American Students 0 100%
In 2017, LPA had 555 students enrolled, according to the Office of Civil Rights database. Of the students
enrolled, 94.8% were African American, compared to the same group making up 61.9% of students’ district-wide.
LPA had only two incidents of OSS in 2017. Of the two students who received OSS, 100% of them were African
American. The LPA discipline data does not demonstrate disparity in the administration of student discipline.
Sociodemographic Diversity in the LPA School Community
8. Describe in detail how the charter school’s students, governing board, faculty, and staff reflect the
sociodemographic diversity of the community served by the charter school. If the charter school
does not reflect the community’s diversity in one or more areas of the areas listed above, provide a
comprehensive plan to address this need for diversity. Included in such a plan could be, for
example, the use of targeted recruitment or the use of a weighted lottery to provide an increased
chance of admission for educationally disadvantaged students pursuant to O.C.G.A. § 20-2-
2066(a)(1) and State Board Rule 160-4-9-.05(2)(g).
LPA’s sociodemographic data shows that there is no notable disparity between the three main stakeholder
groups at the school. As illustrated by the data below, LPA’s sociodemographic diversity is reflective of the
community it serves. At this time, LPA does not need to utilize a weighted lottery in order to eliminate any
sociodemographic disparities.
Figure 15: LPA Sociodemographic Diversity
Stakeholder Group African Asian Hispanic White Native Multi
American American
DeKalb County School District 60% 7% 20% 11% 0% 2%
LPA Students 96% 1% 3% 0% 0% 1%
LPA Staff 99% 0% 0% 1% 0% 0%
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LPA Board 99% 1% 0% 0% 0% 0%
Data Source: 2020-2021 gosa.georgia.gov
Difficulties Faced During the Current Charter Term
9. Describe in detail any difficulties faced during the charter term that were not already addressed
above, how the school dealt with such difficulties, and if they remain an issue for the school. Also
explain how the school plans to avoid these difficulties during the upcoming charter renewal term.
COVID-19 Pandemic
The greatest and most unexpected challenge LPA faced in the current charter term is the public health
crisis that began in spring of 2020. In mid-March of 2020, students were sent home, schools were closed, and the
general public was put on a stay-at-home order that lasted until the end of the school year. LPA, like all public
schools around the state, had to quickly shift into a remote learning model. LPA continues to monitor and assess
the impact of the pandemic on our community to adapt our service model to community spread and student needs.
As a result, LPA offered a blended learning model to students into the Spring 2022 semester.
For the first two of the three-year charter term, the State will not be providing a CCRPI score. This
presents a significant challenge in the charter space due to the nature of the performance contract itself. Should
there be another pandemic, prolonged impact of the current COVID-19 pandemic or a comparable circumstance
beyond the school’s control, LPA has developed a robust remote learning model that can be activated quickly
should the school need to shutdown day-to-day operations for extreme weather conditions and/or other factors
that may prompt a state of emergency.
PROPOSED CHANGES
10. If the answers given above to questions 1 - 9 reflect a change to any of the following, please provide the
rationale for the change:
A. ACADEMIC CHANGES:
• The academic program and curriculum.
• The use of waivers/innovations.
• School programs – this includes Students with Disabilities, Gifted and Talented, English
Learners, etc.
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• Any assessments being used.
• Any administrative positions.
B. GOVERNANCE CHANGES:
• The school’s governance structure.
• The school’s governing board composition, including its diversity.
• The school’s relationship with an Educational Service Provider or other Charter Partner.
• The relationship with the local district.
C. FINANCIAL CHANGES:
• The school’s financial structure.
• The school’s CFO.
• The school’s relationship with any major creditors (e.g., landlords, investors etc.)
D. OPERATIONAL CHANGES:
• The school’s facilities – this should include any proposed expansion or renovations.
• The school’s attendance zone and any enrollment priorities being used (see O.C.G.A. § 20-2-
2066(a)(1)).
• Whether the school’s students, faculty, and staff reflect the diversity of its attendance zone.
• Whether the school will utilize a weighted lottery to provide an increased chance of
admission for educationally disadvantaged students pursuant to O.C.G.A. § 20-2-2066(a)(1)
and State Board Rule 160-4-9-.05(2)(g).
• Any services provided to students such as transportation, food service, etc.
• The grades the charter school will serve. Please note this includes adding additional grades or
reducing current grades.
LOOKING TO THE FUTURE
11. Briefly describe how the school has and will continue with its proposed changes to serve the needs
of its students for the upcoming (renewed) charter term.
LPA will remain at the forefront in providing an academically-rigorous educational program that supports the
entire student with the care and understanding of each student’s circumstances and culture. The LPA curriculum
is focused on rigorous instructional practices through the integration of its Leadership Studies and Teaching and
Learning Framework with the Georgia Standards of Excellence. The understanding that teachers must support
students and guide them through questioning and analyzing material is one of the foundational aspects to LPA’s
Teaching and Learning Framework. Through the use of evidence-based research strategies our teachers utilize
strategies that help students solve problems outside of the classroom. We believe all students have the capacity to
become authentic leaders and rise to the challenges the emerging generation will face.
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Because of our deep, resounding belief that all students will learn and achieve at high levels. As a result, LPA
is driven to continually strive to help our scholars develop the academic and leadership strengths they need for
college and choice filled lives, they will be able to build a better tomorrow for themselves, for their communities,
for us all. LPA has a proven commitment to academic achievement, leadership development and enrichment
opportunities to help all students reach their full potential. The use of a variety of data sources has been the
cornerstone to the pursuit of academic excellence at LPA. The faculty and staff systematically and routinely use
data to guide instructional decisions to meet students’ learning needs.
The continuation of LPA’s Teaching and Learning Framework will be an ongoing cycle of collecting multiple
data sources, interpreting data to formulate hypotheses about strategies to raise student achievement and
implementing instructional changes to test hypotheses. LPA’s Teaching and Learning Framework provides
teachers with a dedicated and structured time, whereby that will collaboratively analyze and interpret students’
achievement data and identify instructional changes. Professional development will be provided that helps
familiarize staff with components of the data system, data culture, and data use, with a particular focus on how
teachers can apply data to their daily work to improve instructional planning, teaching, and learning.
As students matriculate through our Leadership Curriculum, students interpret their data and establish their
own learning goals and expectations. Encouraging students to take ownership of their education not only pushes
their academic limits but also develops critical components of an inspiring leader for tomorrow’s community.
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Leadership Preparatory Academy Renewal Petition 2022
EXHIBITS
The following Exhibits are required to complete your Charter School Renewal Application Package. Please tab
the Exhibits to match the item numbers below. Exhibits should be as limited in size as possible.
1. Attach an official copy of the certificate of incorporation for the required Georgia nonprofit corporation
from the Georgia Secretary of State. Please Note: All charter school contracts—including those of start-
up and conversion charter schools—must be held by a Georgia nonprofit corporation.
2. Attach a copy of the by-laws for the nonprofit corporation.
3. Attach a copy of the governing board’s Conflict of Interest Policy.
4. Attach a copy of the governing board’s Conflict of Interest Form.
5. Attach a completed Accountability Report.
6. Attach a copy of the governing board’s Governance Training Plan using the governance training memo
available on GaDOE’s website.
7. Attach a completed Locally-Approved Charter School Partners Roles and Responsibilities chart. This
chart shows the balance of authority between the charter school’s board and management, as well as
the autonomy of the charter school from the district.
8. Attach a copy of any admissions (pre-lottery) application the charter school proposes to use. Pursuant to
O.C.G.A. § 20-2-2066 and SBOE Rule 160-4-9-.05, any admissions application must conform to the open
enrollment requirement. Therefore, admissions applications should be limited to a student’s name,
contact information, home address for the purpose of verifying the student’s residence within the
school’s attendance zone, grade level, and information required for any enrollment preference, such as
identifying a sibling already enrolled at the charter school. If the charter school proposes to utilize a
weighted lottery for educationally disadvantaged students, the admissions application may also include
questions tailored to the subgroup(s) the school will offer an increased chance of admission according to
the weighted lottery guidance available on GaDOE’s website.
9. Attach a copy of the policy setting annual enrollment, re-enrollment, and lottery deadlines, including a
description of the lottery procedures detailing how enrollment priorities will be applied and an
assurance of complete transparency in its procedures.
10. Attach the charter school’s annual calendar and the charter school’s daily school schedule.
11. Attach a copy of a sample scope and sequence for a proposed course/grade level.
12. Attach a copy of the charter school’s Student Code of Conduct.
13. Attach a copy of the charter school’s Student Discipline Policy and Procedures, including any Positive
Behavior and Intervention Supports (PBIS).
14. Attach a copy of the rules and procedures concerning how the school will address grievances and
complaints from students, parents, and teachers. Include the role the governing board will play in
resolving such grievances and complaints. If this is included in another response, please indicate that.
15. Attach a copy of the charter school’s Employee Policies and Procedures.
16. Attach proof of the school’s insurance coverage, including the terms, conditions, and coverage amounts.
17. Attach a copy of any intended education service provider contracts or arrangements for the provision of
education management or support services, including with any EMO, CMO, ESO, etc. Such contracts
shall describe the specific services for which the contracting organization is responsible. Such contracts
should clearly delineate the respective roles and responsibilities of the management organization and
the governing board in the management and operation of the charter school. Such contracts must also
include the fee structure.
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18. Attach a copy of any agreements with your local school district or Board of Education (Exhibit 18 - DCSD
Assurances and Required Statements). Exhibit 18 – DCSD Assurances and Required Statements may not
be altered in any way.
19. Attach a copy of any Letters of Intent and/or agreements detailing any proposed partnerships, including
agreements with other local schools/systems for the charter school students’ participation in extracurricular
activities such as interscholastic sports and clubs.
20. Attach a copy of any MOU/lease/proof of ownership for the school’s facility.
21. Attach a copy of the school’s Certificate of Occupancy.
22. Attach a copy of the facility’s Emergency Safety Plan.
23. Complete and attach the budget template located on the Charter Schools Division’s website: Please
note that the budget template includes:
• A monthly cash flow projection detailing revenues and expenditures for the charter school’s
first two (2) years of operation;
• A spreadsheet projecting cash flow, revenue estimates, budgets, and expenditures on an annual
basis for the first five (5) years of the charter term.
• Back-up documentation proving the legal reality of additional sources of revenue included in the
budget template – i.e., funds other than state and local funding, including bank statements
and/or signed grant award letters
24. Attach the résumé for the charter school’s Chief Financial Officer.
25. Attach the charter school’s signed Assurances Form (see below).
26. Attach the charter school’s signed and notarized Affidavit (see below).
27. Attach the charter school’s signed Local Board of Education Resolution approving the charter school’s
application.
28. Attach the charter school’s signed Governing Board Resolution approving the charter school’s
application. This will serve as the formal petition to the SBOE.
29. For conversion schools only, attach the charter school’s Confirmation of Teacher and Parent Vote.
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Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future”
O.C.G.A. § 50-36-1(e)(2) Affidavit
By executing this affidavit under oath, as an applicant for a charter school contract from the State Board of Education, as
referenced in O.C.G.A. § 50-36-1, the undersigned applicant verifies one of the following with respect to my application for a
public benefit:
1) _________ I am a United States citizen.
2) _________ I am a legal permanent resident of the United States.
3) _________ I am a qualified alien or non-immigrant under the Federal Immigration and Nationality Act with an alien
number issued by the Department of Homeland Security or other federal immigration agency.
My alien number issued by the Department of Homeland Security or other federal immigration agency is:
____________________.
The undersigned applicant also hereby verifies that he or she is 18 years of age or older and has provided at least one
secure and verifiable document (e.g., driver’s license, passport, birth certificate), as required by O.C.G.A. § 50-36-1(e)(1),
with this affidavit.
The secure and verifiable document provided with this affidavit can best be classified as:
_______________________________________________________________________.
In making the above representation under oath, I understand that any person who knowingly and willfully makes a false,
fictitious, or fraudulent statement or representation in an affidavit shall be guilty of a violation of O.C.G.A. § 16-10-20, and
face criminal penalties as allowed by such criminal statute.
Executed in ___________________ (city), __________________ (state).
____________________________________
Signature of Governing Board Chair
____________________________________
Printed Name of Governing Board Chair
SUBSCRIBED AND SWORN
BEFORE ME ON THIS THE
___ DAY OF ___________, 20____
_________________________
NOTARY PUBLIC
My Commission Expires:
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ASSURANCES FORM AND SIGNATURE SHEET
Georgia law and State Board of Education Rule requires your school to provide assurances that it will do certain
things and comply with certain laws. This Assurance Form enumerates all of these requirements and, when you
submit this signed Signature Sheet with this Assurance Form as part of your Charter School Application Package,
you are providing the legal assurance that your charter school understands and will do these things. This form
must be signed by the school’s governing board chair.
As the authorized representative of the applicant, I hereby certify that the information submitted in this
application for a charter for (name of school) located in DeKalb County is true to the best of my
knowledge and belief; I also certify that if awarded a charter, the school:
1. Shall be nonsectarian in its programs, admissions policies, employment practices, and all other
operations;
2. Shall be subject to the control and management of the local board of the local school system in which
the charter school is located, as provided in the charter and in a manner consistent with the U.S. and
Georgia Constitutions;
3. Shall not discriminate against any student or employee on the basis of race, color, ethnic background,
national origin, gender, disability, age, or sexual orientation;
4. Shall be subject to all federal, state, and local rules, regulations, court orders, and statutes relating to
civil rights; insurance; the protection of the physical health and safety of school students, employees,
and visitors; conflicting interest transactions; and the prevention of unlawful conduct;
5. Shall be subject to the provisions of O.C.G.A § 20-2-1050 requiring a brief period of quiet reflection;
6. Shall ensure that the charter school and its governing board are subject to the provisions of O.C.G.A. §
50-14-1 et seq. (Open and Public Meetings) and O.C.G.A. § 50-18-70 et seq. (Open Records);
7. Shall ensure that the charter school’s governing board members may only receive compensation for
their reasonable and actual expenses incurred in connection with performance of their duties;
8. Shall ensure that the charter school’s governing board members receive initial training and annual
training thereafter, provided by a SBOE-approved vendor pursuant to O.C.G.A. § 20-2-2072 and State
Board of Education Rule 160-4-9-.06;
9. Shall ensure that the charter school’s governing board adopts and abides by a conflict of interest policy;
10. Shall comply with O.C.G.A. §20-2-210(b)(1) and implement an evaluation system as adopted and defined
by the State Board of Education for elementary and secondary school teachers of record, assistant
principals, and principals;
11. Shall comply with the accountability provisions of O.C.G.A. § 20-14-30 through § 20-14-41 and federal
accountability requirements, and participate in statewide assessments;
12. Shall adhere to all provisions of federal law relating to students with disabilities, including the IDEA,
Section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990,
as applicable;
13. Shall provide state and federally mandated services for English Language Learners, as applicable;
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Leadership Preparatory Academy Renewal Petition 2022
14. Shall provide for supplemental educational services as required by federal law and pursuant to SBOE
Rule 160-4-5-.03, and for remediation in required cases pursuant to SBOE Rule 160-4-5-.01;
15. Shall notify the state of any intent to contract with a for-profit entity for education and/or management
services;
16. Shall notify the state of any changes in for-profit entity contracted with for education and/or
management services;
17. Shall be subject to the requirement that it shall not charge tuition or fees to its students except as may
be authorized by local boards by O.C.G.A. § 20-2-133;
18. Shall comply with federal due process procedures regarding student discipline and dismissal;
19. Shall be subject to all laws relating to unlawful conduct in or near a public school;
20. Shall have a written grievance procedure to resolve student, parent, and teacher complaints;
21. Shall have a written procedure for resolving conflicts between the charter school and the local board of
education;
22. Shall comply with the provisions of O.C.G.A. § 20 -2-211.1 relating to fingerprinting and criminal
background checks;
23. Shall remit payments to TRS on behalf of employees and shall employ teachers in accordance with TRS;
24. Shall ensure that if transportation is provided for its students, the school shall comply with all applicable
state and federal laws;
25. Shall ensure that if the charter school participates in federal school meals programs, then it shall comply
with all applicable state and federal laws and rules;
26. Shall prepare a safety plan in accordance with O.C.G.A. § 20-2-1185 and submit and obtain approval
from the Georgia Emergency Management Agency;
27. Shall comply with the state facility requirements regarding site codes, facility codes, the submission of
architectural plans for any new facility that the school may build or occupy during the charter term and
all other facility requirements as established by the Department;
28. Shall be subject to all reporting requirements of O.C.G.A. § 20-2-160, subsection (e) of O.C.G.A. § 20-2-
161, O.C.G.A. § 20-2-320, and O.C.G.A. § 20-2-740;
29. Shall be subject to an annual financial audit conducted by the state auditor or by an independent
certified public accountant licensed in this state;
30. Shall designate a Chief Financial Officer that meets all requirements as established by the Charter
Schools Rule 160-4-9-.05(2)(h)(1);
31. Shall secure adequate insurance coverage prior to opening and shall maintain such coverage throughout
the charter term in accordance with the laws of the State of Georgia;
32. Shall acknowledge that all criteria used to calculate QBE funding may not be waived;
33. Shall ensure that 90% of QBE funds earned for out-of-system students enrolled in a virtual school must
be spent on their instruction pursuant to O.C.G.A. § 20-2-167.1; and
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34. Shall follow any and all other federal, state, and local laws and regulations that pertain to the applicant
or the operation of the charter school.
This Charter School Application, Assurance Form, and attached Exhibits were approved by the Charter School’s
Governing Board on the day of , 202_.
_____________________________________ ________________________
Governing Board Chair, Charter School Date
This Charter School Application, Assurance Form, and attached Exhibits were approved by the DeKalb Board of
Education on the day of , 202_.
_____________________________________ ________________________
Chair, DeKalb Board of Education Date
_____________________________________ ________________________
Superintendent, DeKalb Board of Education Date
If a Charter is granted, Petitioners assure that the proposed charter school’s programs, services, and activities will
operate in accordance with the terms of the Charter and all applicable federal, state, and local laws, rules, and
regulations.
_____________________________________ ________________________
Governing Board Chair, Charter School Date
_____________________________________ ________________________
Chair, DeKalb Board of Education Date
_____________________________________ ________________________
Superintendent, DeKalb Board of Education Date
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Leadership Preparatory Academy Renewal Petition 2022
DOCUMENTATION OF VOTE (CONVERSIONS ONLY)
This petition has been agreed to, by secret ballot, by a majority of the faculty or instructional staff members at a
meeting called with two weeks advance notice during which time a complete petition draft was available for
review.
Date of Faculty and Instructional Staff Vote
Total Number of Faculty and Instructional Staff
Number Approving Percent Approving
Number Disapproving ________ Percent Disapproving
Principal’s Signature Date
This petition has been agreed to, by secret ballot, by a majority of the parents or guardians of the students
enrolled in the school who were present at a meeting called for the purpose of deciding whether to submit the
petition. A student’s parent(s) or guardian(s) shall collectively have one vote for each student enrolled in the
school although parents of students at the school who are eligible to vote as faculty or instructional staff shall
also have a single vote in the vote. Two weeks advance notice of the meeting published during which time a
complete petition draft was available for review.
Date of Parent/Guardian Vote
Total Number of Parents/Guardians Attending Meeting
Number Approving Percent Approving
Number Disapproving ________ Percent Disapproving
Principal’s Signature Date
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Exhibit
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Leadership Preparatory Academy Renewal Petition 2022
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Exhibit
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Leadership Preparatory Academy Renewal Petition 2022
BYLAWS OF THE
LEADERSHIP PREPARATORY ACADEMY, INC.
ARTICLE I
NAME AND PURPOSE
1.1 Name. The name of the corporation is Leadership Preparatory Academy, Inc. (“the
School).
1.2 Purposes. This corporation is organized and shall be operated exclusively for charitable,
and educational purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code
of 1986 or corresponding provisions hereinafter in effect, as provided in the Articles of
Incorporation.
This mission of the Leadership Preparatory Academy, Inc. is to develop scholars through
a rigorous academic program that engages all stakeholders to maximize our students’ potential to
lead in the 21st century.
1.3 Notice of Nondiscriminatory Policy as to Students. Leadership preparatory Academy
Inc. admits students of any race, color, gender, disability, national and ethnic origin to all the
rights, privileges, programs and activities generally accorded or made available to students at the
school. It does not discriminate on the basis of disability, race, color, creed, gender, national and
ethnic origin, religion, or ancestry in administration of its educational policies, admissions
policies, scholarship and loan programs, and athletic and other school administered programs.
Furthermore, LPA shall not discriminate on any basis that would be illegal as used by a school
system.
ARTICLE II
OFFICES
2.1 Principal Office. The principal office of the corporation in the State of Georgia shall be
located at 6400 Woodrow Road, Lithonia, Georgia 30038. The corporation may have such other
offices, either within or without the State of Georgia, as the Governance Board may determine or
as the affairs of the corporation may require from time to time.
2.2 Registered Office and Registered Agent. The corporation shall continuously maintain in
the State of Georgia a registered office, and a registered agent whose office is identical with such
registered office, as required by the Georgia Non-Profit Corporation Act. The registered office
may, but need not be, identical with the principal office of the corporation in the State of
Georgia, and the address of the registered office may be changed from time to time by the
Governance Board.
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ARTICLE III
GOVERNANCE BOARD
3.1 The Governing Board. The direction of the business, the affairs, and the property and
resources of the School shall be managed, conducted and directed by the Governing Board,
which are the Board Members of the Corporation, including the control and disposition of the
funds which, in addition to the powers and duties conferred upon it under the laws of the State of
Georgia.
3.2 Performance of Duties and Service. Each director of the Governing Board (a “Member”
or “Director”) shall perform all duties in good faith and with the degree of diligence, care, and
skill, including reasonable inquiry, as an ordinarily prudent person in a like position would use
under similar circumstances. Each Member shall serve, at the pleasure of the Board, for his or
her term of office or until his or her successor shall have been duly elected and shall have
qualified.
3.3 Number. The number of Members constituting the initial Governing Board shall be at
least seven (7). Thereafter, the number of Members may be increased or decreased from time to
time by amendment of these Bylaws, provided that the Board Members may not be less than five
(5) Members or more than eleven (11) Members at any time. If the number of Members falls
below the minimum described herein, the Board shall fill the vacancies by an affirmative vote of
the Members remaining in office as soon as practicable and shall have the authority to govern the
Corporation on an emergency basis until the appropriate number of Members are in office.
The Chief Executive Officer of the school shall serve as an ex-officio member of the Governance
Board with no voting privileges.
3.4 Election and Term. Beginning with the initial Governing Board, the board members shall
be divided into three classes, with staggered initial terms, to ensure appropriate succession in
subsequent years. Class 1 members will serve a one-year term; Class 2 members will serve a
two year term; and Class 3 members will serve a three year term, and all will be eligible to serve
one additional term of service, thus ensuring future staggered terms of service. The election,
appointment, and removal of any member of the corporation’s Board Members shall vest solely
in the majority vote of the Governing Board. Members shall be elected at the annual meeting
each year unless a vacancy requires otherwise.
Following the expiration of the staggered initial terms, Directors shall serve for a term of three
(3) years with successive terms continuing to be staggered so that approximately one-third (1/3)
of Directors are elected at the annual meeting each year. A Director may serve a maximum of
two (2) consecutive full three-year (3) terms, for a total of six (6) consecutive years. After
serving two (2) consecutive terms, a Director may serve additional terms after a one (1) year
hiatus, if duly elected in accordance the provisions provided herein.
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3.5 Qualifications. Each Governance Board Member shall be at least eighteen years of age,
may not be an employee of the Corporation, and may not have been convicted of any felonies.
3.6 Vacancies and Unexpired Terms. A vacancy shall be declared, by a majority vote of the
Governance Board, in any seat on the Board upon the death or resignation of the occupant
thereof, or upon the disability of any occupant rendering him or her incapable of participating in
the management and affairs of the corporation. Vacancies on the Governance Board, including
those resulting from an increase in the number of Board Members to serve on the Governance
Board, shall be filled by majority vote of the attendees of the remaining members of the Board.
A Governance Board Member elected by a majority vote to fill a vacancy shall be elected for the
unexpired term of his or her predecessor in office. A member elected to fill a vacancy shall be
eligible to serve for two additional three-year terms following the completion of the initial
vacancy term.
3.7 Meetings of the Board. All meetings of the Board and its committees are subject to the
Georgia Open and Public Meetings Law, O.C.G.A. §50-14-1, et seq., and notice shall be
provided as required therein.
3.7.1 Regular Meetings. Meetings of the Governance Board shall be held regularly at
such times and places as the Members of the Governance Board shall by resolution
determine and subject to the requirements of the Georgia Open Meetings Law, as
applicable and amended from time to time. The Secretary shall give notice to the
Governance Board Members of regular meetings as required under Georgia law or these
Bylaws
3.7.2 Annual Meeting. The annual meeting of the board shall occur between July and
September of each year unless the Chair or Resolution of the Board provide for a
different time and place for the holding of the annual meetings. The annual meeting may
be held at such other time and place, without notice other than such Resolution.
3.7.3 Special Meetings. Special meetings of the Board shall be held whenever called
by the Secretary of the Governance Board upon the direction of the Chief Executive
Officer, of the corporation or upon request of at least three (3) of the Governance Board
members then serving; and it shall be the duty of the Secretary to give at least 24 hours
notice of the meeting to enable the Governance Board Members so notified to attend such
meetings. The person(s) calling the special meeting of the Governance Board may fix
any place, either within or without the State of Georgia, as the place for holding such a
meeting of the Board called by them.
3.8 Executive Session. Upon a majority vote of the Governance Board in an open meeting on
a motion which identifies the general area or areas of the subject or subjects to be considered, the
Board may conduct a meeting that is not open to the public (an “Executive Session”) to discuss
matters described in, and pursuant to the procedures of, §§ 50-14-3 and 50-14-4 of Georgia’s
Open Meetings Law.
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3.9 Notice. The Secretary or his or her designee shall give to each member of the
Governance Board prior written notice either at least three (3) days or as required under
Georgia’s Open Meetings Law, whichever is later, of each regular, special or annual meeting of
the Governing Board. Notices of meetings of the Governance Board will be posted at the School
and/or on the School’s website, and provided to the public in accordance with the Georgia Open
Meetings Law. Each notice shall state the time and the place of the meeting and, in the case of
special meetings, the general nature of the business to be transacted thereat, and be consistent
with the Georgia Open Meetings Law. Public notice shall not, however, be required in the case
of “emergency meetings” or as otherwise not required pursuant to the Georgia Open Meetings
Law.
3.10 Quorum. A majority of the Board shall constitute a quorum for the transaction of
business at any meeting of the Board convened according to these Bylaws; but if less than a
majority of the Board Members is present at said meeting, the Board Members present may
adjourn or recess the meeting from time to time without further notice. Proxies properly
constituted, specific, and notarized shall be allowed, subject to confirmation by the Board Chair.
The acts of a majority of Governance Board Members present at a meeting at which a quorum is
present shall be the acts of the Governance Board, except that amendment of these Bylaws shall
be in accordance with Article XII of these bylaws.
3.11 Removal and Resignation. Any Board Member may be removed from office by a
majority vote of the voting Board present at a meeting in which a quorum of such Governance
Board Members is present. Any Board Member who is the subject of a removal vote may count
towards establishing a quorum but shall not be eligible to vote on his or her removal.
A new Member shall be elected to fill the unexpired term of any removed Board Member as
provided in Section 3.6. Any Board Member may resign at any time by giving written notice of
such resignation to the Board. Such resignation shall be in writing unless waived by vote of the
remaining Governance Board Members, but the acceptance thereof shall not be necessary to
make it effective.
3.12 Compensation. Board Members shall not receive any compensation for their services.
Subject to approval by the Board, members may be eligible for reimbursement of expenses
incurred by them in the performance of their assigned Board duties.
3.13 Actions by Conference Telephone. In accordance with the Georgia Open Meetings Act,
all meetings of the Board and its committees will be conducted in person, except when
conducted by teleconference in emergency conditions as is permitted by law. In such emergency
conditions, proper notice shall be provided prior to the meeting and the public shall have
simultaneous access to any meeting held by teleconference. Any meeting conducted by
teleconference will be conducted in the same manner as any other Board or committee meeting.
So long as a quorum of members is present in person for all other Board or committee meetings,
an individual member may participate in meetings by teleconference if necessary due to reasons
of health or absence from the jurisdiction. Provided however, that no member shall participate by
teleconference more than twice in one calendar year absent emergency conditions or the written
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opinion of a physician or health professional indicating that reasons of health prevent the
member’s physical presence.
ARTICLE IV
OFFICERS
4.1 Officers. The Officers of the corporation may include a Chairperson, Vice Chairperson, a
Secretary, a Treasurer and such officers as may be elected in accordance with the provisions of
this Article. The Board may elect or appoint such other officers as it shall deem desirable to
have the authority and perform the duties prescribed, from time to time, by the Board. One
person shall not hold two offices with the exception of Secretary-Treasurer, which may be filled
by the same person.
4.2 Election and Term of Office. All officers shall be elected by a majority vote of the Board
at the annual meeting, or as soon as practicable following the end of the previous fiscal year, but
in no case later than September of the current school year, for a term of one (1) year. All officers
must be annually nominated and duly elected to serve subsequent terms in the same officer
position.
Beginning July 1, 2019, an individual Board member who has served as duly-elected
Chairperson for two consecutive one-year terms shall not be eligible for election to the same
position until a break in service of one full board year has occurred. Duly-elected officers for all
other positions may be elected to serve in the same position for up to four consecutive one-year
terms. For officers other than Chairperson, the Board may, by a majority vote, elect an individual
to a fifth consecutive one-year term if he or she is otherwise qualified.
4.3 Chairperson of the Governance Board. The Chairperson of the Governance Board shall
give active direction and exercise oversight pertaining to all affairs of the Corporation, preside at
all meetings of the Board and all Executive Committee meetings, and shall have other such
powers as shall be designated by the Governance Board . He or she may sign, with the Secretary
or any other proper officer of the corporation authorized by the Board, any deeds, mortgages,
bonds, contracts, instruments and authorizations of payment, or other instruments which the
Board has authorized to be executed, except in cases where the signing and execution thereof
shall be expressly delegated by the Board or by these Bylaws or by statute to some other officer
or agent of the corporation; and in general he or she shall perform all duties incident to the office
of the Chairperson and such other duties as may be prescribed by the Board from time to time.
4.4 Vice Chairperson of the Governance Board. In the absence of the Chairperson or in the
event of his or her inability or refusal to act, the Vice Chairperson shall understand the
responsibilities of the Chairperson and be able to perform the duties of the Chairperson, and
when so acting, shall have all the power of and be subject to all the restrictions upon the
Chairperson. Any Vice Chairperson shall perform such other duties as from time to time may be
assigned to him or her by the Chairperson or the Board.
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4.5 Treasurer. If required by the Board by written resolution, the Treasurer shall give a bond
for the faithful discharge of his or her duties in such sum and with such surety or sureties as the
Board shall determine. The Treasurer shall oversee the care and custody of the books and
financial records of the account or accounts of the Corporation, shall have oversight of all funds
and securities of the Corporation, and shall perform all the duties incident to the office of
Treasurer and such other duties as from time to time may be assigned to him or her by the
Chairperson or by the Board.
4.6 Secretary. The Secretary shall keep, or cause to be kept, the minutes of the meetings of
the Governance Board in one or more books provided for that purpose; give all notices in
accordance with the provisions of these Bylaws or as required by law; be custodian of the
corporate records and of the seal of the corporation, and affix the seal of the corporation to all
documents, the execution of which on behalf of the corporation under its seal is duly authorized
in accordance with the provisions of the Bylaws; keep a register of the post office address and
other pertinent contact information of each Board Member which shall be furnished to the
Secretary by each Board Member; and, in general, perform all duties incident to the office of
Secretary and such other duties as from time to time may be assigned to him or her by the
Chairperson or by the Board.
4.7 Resignation. Any Officer may resign at any time by giving written notice to the
Chairperson or Vice Chair of the Board. Such resignation shall take effect at the time specified
in the notice, or if no time is specified, then immediately, with the vacancy to be filled in
accordance with Section 4.9 of these Bylaws.
4.8 Removal. Any Officer elected or appointed by the Governance Board may be removed
by a majority vote of the voting Board whenever, in its judgment, the best interests of the
corporation would be served thereby, but such removal shall be without prejudice to the contract
rights, if any, of the Officer so removed, with the vacancy to be filled in accordance with Section
4.9 of these Bylaws. Any officer who is the subject of a removal vote may count towards
establishing a quorum but shall not be eligible to vote on his or her removal.
4.9 Vacancies. A vacancy in any office because of death, resignation, disqualification or
otherwise, may be filled by the Board for the unexpired portion of the term in accordance with
the provisions of Section 4.2.
4.10 Compensation. Officers shall not be compensated but may be eligible for reimbursement
of expenses pursuant to Section 3.12.
ARTICLE V
APPOINTIVE OFFICERS AND AGENTS
5.1 The Board may appoint such officers and agents in addition to those provided for in
Article IV as may be deemed necessary, who shall have such authority and perform such duties
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as shall from time to time be prescribed by the Board. All appointive officers and agents shall
hold their respective offices or positions at the pleasure of the Board, and may be removed from
office or discharged at any time with or without cause; provided that removal without cause shall
not prejudice the contract rights, if any, of such officers and agents. Any or all of such appointed
positions may be salaried as prescribed by the Governance Board.
ARTICLE VI
COMMITTEES
6.1 Establishment. The Governance Board may, by resolution adopted by a majority of the
Board Members in office, establish such committees as the Governance Board shall deem
necessary or advisable. All such committees shall have and may exercise such powers and
authority of the Governance Board delegated to said committees through its Board approved
policies. A board member serves as the chairperson of each committee and committees may
have co-chairs.
6.2 Executive Committee. The Executive Committee shall consist of the officers of the
Corporation, and shall have and exercise the authority of the Governance Board in the oversight
of the Corporation. The Executive Committee shall be presided over by the Chairperson of the
Governance Board of the Corporation.
6.3 Limitations on Authority. No committee, including the Executive Committee, shall have
any power or authority to the following:
1. Amending, altering or repealing the Bylaws;
2. Electing, appointing or removing any member of any such committee or any
Board Member or officer of the corporation;
3. Amending the articles of incorporation or restating articles of incorporation;
4. Adopting a plan of merger or adopting a plan of consolidation with another
corporation;
5. Authorizing the sale, lease, exchange or mortgage of all or substantially all of the
property and assets of the corporation;
6. Authorizing the voluntary dissolution of the corporation or revoking proceedings
thereof;
7. Increasing the annual budget adopted by the Board;
8. Adopting a plan for the distribution of the assets of the corporation; or
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9. Amending, altering or repealing any resolution of the Governance Board which
by its terms provides that it shall not be amended, altered or repealed by such
committee.
The designation and appointment of any committees and the delegation thereto of authority shall
not relieve the Governance Board, or any individual Board Member, of any responsibility
imposed upon it or him by law. All Committees shall report to the Chairperson and the full
Board on its activities.
6.4 Term of Office. Each member of a committee shall continue as such until the next
annual meeting of the members of the corporation and until his successor is appointed, unless the
committee shall be sooner terminated, or unless such member be removed from such committee,
or unless such member shall cease to qualify as a member thereof.
6.5 Vacancies. Vacancies in the membership of any committee may be filled by
appointments made in the same manner as provided in the case of the original appointments.
6.6 Quorum. Unless otherwise provided in the resolution of the Governance Board
designating a committee, a majority of the whole committee shall constitute a quorum and the act
of a majority of the members present at the meeting at which a quorum is present shall be the act
of the committee.
6.7 Rules. Each committee may adopt rules for its own government not inconsistent with
these Bylaws or with policies and procedures adopted by the Governance Board.
ARTICLE VII
CONTRACTS, CHECKS, DEPOSITS AND FUNDS
7.1 Contracts. The Board may authorize any officer or officers, agent or agents, of the
corporation in addition to the officers so authorized by these Bylaws to enter into any contract or
execute and deliver any instrument in the name of and on behalf of the corporation. Such
authority may be general or confined to specific instances.
7.2 Checks and Drafts. All checks, drafts, or orders for the payment of money, notes, or
other evidences or indebtedness issued in the name of the corporation shall be signed by such
officer or officers, agent or agents, of the corporation and in such manner as shall from time to
time be determined by resolution of the Board. In the absence of such determination by the
Board, such instruments shall be signed by the Treasurer and countersigned by the Chief
Executive Officer (CEO) of the corporation. Checks in the amount of $10,000 or more must have
signatures of both the CEO and either the Treasurer or the Board Chairperson.
7.3 Deposits. All funds of the corporation shall be deposited from time to time to the credit
of the corporation in such banks, trust companies, or other depositories as the Governance Board
may select. The Treasurer (working with the Chief Executive Officer (CEO) of the school) will
be responsible for depositing all school funds and for keeping accurate records of deposits and
withdrawals. Funds will be deposited within 24 hours of receipt. Acceptable accounting
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procedures will be followed to record and track all monies. The CEO (or the Chief Financial
Officer, once selected) of the school will be responsible for ensuring that appropriate financial
procedures are followed regarding all income and expenses of the corporation with guidance and
direction from a duly authorized CPA firm in the State of Georgia.
7.4 Conditional Gifts. The Board may accept or reject gifts to the corporation carrying
conditions or restrictions as to use. Conditions or restrictions placed on gifts that are accepted by
the Board shall be complied with by the Board.
7.5 Other Financial Procedures: The Governance Board will be updated monthly on the
financial and operational condition of the school through reports and other methods. The
Governance Board will also have access to all financial information, including source
documents, at all times. The corporation will establish all appropriate financial policies and
procedures such as generally accepted accounting procedures, a checking account held in a
financial institution acceptable in Georgia, adequate payroll procedures, procedures for the
creation and review of monthly and quarterly financial statements, and establishment of liability
insurance.
ARTICLE VIII
SELF-DEALING TRANSACTIONS
8.1. Purpose. The purpose of the procedures prescribed in this Article VIII is to protect the
Corporation’s best interest when entering into a transaction or arrangement that also might
benefit the private interest of a Board Member, Officer or employee or marital relation of a
Board Member, Officer or employee.
8.2. Board’s Authority. The Board shall not authorize corporate action, and no committee
shall recommend corporate action, except in accordance with procedures set forth in this Article
VIII.
8.3. Procedures.
(a) Duty to Inquire. In its consideration of any action, the Governance Board and all
committees shall first conduct appropriate inquiry to determine whether the action
involves a Self‐Dealing Transaction (as defined below), including determining the
nature, scope and details thereof.
“Self‐Dealing Transaction” means any transaction having the School as one party
and one or more of the following among the proposed other parties thereto:
i. Board Members, Officers or employees of the School, or blood or marital
relations of any of them;
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ii. An entity in which a Board Member , Officer or employee of the
Corporation, or blood or marital relation of any of them, holds an
ownership or investment interest;
iii. An entity which employs or otherwise compensates a Board Member
Director, Officer or employees of the School, or employs or compensates
a blood or marital relation of any of them; and/or
iv. Any entity which has, as a member of its Governance Board or trustees, a
Board Member, Officer or employee of the School, or a blood or marital
relation of any of them.
A Director involved in an actual or potential Self‐Dealing Transaction is referred
to herein as an “Involved Director.” Involved Board Members, and Officers and
employees, related to a possible Self‐Dealing Transaction being evaluated shall
not participate in the inquiry into or the determination of whether the transaction
is a Self‐Dealing Transaction, but may present to the Governing Board regarding
the nature and extent of his or her relationship to the matter being considered.
(b) Determining Whether a Self-Dealing Transaction Exists. After inquiry in
accordance with subparagraph (a) immediately above, the Governance Board
shall take action as to whether the transaction is a Self‐Dealing Transaction;
provided, an Involved Board Member shall not participate in the deliberation of or
vote on the issue of whether a transaction is a Self‐Dealing Transaction.
(c) Acting on a Self-Dealing Transaction. If the Governance Board determines a
transaction being considered is a Self‐Dealing Transaction, the Board will
exercise due diligence to determine whether the Corporation can arrange an
alternative transaction more favorable to the School with reasonable efforts. An
Involved Board Member shall not participate in this determination. As part of its
due diligence, the Governing Board may involve or engage one or more
disinterested people to investigate alternative transactions. If the Board decides
not to proceed with an alternative transaction, the Board shall determine whether
it is in the Corporation’s best interests and is fair and reasonable to the
Corporation to authorize the Self‐Dealing Transaction, provided, an Involved
Board Member shall not participate in the deliberation of or vote upon the
authorization of a Self‐Dealing Transaction.
(d) Violations. If the Governance Board has reasonable cause to believe that a Board
Member, Officer or employee has violated Article VIII of these Bylaws, it shall
conduct further investigation as the Board deems warranted, shall inform the
Board Member, Officer or employee of the basis for such belief, and afford him
or her an opportunity to explain the alleged failure to disclose. If the Governance
Board determines that a violation of Article VIII of these Bylaws has been
committed, the Board shall take appropriate disciplinary and/or corrective action.
A Board Member who is the subject of an investigation or possible disciplinary or
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corrective action under this subparagraph (d) shall not participate in the
deliberation of or vote on such determination of disciplinary or corrective action.
(e) The procedures prescribed in subparagraphs (a), (b) and (c) above shall apply to
actions of committees of the Board in the same manner and to the same extent as
prescribed for Board actions.
8.4 Records of Proceedings. The minutes of the Governance Board and all committees with
Board delegated powers shall contain the names of the persons and entities involve in
transactions which are or may be Self-Dealing Transactions, findings of the Board in respect of
the scope and nature of those persons’ and entities’ involvement, actions taken in accordance
with this Article, the names or the persons present for or who participated in discussions thereof
and a summary of the content of such discussions, and a record of votes taken in connection
therewith, including the names of those present for and who participated in voting and their
respective votes.
ARTICLE IX
MISCELLEANEOUS PROVISIONS
9.1 Books and Records. The corporation shall keep correct and complete books and records
of account and shall also keep minutes of the proceedings of its Board, and shall keep at the
registered or principal office, a record giving the names and addresses of the Governance Board
Members. All books and records of the corporation may be inspected by any Governance Board
Member or his/her agent or attorney, for any proper purpose at any reasonable time.
9.2 Fiscal Year. The fiscal year of the corporation shall begin on the first day of July and end
on the last day of June in each year.
9.3 Seal. The Governance Board may provide a corporate seal which shall have inscribed
thereon the name of the corporation and may be in such form as the Governance Board may
determine, and may be used by causing it or a facsimile thereof to be impressed or affixed or in
any other manner reproduced.
9.4 Financial Reports. The Governance Board shall cause an annual, audited financial report
to be prepared by a Certified Public Accountant so that it is delivered to the Local Education
Authorizer (LEA) an the Georgia Department of Education, Charter Schools Division by
required due date.
9.5 Distribution of Assets. In the event the Corporation is dissolved in accordance with
applicable federal and state laws, all unencumbered assets shall be distributed to a 501(c)(3) tax
exempt nonprofit organization (including, without limitation, others charter schools, authorized
and approved in accordance with the applicable laws of the State of Georgia), and determined by
a majority of the voting members of the Board Member then in office.
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9.6 Right of Inspection. Each Governance Board Member, in carrying out his or her duties
and responsibilities, has the right to inspect and copy all books, records and documents of every
kind and to inspect the physical properties of the Corporation, provided that such inspection is
conducted at a reasonable time after reasonable notice, and provided that such right of inspection
and copying is subject to the obligation to maintain the confidentiality of the reviewed
information, in addition to any obligations imposed by any applicable federal, state or local law.
The cost of such inspection and copying shall be borne by the inquiring Board Member and shall
be paid by said Board Member at the time of the inspection and copying. All books, records and
documents of every kind shall remain in the sole custody of the Corporation during the copying
process.
9.7. Interpretation of Charter. The Charter and/or applicable federal, state or local law will
control when in conflict with these bylaws.
ARTICLE X
INDEMNIFICATION
10.1. Indemnification of Board Members and Officers. The Corporation shall, to the fullest
extent permitted by applicable law, indemnify its Board Members and Officers who were or are a
party or are threatened to be made a party to any threatened, pending or completed action, suit or
proceeding, whether civil, criminal, administrative or investigative and whether formal or
informal, by reason of the fact that such Governance Board Member or Officer is or was a Board
Member or Officer of the Corporation or is or was serving at the Corporation’s request as a
Board Member, Officer, partner, trustee, employee, or agent of another foreign or domestic
business or nonprofit corporation, partnership, joint venture, trust, employee benefit plan, or
other enterprise, against any obligation to pay a judgment, settlement, penalty, fine, or reasonable
expenses incurred with respect to a proceeding if the individual conducted himself in good faith
and reasonably believed, in the case of conduct in his official capacity with the Corporation, that
his conduct was in the Corporation’s best interests, and in all other cases, that his conduct was at
least not opposed to its best interests, or in the case of a criminal proceeding, had no reasonable
cause to believe his conduct was unlawful.
The Corporation shall not indemnify any Governance Board Member or Officer in
connection with a proceeding by or in the right of the Corporation in which the Director or
Officer was adjudged liable to the Corporation, or in connection with any proceeding charging
improper personal benefit to the Board Member or Officer, whether or not involving action in his
official capacity, in which the Board Member was adjudged liable on the basis that personal
benefit was improperly received by the Board Member.
10.2. Expenses. Expenses incurred by a person covered by Section 10.1 hereof in defending a
threatened, pending or completed civil or criminal action, suit or proceeding shall be paid by the
Corporation in advance of the final disposition of such action, suit or proceeding upon receipt of
an undertaking by such person of his good faith belief that he has met the applicable standards of
conduct and to repay such amount if it shall ultimately be determined that such person did not
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meet the applicable standard of conduct, and a determination is made that the facts then known
to those making the determination would not preclude indemnification under this chapter.
10.3. Optional Indemnification. The Corporation may, to the fullest extent permitted by
applicable law, indemnify and advance or reimburse expenses for persons in situations other than
that covered by this Article X.
10.4. Board Members and Officers Insurance. The Governance Board shall also authorize the
purchase of insurance on behalf of any director, officer, employee, or other agent against any
liability incurred by him which arises out of such person's status as a director, officer, employee,
or agent, whether or not the Corporation would have the power to indemnify the person against
that liability under law.
ARTICLE XI
NOTICES
11.1 Attendance as Waiver. Any Director may waive notice of any meeting. The attendance
of a Director at any meeting shall constitute a waiver of notice of such meeting, except where a
Director attends a meeting for the express purpose of objecting to the transaction of any business
because the meeting is not lawfully called or convened.
11.2 Written Waiver. Whenever any notice is required to be given under the provisions of the
Georgia Non-Profit Corporation Act or under the provisions of the Articles of Incorporation or
the Bylaws of the Corporation, a waiver thereof in writing signed by the person or persons
entitled to such notice, whether before or after the time stated therein, shall be deemed equivalent
to the giving of such notice.
11.3 Purpose. Neither the business to be transacted at, nor the purpose of any regular or
special meeting of the Board need be specified in the notice or waiver of notice of such meeting,
unless specifically required by law or by these Bylaws.
ARTICLE XII
AMENDMENTS TO BYLAWS
12.1 Adoption and Effective Date. These Bylaws, which are supplemental to the Georgia
Nonprofit Corporation Act, as the same may be in effect from time to time, were amended
adopted as the Bylaws of the Corporation as of the 29th Day of November, 2018, by the
Governing Board, and shall be effective as of said date.
12.2 Amendment or Repeal. These Bylaws may be altered, amended, or repealed and new
Bylaws may be adopted by a two-thirds vote of the Board Members present at any regular
scheduled meeting or at any special meeting of the Board, if at least five (5) days written notice
Revised 11.29.2018
Page 13 of 14
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Leadership Preparatory Academy Renewal Petition 2022
is given of an intention to alter, amend, or repeal these Bylaws or to adopt new Bylaws at such
meeting.
12.3 Recording. The text of each amendment to or repeal of these Bylaws shall be attached
hereto with a notation of the date of such amendment or repeal.
Article Amended Date Amended Approved by
See attached original bylaws February _________, 2014 Governance Board
with markups
September 24, 2015
Ray Hill, Board Chair
November 29, 2018
Revised 11.29.2018
Page 14 of 14
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Leadership Preparatory Academy Renewal Petition 2022
Exhibit
80
Leadership Preparatory Academy Renewal Petition 2022
Leadership Preparatory Academy
LPA GOVERNANCE BOARD CONFLICT OF
INTEREST PROVISIONS POLICY
The Leadership Preparatory Academy (LPA) Governance Board shall adhere to these Conflict of Interest provisions.
1. No Board member shall use or attempt to use his or her official position to secure unwarranted privileges,
advantages, employment for himself or herself, any of his or her immediate family members, or others.
2. No Board member shall act in his or her official capacity in any matter in which he or she, any of his or her
immediate family members, or any business organization in which he or she has a material financial interest,
that would reasonably be expected to impair his or her objectivity or independence of judgment.
3. No Board member shall solicit or accept or knowingly allow any of his or her immediate family members or
any business organization in which he or she has an interest to solicit or accept any gift, favor, loan, political
contribution, service, promise of future employment, or other thing of value based upon an understanding
that the gift, favor, loan, contribution, service, promise, or other thing of value was given or offered for the
purpose of influencing that Board member in the discharge of his or her official duties. For purposes of this
paragraph, a gift, favor, loan, contribution, service, promise, or other thing of value shall not include the
items contained in subparagraphs (a)(2)(A) through (a)(2)(J) of Code Section16-10-2.
4. No Board member shall use, or knowingly allow to be used, his or her official position or any information not
generally available to the members of the public which he or she receives or acquires in the course of and by
reason of his or her official position for the purpose of securing financial gain for himself or herself, any of his
or her immediate family members, or any business organization with which he or she is associated.
5. No Board member or any of his or her immediate family members or any business organization in which he
or she has an interest shall represent any person or party other than the LPA Governance Board, in
connection with any cause, proceeding, application, or other matter pending before the LPA Governance
Board on which he or she serves.
6. No Board member shall be prohibited from making an inquiry for information on behalf of a community
member if no fee, reward, or other thing of value is promised to, given to, or accepted by the Board
member or any of his or her immediate family members in return therefor.
7. No Board member shall be deemed in conflict with these provisions if, by reason of his or her participation
in any matter required to be voted upon by the LPA Governance Board, no material or monetary gain
accrues to him or her as a member of any profession, occupation, or group to any greater extent than any
gain could reasonably be expected to accrue to any other member of that profession, occupation, or
group.
8. No Board member may also be an officer of any organization that sells goods or services to Leadership
Preparatory Academy unless the organization providing goods or services is a Nonprofit membership
organization or there are fewer than three sources for such supplies or equipment within the county;
provided, however, that any purchase of goods or services that is equal to or greater than $10,000 shall
be approved by a majority of the members of the Board in an open public meeting.
Page 1 of 2
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9. The LPA Governance Board shall not do business with any bank or financial institution where a
Governance Board member is an employee, director, officer, or stockholder, when such member owns 30%
or more stock in that institution.
10. No Board member may have a financial interest in school buses, bus equipment or supplies, provide
services for buses owned by the Board, or sell gasoline or other fuel to the Board from a corporation in which
the Board member is a shareholder or officer.
11. No Board member shall accept a monetary fee or honorarium in excess of $101.00 for a speaking
engagement, participation in a seminar, discussion panel, or other activity which directly relates to the official
duties of such Board membership. Actual and reasonable expenses for food, beverages, travel, lodging, and
registration for a meeting which are provided to permit participation in a panel or speaking engagement at the
meeting shall not be considered monetary fees or honoraria.
Conduct as a Board Member
1. No Board member shall disclose or discuss any information which is subject to attorney-client privilege
belonging to the LPA Governing Board to or with any person other than other Board members, the Board
attorney, the school leader, or persons designated by the Governance Board for such purposes, unless
such privilege has been waived by an open session majority vote of the whole Board.
2. No Board member shall vote on the employment or promotion of any of his or her immediate family
members. No immediate family member of a Board member may be employed or promoted unless a
public, recorded vote is taken separately from all other personnel matters.
3. No Board member may be employed in any position in the charter school in which they serve.
4. No Board member shall be employed by the State Department of Education or serve concurrently as a
member of the State Board of Education.
5. No member the LPA Governance Board shall serve simultaneously on the governing body of a public
local school district or of a private elementary or secondary educational institution that actively
seeks funding from any government entity or private entity from which the charter school also seeks
funding.
Each member of this Board understands and acknowledges that no person shall be eligible to serve on the LPA
Governance Board unless he or she:
(1) Has read and understands the Code of Ethics and the Conflict of Interest provisions applicable to
members of the LPA Governance Board and has agreed to abide by them; and
(2) Has agreed to annually disclose compliance with the State Board of Education's policy on training for
members of the LPA Governance Board, the Code of Ethics of the LPA Governance Board, and the Conflict of Interest
provisions applicable to Members of the LPA Governance Board.
Page 2 of 2
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Leadership Preparatory Academy Renewal Petition 2022
Exhibit
83
Leadership Preparatory Academy Renewal Petition 2022
LPA Governance Board Conflict of Interest Policy Acknowledgement
As a duly elected member of the Leadership Preparatory Academy Governance Board, and in accordance with the
provisions of the LPA charter, I, ________________________________________________, hereby acknowledge
that I have read and understand the current LPA Governance Board Conflict of Interest Policy provisions. I further
acknowledge that I agree to comply with this standing policy, and will consult with the Governance Board Attorney
in the event that there may be questions related to my engagement as a Governance Board Member.
This the _________ day of _____________________, 2019.
________________________________________________
(Board Member Signature)
________________________________________________
(Printed Name)
84
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
85
System Name: Leadership Preparatory Academy Charter School Accountability Report Contract Period:21-23
Leadership Preparatory Academy Renewal Petition 2022
Please complete the Accountability Report below. Tab 2 contains a partial example of what your Accountability Report should look like.
School/System Name: Leadership Preparatory Academy Charter Term: 2020-2023
Year 1 Year 2 Year 3
Contract Terms and Performance Goals Assessment/Metric
(2020-2021) (2021-2022) (2022-2023)
ACADEMIC PERFORMANCE STANDARDS Target Actual Target Actual Target Actual
Goal 1: During each year of its charter contract term the charter school shall meet at least one of the following performance standards.
FIRST LOOK: Georgia seeks from its local charter schools is that they increase their College and Career Readiness Performance Index (CCRPI) score each year until they reach 100. The performance standards that measure CCRPI progress include growth in CCRPI itself and in its two major
academic components, Content Mastery and Progress Score. Our “First Look” at annual charter school performance is to see if the school has met the standard for any of the following three CCRPI gap-closing measures. Meeting any one of these standards constitutes having achieved Goal
1 for a given year.
4% of the gap 4% of the gap 4% of the gap
Measure a: Increase its CCRPI score by at least 4% of the gap between 100 and the school’s previous year CCRPI
GMAS between 100 and N/A between 100 and N/A between 100 and TBD
score in each grade band served (elementary, middle, and/or high school); prior year's CCRPI prior year's CCRPI prior year's CCRPI
Increase Content Increase Content Increase Content
Mastery by 10% of Mastery by 10% of Mastery by 10% of
Measure b: Increase its CCRPI Content Mastery score by at least 10% of the gap between 100 and its previous year
GMAS the gap between N/A the gap between N/A the gap between TBD
CCRPI Content Mastery score in each grade band served (elementary, middle, and/or high school) 100 and prior year's 100 and prior 100 and prior
score year's score year's score
Increase Progress Increase Progress Increase Progress
Score by 10% of the Score by 10% of Score by 10% of
Measure c: Increase its CCRPI Progress score by at least 10% of the gap between 100 and its previous year CCRPI
GMAS gap between 100 N/A the gap between N/A the gap between TBD
Progress score in each grade band served (elementary, middle, and/or high school) and previous year's 100 and previous 100 and previous
CCRPI year's CCRPI year's CCRPI
Second Look – School-District Comparisons. If a charter school does not achieve at least one of the “First Look” School Performance Gap Closure standards, it may still satisfy Goal 1 Academic Performance Standard requirements in a given year by
achieving one of the “Second Look” School-District Comparison standards. The secondary academic outcome Georgia seeks from its local charter schools is that they do better than the district schools to which their students would otherwise attend.
Performance standards include whether they exceeded the CCRPI single score of their district or of the schools to which the charter school’s students would otherwise be zoned, or whether they exceeded CCRPI, Content Mastery, or Progress in all grade
bands of their district or of the schools to which the charter school’s students would otherwise be zoned. Meeting any one of the following Second Look standards constitutes having achieved Goal 1 for a given year.
Exceed DCSD's Exceed DCSD's Exceed DCSD's
Measure d. Exceed the CCRPI single score of its school district CCRPI N/A N/A N/A
CCRPI CCRPI CCRPI
Exceed Students' Exceed Students' Exceed Students'
Measure e: Exceed the CCRPI single score of the district schools to which the charter school’s students would
CCRPI Zoned Schools N/A Zoned Schools N/A Zoned Schools N/A
otherwise be zoned CCRPI CCRPI CCRPI
Exceed DCSD's Exceed DCSD's Exceed DCSD's
Measure f: Exceed the CCRPI scores of its school district in each grade band served (elementary, middle, and/or high
CCRPI CCRPI in each N/A CCRPI in each N/A CCRPI in each N/A
school) grade band served grade band served grade band served
Exceed Students' Exceed Students'
Exceed Students'
Zoned School Zoned School
Measure g: Exceed the CCRPI scores of the district schools to which the charter school’s students would otherwise be Zoned School
N/A
CCRPI N/A CCRPI in each N/A CCRPI in each
zoned in each grade band served (elementary, middle, and/or high school) CCRPI in each
grade band grade band
grade band served.
served. served.
Exceed Zoned Exceed Zoned Exceed Zoned
Measure h: Exceed the CCRPI Content Mastery scores of the district schools to which the charter school’s students Schools' Content Schools' Content Schools' Content
N/A
CCRPI N/A N/A
would otherwise be zoned in each grade band served (elementary, middle, and/or high school) Mastery Score in Mastery Score in Mastery Score in
each Grade Band each Grade Band each Grade Band
Exceed DCSD in Exceed DCSD in Exceed DCSD in
Measure i: Exceed the CCRPI Content Mastery scores of its school district in each grade band served (elementary, Content Mastery in Content Mastery in Content Mastery in
CCRPI N/A N/A N/A
middle, and/or high school) each Grade Band each Grade Band each Grade Band
Served Served Served
Exceed DCSD's Exceed DCSD's Exceed DCSD's
Measure j: Exceed the CCRPI Progress scores of its school district in each grade band served (elementary, middle, Progress Score for Progress Score for Progress Score for
N/A
CCRPI N/A N/A
and/or high school) each Grade Band each Grade Band each Grade Band
Served Served Served
Exceed DCSD Exceed DCSD Exceed DCSD
CCRPI Progress CCRPI Progress CCRPI Progress
Measure k. Exceed the CCRPI Progress scores of the district schools to which the charter school’s students would Scores in each Scores in each Scores in each
N/A
CCRPI N/A N/A
otherwise be zoned in each grade band served (elementary, middle, and/or high school) grade band served grade band served grade band served
for students' zoned for students' for students'
schools zoned schools zoned schools
Third Look – School-Statewide Comparisons. If a charter school does not achieve at least one of the “First Look” School Performance Gap Closure standards or the
“Second Look” School-District Comparison standards, it may still satisfy Goal 1 Academic Performance Standard requirements in a given year by achieving one of the “Third Look” School-Statewide Comparison standards. The
tertiary academic outcome Georgia seeks from its local charter schools is that they do better than the similar schools throughout the state. Meeting any one of the following Third Look standards constitutes having achieved
Goal 1 for a given year.
Measure l: Achieve a positive statistically significant Value-Added Impact Score in each grade band served (elementary,
middle, and/or high school) Value-Added Impact +value added +value added +value added
N/A N/A TBD
Score score score score
Measure m: Beat the Odds
Beating the Odds or
BTO N/A BTO N/A BTO TBD
Within Expected Range
Goal 2: During each year of its charter contract term the school will perform at the level required to stay off the list of Tier II (TSI/Targeted Support and Improvement) and Tier III (CSI/Comprehensive Support and Improvement) schools published
annually by GaDOE, and the Turnaround Eligible Schools List published annually by the Governor’s Office of Student Achievement.
SCHOOL CLIMATE PERFORMANCE STANDARDS
Goal 3: During the first year of its charter contract term, the Charter School shall achieve a School Climate Star Rating of 3 or more stars.
Goal 4: During the second and each subsequent year of its charter contract term, the Charter School shall achieve a School Climate Star Rating of 4 or more stars.
FINANCIAL PERFORMANCE STANDARDS
Goal 5: During each year of its charter contract term, the Charter School shall achieve all six of the following financial performance standards.
Measure a: Not be in default of loan or bond covenant(s) and/or is not delinquent with debt services payments.
Measure b: Achieve a Current Ratio (Working Capital Ratio) that is greater than 1.0 or greater and one-year trend is positive
Measure c: Possess a Debt to Asset Ratio that is less than 95 percent
Measure d: Unrestricted Days Cash (Total Expenses/365) is greater than 45 days and the one-year trend is positive.
Measure e: Financial Efficiency Rating is 4 Stars or above.
Measure f: Ontime and unmodified audit opinion.
GOVERNANCE PERFORMANCE STANDARDS
Goal 6: During each year of its charter contract term, the Charter School shall achieve all six of the following governance performance standards.
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Leadership Preparatory Academy Renewal Petition 2022
Measure a: All governing board members complied with all applicable open governance requirements, including policies MET MET
Compliance with GA Open Expected to meet/TBD
relating to the Georgia Open Meetings Act and open records requirements.
Meetings Act
Measure b: All governing board members attended all required training, including all training required for any new MET MET Expected to meet/TBD
governing board members.
Training Requirements Met
Measure c: The Board met a minimum of seven (7) times. MET MET Expected to meet/TBD
7 meetings per year
Measure d. Successful implementation of the Teacher and Leader Keys Effectiveness System as verified by MET MET Expected to meet/TBD
GaDOE.
TKES/LKES Implementation
Measure e: All governing board members acted in accordance with the Standards for Effective Governance of
a Georgia Non-Profit School Governing Board as sworn to in the Legal Compliance Affidavit included in the MET MET Expected to meet/TBD
Annual Report, and as evidenced by a lack of any evidence to the contrary received by GaDOE and the
Act in accordance with the
authorizing district(s).
Standard
Measure f: The Board reflects the sociodemographic diversity of the community it serves. Board is reflective of the MET MET Expected to meet/TBD
community it serves
Goal 7: The Charter School shall implement all Essential or Innovative Features as defined in Section 5 of the charter in all material respects.
Leadership Curriculum N/A MET MET MET
STEM N/A MET MET MET
Project-based Learning N/A MET MET MET
Small group instruction and collaboration N/A MET MET MET
Blended learning N/A MET MET MET
Student-developed online portfolios N/A MET MET MET
N/A MET MET MET
Community service learning projects
LEGAL COMPLIANCE PERFORMANCE STANDARDS
Goal 8: During each year of its charter contract term, the Charter School shall implement all legal requirements included in All legal req's All legal req's All legal req's Expected to
MET MET
federal and state law, rules, and regulations, and in this charter contract in all material respects. implemented implemented implemented meet/TBD
Not on Not on
Goal 9: The Charter School s hall not do anything which results in GaDOE and the authorizing district(s) placing it on probation Not on probationary Expected to
MET probationary MET probationary
more than two times in a single school year (July 1 to June 30). status meet/TBD
status status
Not on Not on
Not on probationary
probationary probationary
Goal 10: The Charter School shall not do anything which results in GaDOE and the authorizing district(s) placing it on probation status more than 3x Expected to
MET status more than MET status more than
more than three times during its charter contract term. during the contract meet/TBD
3x during the 3x during the
term
contract term contract term
Met Progress Made Not Met
KEY:
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Exhibit
88
Leadership Preparatory Academy Renewal Petition 2022
89
Leadership Preparatory Academy Renewal Petition 2022
90
Leadership Preparatory Academy Renewal Petition 2022
91
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
92
Leadership Preparatory Academy Renewal Petition 2022
Introduction: Locally-approved charter school non-profit governing boards must have decision-making authority in all areas, including personnel decisions, financial decisions and resource
allocation, curriculum and instruction, establishing and monitoring the achievement of school improvement goals, and school operations. The columns in the chart below describe the
authority that must be exercised by a charter school's governing board, management, and school district respectively. There are also columns provided for other common charter school
partners (if applicable).
Instructions: Applicants must submit a proposed version of this chart that shows how roles and responsibilities are and/or will be shared for their particular charter school. If any checkmarks
are deleted or added, applicants must highlight in yellow those cells where a checkmark was deleted or added.
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Leadership DeKalb
LPA Secondary Business Community
Preparatory County
Personnel Decisions Administrative Education Partner(s) Partner(s)
Academy School
Team Partner(s) (if applicable) (if applicable)
Governing Board District
(if applicable)
Select, retain, transfer, promote, demote, and/or terminate the principal or school
!
leader
Evaluate the principal or school leader (LKES) !
Select, retain, transfer, promote, demote, and/or terminate faculty and all other
!
staff
Evaluate the teachers (TKES) and all other staff !
Determine whether teacher certification will be required ! !
Plan professional development for staff !
Post-
DeKalb
Charter School Secondary Business Community
Charter School County
Financial Decisions and Resource Allocation Nonprofit Education Partner(s) Partner(s)
Management School
Governing Board Partner(s) (if applicable) (if applicable)
District
(if applicable)
Determine number and type of personnel positions budgeted, including
! !
qualifications, roles, and job descriptions
Establish compensation model including salary ranges, bonus or performance-based
increases, supplements, and personal and professional leave, health, dental,
! !
disability, and other benefit plans offered (other than TRS, which is mandated) for
all employees
Set budget priorities with funds received that are aligned with school improvement
plan, including personnel, curriculum, supply, equipment, maintenance, operations, ! !
and all other costs
93
Leadership Preparatory Academy Renewal Petition 2022
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Ensure school receives all per-pupil and other funding to which it is entitled by
! ! !
agreement with the local district (its fiscal agent)
Raise additional funds through fundraising efforts ! !
Exercise discretion over expenditure for all state and local funds and, as permissible,
!
federal funds
Final school budget approval !
Establish financial policies and standard operating procedures !
Maintain a reserve fund !
Determine facility uses ! !
Ensure sound fiscal management and monitor budget implementation ! !
Post-
Leadership DeKalb
LPA Secondary Business Community
Preparatory County
Curriculum and Instruction Administrative Education Partner(s) Partner(s)
Academy School
Team Partner(s) (if applicable) (if applicable)
Governing Board District
(if applicable)
Recommend/Adopt instructional delivery model ! !
Recommend/Adopt curriculum, including any changes in curriculum as needed to
! !
improve student achievement
Recommend/Adopt courses and programs to offer ! !
Recommend/Adopt textbooks, technology, and instructional materials ! !
Recommend/Establish additional graduation requirements ! !
Recommend/Adopt course and credit requirements, including technology and
! !
physical education skill requirements
Recommend/Adopt seat time requirements ! !
Recommend/Adopt opportunities for student acceleration/remediation ! !
Create or modify Career Pathway curricula !
Choose dual enrollment options !
Choose credit recovery options !
Utilize online learning platforms (e.g., Georgia Virtual School) !
Establish additional mastery level requirements for performance ! !
Select additional formative and/or summative assessments to determine student
! !
levels of mastery and growth
94
Leadership Preparatory Academy Renewal Petition 2022
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Leadership DeKalb
LPA Secondary Business Community
Preparatory County
Curriculum and Instruction (continued) Administrative Education Partner(s) Partner(s)
Academy School
Team Partner(s) (if applicable) (if applicable)
Governing Board District
(if applicable)
Establish delivery model, scheduling, staffing, and supplemental services for English
! !
Learner (EL), special education (SPED), gifted, and remedial programs
Establish curriculum maps, pacing charts, and methods for monitoring the
!
curriculum
Establish lesson plan requirements for teachers !
Establish placement and promotion criteria ! !
Set grading and reporting policies, plans, process, schedules, and formats ! !
Post-
Leadership DeKalb
Establishing and Monitoring the Achievement of LPA Secondary Business Community
Preparatory County
Administrative Education Partner(s) Partner(s)
Academy School
School Improvement Goals Team Partner(s) (if applicable) (if applicable)
Governing Board District
(if applicable)
Complete self-assessment based on Georgia School Performance Standards !
Develop actions, strategies, and interventions with faculty and staff (i.e., school
!
improvement plan)
Set a timeline for implementing school improvement timeline ! !
Set a budget for implementing school improvement timeline ! !
Recommend/Approve school improvement plan and provide oversight of its
! !
implementation
Hold principal or school leader accountable for school improvement plan
!
implementation and timeline
Hold faculty and staff accountable for school improvement plan implementation
!
and timeline
Evaluate success of school improvement plan and recommend/make revisions as
! !
needed
Regularly communicate student and school performance data to all stakeholders !
95
Leadership Preparatory Academy Renewal Petition 2022
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Leadership DeKalb
LPA Secondary Business Community
Preparatory County
School Operations Administrative Education Partner(s) Partner(s)
Academy School
Team Partner(s) (if applicable) (if applicable)
Governing Board District
(if applicable)
Provide input into school operations that are consistent with school improvement
and charter goals, including establishing human resources policies, procedures, and ! !
handbooks
Establish work schedules of faculty and staff (e.g., hours per day, days per year,
!
calendars)
Establish experience, training, and other matters related to substitute teachers !
Recommend/Set school daily, weekly, and annual school calendar and class
! !
schedules, including length of school year, holidays, early release days, etc.
Recommend/Approve professional development vendors and resources ! !
Manage day-to-day human resources !
HR processing, including employment contracts and benefits administration !
Recommend/Select co-curricular and extracurricular activities ! !
Establish after-school and Saturday programs as needed ! !
Set enrichment and/or advisory periods as needed !
Establish field trips, including locations and date !
Set class size and student-teacher ratios ! !
Set staff-to-student ratios for non-class times (e.g., lunch, recess, specials,
! !
transitions)
Establish school partnerships for school growth ! !
Develop communications strategies, including stakeholder surveys, parent
! !
involvement, volunteer support
Select/Approve vendors aligned with school needs ! !
Manage transportation decisions, including authority to contract for transportation
! !
service
Select information systems (e.g., Student Information System, financial information
! !
systems)
Manage the facility or facilities that are owned and operated by the school system
! !
for use by the charter school
Approve/manage the food service agreement with a vendor or the school system ! !
Establish school size ! !
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Leadership Preparatory Academy Renewal Petition 2022
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Establish school grade span different from typical primary, elementary, middle, and
! !
high public school models (e.g., 4-8, K-8, K-12)
Establish attendance policies ! !
Establish student code of conduct and behavior policies, plans, processes, and
! !
formats
Adopt and implement a marketing plan that is inclusive in its recruitment and
! !
retention of all students
Ensure access to support to address the physical, social, financial, and emotional
! !
needs of students in the school
*The LBOE retains its constitutional authority
97
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
98
Leadership Preparatory Academy Renewal Petition 2022
Leadership Preparatory Academy
STUDENT APPLICATION
Application Date: Grade Applied for:
Month Day Year
Start Date: Dropped Date:
Month Day Year Month Day Year
Orientation: Date of Orientation:
Month Day Year
STUDENT INFORMATION
Name: Sex: M F
First MI Last
Address:
Street City State Zip
Soc. Sec.#: D.O.B.: Place of Birth
Student must be born on or before September 1, 2001 to enter the Kindergarten.
Student must be born on or before September 1, 2000 to enter the First Grade.
RACIAL/ETHNIC INFORMATION (Check one category)
! American Indian or Alaskan Native ! Asian or Pacific Islander ! Hispanic
! Black not of Hispanic Origin ! Multicultural
! White not of Hispanic Origin
Year to be enrolled at LPA Fall of: Grade
CURRENT SCHOOL INFORMATION
School Name: Current Grade:
School Address:
Street City State Zip
Type of School: !Private !Public !Other (list) ____________________________
PREVIOUS SCHOOL INFORMATION
School Name: Grade There:
School Address:
Street City State Zip
Type of School: !Private !Public !Other (list) ____________________________
School Name: Grade There:
School Address:
Street City State Zip
Type of School: !Private !Public !Other (list) ____________________________
NAME AND AGES OF OTHER SIBLINGS (Please indicate if these siblings are enrolled or have applied at our school)
Name D.O.B. Expected Grade Enrolled Applied
/ /
/ /
/ /
(2)
99
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
100
Leadership Preparatory Academy Renewal Petition 2022
Enrollment Policy and Procedures
As public schools, charter schools comply with state and federal regulations, and their
admissions are open to students in accordance with the school’s charter agreement. The
procedures below outline the enrollment process at Leadership Preparatory Academy:
Annual Reenrollment
! Parents of students who wish to re-enroll their rising 1st – 7th grader are asked to complete
and submit an electronic, on line reenrollment form. Parents will be asked to submit
proof or residence (and any other applicable) documents. Once documents have been
verified the student will be re-enrolled into LPA. If documents are not received within
the allotted time frame, then the student’s seat is forfeited and the student will be placed
on the wait list for that grade level.
! In the event a student applies for a school through the School Choice program and
accepts that seat, they will automatically forfeit their seat at LPA.
Open Enrollment
• There will be an open admission period each year during which time any interested
students may submit an admission application. The dates and times for this open admission
period shall be established by the school each year and shall end no later than the last day
of April for the school year beginning the fall of the same year.
• Pursuant to the LPA charter agreement, any un-enrolled siblings of a current LPA student
may be considered for enrollment if seats are available. Children of current full-time
employees, and children of current governing board members who submit complete
admission application forms during the admission period will be registered for the
following school year unless, among such students, there are not enough spaces available
in any particular grade or program. In that case, such students will be enrolled based on a
lottery to be held in an open forum on the date stated in the admission information.
• Admission shall be open to any student who resides within the DeKalb County Public
Schools attendance zone.
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Leadership Preparatory Academy Renewal Petition 2022
Lottery
If a lottery is required after any admission application period, a lottery will be held in an open
forum at a time and place listed on the website. All lotteries will be conducted in a manner
that is consistent with Georgia law. If there are more applicants than spaces available for a
certain grade level, then names of students who submitted an application by the deadline will
be placed in a lottery for that grade level. Students who are not selected for admission will be
placed on a waiting list in the order in which their names were selected. Once all grades are
filled or once the lottery, if necessary, is complete, any additional students who submit an
application shall be placed at the end of the cumulative waiting list on a first come, first served
basis.
All those applicants selected from the lottery will need to complete residency verification
materials to become officially enrolled at Leadership Preparatory Academy. Failure to do so
will result in a forfeit of their seat. As additional openings arise, enrollment will continue
from the active waiting list in the order of applicants’ lottery numbers.
If at any point in the year the waiting list is depleted and the school determines that it has
enrollment openings, then a new application and enrollment period will be declared.
Wait List
Leadership Preparatory Academy will maintain a wait list for the school term in which the
wait list was developed.
Enrollment Process
Upon acceptance of admission, applicants will be required to submit completed forms and
required documents by the date indicated on their acceptance letter. If documents are not
received by the deadline, then the student will be placed at the end of the waiting list for their
respective grade level.
The following documents are required to be submitted for enrollment into Leadership
Preparatory Academy:
! Completed admission application
! Original or state certified birth certificate or other acceptable age verification document as
defined by DeKalb County Schools’ Student Registration Policy.
! Parent/guardian photo ID.
! Social Security Card or Social Security waiver
! Proof of Residency (signed copy of lease or rental agreement; current mortgage statement
within 30 days; current utility bill – gas water or electric within 30 days.
! Certificate of immunization (GA form 3231) or affidavit of religions conflict
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Leadership Preparatory Academy Renewal Petition 2022
Exhibit
103
Leadership Preparatory Academy Renewal Petition 2022
104
Leadership Preparatory Academy Renewal Petition 2022
105
Leadership Preparatory Academy Renewal Petition 2022
106
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
107
Leadership Preparatory Academy Renewal Petition 2022
GRADE 1 Curriculum Map
ELA
(adapted from Georgia Department of Education)
Common Core Georgia Performance Standards
First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks
Reading Foundational* Reading Foundational* Reading Foundational* Reading Foundational*
ELACClRFla ELACClRFla ELACClRFla ELACClRFla
ELACClRF2b-d ELACClRF2a-d ELACClRF2a-d ELACClRF2b-d
ELACClRF3b, g ELACClRF3a-c, g ELACClRF3a-g ELACClRF3b, g
ELACClRF4a-c ELACClRF4a-c ELACClRF4a-c ELACClRF4a-c
Reading Literature* Reading Literature* Reading Literature* Reading Literature*
ELACC1RL1 ELACC1RL1 ELACC1RL1 ELACC1RL1
ELACC1RL2 ELACC1RL2 ELACC1RL2 ELACC1RL2
ELACC1RL3 ELACC1RL3 ELACC1RL3 ELACC1RL3
ELACC1RL4 ELACC1RL4 ELACC1RL4 ELACC1RL4
ELACC1RL5 ELACC1RL5 ELACC1RL5 ELACC1RL5
ELACC1RL6 ELACC1RL6 ELACC1RL6 ELACC1RL6
ELACC1RL7 ELACC1RL7 ELACC1RL7 ELACC1RL7
ELACC1RL9 ELACC1RL9 ELACC1RL9 ELACC1RL9
ELACC1RL10 ELACC1RL10 ELACC1RL10 ELACC1RL10
Reading Informational Reading Informational Reading Informational Reading Informational
ELACC1RI1 ELACC1RI1 ELACC1RI1 ELACC1RI1
ELACC1RI2 ELACC1RI2 ELACC1RI2 ELACC1RI2
ELACC1RI3 ELACC1RI3 ELACC1RI3 ELACC1RI3
ELACC1RI4 ELACC1RI4 ELACC1RI4 ELACC1RI4
ELACC1RI5 ELACC1RI5 ELACC1RI5 ELACC1RI5
ELACC1RI6 ELACC1RI6 ELACC1RI6 ELACC1RI6
ELACC1RI7 ELACC1RI7 ELACC1RI7 ELACC1RI7
ELACC1RI8 ELACC1RI8 ELACC1RI8 ELACC1RI8
ELACC1R19 ELACC1R19 ELACC1R19 ELACC1R19
ELACC1RI10 ELACC1RI10 ELACC1RI10 ELACC1RI10
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Leadership Preparatory Academy Renewal Petition 2022
ELA Common Core Georgia Performance Standards continued
First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks
Writing* Writing* Writing* Writing*
ELACC1W1 ELACC1W1 ELACC1W1 ELACC1W2
ELACC1W2 ELACC1W2 ELACC1W2 ELACC1W3
ELACC1W3 ELACC1W5 ELACC1W5 ELACC1W5
ELACC1W5 ELACC1W6 ELACC1W6 ELACC1W6
ELACC1W8 ELACC1W7 ELACC1W7 ELACC1W8
ELACC1W8 ELACC1W8
Language Language Language Language
ELACClLla-c, j, k ELACClLla-c, f, h, j, k ELACClLla-c, f-k ELACClLla-c, j, k
ELACClL2a, b, d, e ELACClL2a, b, d, e ELACClL2a-e ELACClL2a, b, d, e
ELACC1L4 ELACC1L4 ELACClL4a ELACClL4a
ELACClL5a-c ELACClL5a-d ELACClL5a-d ELACClL5a-c
ELACC1L6 ELACC1L6
Speaking & Listening Speaking & Listening Speaking & Listening Speaking & Listening
ELACC1SL1 ELACC1SL1 ELACC1SL1 ELACC1SL1
ELACC1SL2 ELACC1SL2 ELACC1SL2 ELACC1SL2
ELACClSL3a-c ELACClSL3a-c ELACClSL3a-c ELACClSL3a-c
ELACC1SL4 ELACC1SL4 ELACC1SL4 ELACC1SL4
ELACC1SL5 ELACC1SL5 ELACC1SL5 ELACC1SL5
ELACC1SL6 ELACC1SL6 ELACC1SL6 ELACC1SL6
*Reading Foundational Standards 1 & 2 only taught in grades K-l, Writing Standards 4 & 10 begin in grade 3,
Writing Standard 9 begins in grade 4, and there is no Reading Literature Standard 8 at any grade level.
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Leadership Preparatory Academy Renewal Petition 2022
GRADE 1 Curriculum Map
MATHEMATICS
(adapted from Georgia Department of Education)
Common Core Georgia Performance Standards
SEMESTER 1 SEMESTER 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7
5 weeks 7 weeks 6 weeks 5 weeks 5 weeks 5 weeks 4 weeks
Creating Developing Base Understanding Sorting, Operations and Understanding Show What We
Routines Using Ten Number Shapes and Comparing and Algebraic Place Value Know
Data Sense Fractions Ordering Thinking
MCC1.NBT.1 MCC1.NBT.1 MCC1.G.1 MCC1.MD.1 MCC1.OA.1 MCC1.NBT.2 ALL
MCC1.MD.4 MCC1.MD.4 MCC1.G.2 MCC1.MD.2 MCC1.OA.2 MCC1.NBT.3
MCC1.G.3 MCC1.MD.3 MCC1.OA.3 MCC1.NBT.4
MCC1.MD.4 MCC1.MD.4 MCC1.OA.4 MCC1.NBT.5
MCC1.OA.5 MCC1.NBT.6
MCC1.OA.6 MCC1.MD.4
MCC1.OA.7
MCC1.OA.8
MCC1.MD.4
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections
that exist among mathematical topics.
Grades K-2 Key: CC = Counting and Cardinality, G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, OA = Operations and Algebraic Thinking.
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Leadership Preparatory Academy Renewal Petition 2022
GRADE 1 Curriculum Map
SCIENCE
(adapted from Georgia Department of Education)
Georgia Performance Standards
SEMESTER 1 SEMESTER 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
7 weeks 6 weeks 5 weeks 10 weeks 9 weeks
Weather/
Water Organisms Magnets Light/Sound
Seasons
S1E1 S1E2 S1L1 S1P1 S1P1
S1CS1 S1CS1 S1CS1 S1CS1 S1CS1
S1CS2 S1CS2 S1CS2 S1CS2 S1CS2
S1CS3 S1CS3 S1CS3 S1CS3 S1CS3
S1CS4 S1CS4 S1CS4 S1CS4 S1CS4
S1CS5 S1CS5 S1CS5 S1CS5 S1CS5
S1CS6 S1CS6 S1CS6 S1CS6 S1CS6
111
Leadership Preparatory Academy Renewal Petition 2022
GRADE 1 Curriculum Map
SOCIAL STUDIES
(adapted from Georgia Department of Education)
Georgia Performance Standards
SEMESTER 1 SEMESTER 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Lewis and George
Our Earth, Our Benjamin Thomas Personal Harriet Theodore American
Clark; Washington
Home Franklin Jefferson Finance Tubman Roosevelt Folktales
Sacagawea Carver
SS1G2 SS1H1a,b SS1H1a,b SS1H1a,b SS1E4 SS1H1a,b SS1H1a,b SS1H1a,b SS1H2
SS1G3 SS1G1 SS1G1 SS1G1 SS1G1 SS1G1 SS1G1 SS1CG1
SS1CG2 SS1CG SS1CG SS1CG SS1CG SS1CG SS1CG SS1E1
MGS1 SS1E1 SS1E1 SS1E1 SS1E1 SS1E1 SS1E1 SS1E2
MGS2 SS1E2 SS1E2 SS1E2 SS1E2 SS1E2 SS1E2 SS1E3
IPS1 SS1E3 SS1E3 SS1E3 SS1E3 SS1E3 SS1E3 MGS1
IPS2 IPS1 MGS1 MGS1 MGS1 MGS1 MGS1 MGS2
IPS3 IPS2 MGS2 MGS2 MGS2 MGS2 MGS2 IPS1
IPS4 IPS3 IPS1 IPS1 IPS1 IPS1 IPS1 IPS2
IPS5 IPS4 IPS2 IPS2 IPS2 IPS2 IPS2 IPS3
IPS6 IPS5 IPS3 IPS3 IPS3 IPS3 IPS3 IPS4
IPS7 IPS6 IPS4 IPS4 IPS4 IPS4 IPS4 IPS5
IPS7 IPS5 IPS5 IPS5 IPS5 IPS5 IPS6
IPS6 IPS6 IPS6 IPS6 IPS6 IPS7
IPS7 IPS7 IPS7 IPS7 IPS7
Standards: Standards: Standards: Standards: Standards:
-Geography of Personal -Folktales & the
Historical -Contributions & Daily Life Spending & -Contributions & Daily Life American
Figures Saving Character
-Geography -Geography
-Geography of -Goods &
Georgia -Goods & Services -Goods & Services Services
-Roles of -Choices -Choices -Choices
Elected Producers & Consumers Producers & Consumers
-Producers &
Officials
Consumers
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Leadership Preparatory Academy Renewal Petition 2022
Exhibit
113
Leadership Preparatory Academy Renewal Petition 2022
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nzyFtoôEôp nzxxp wl CwHF CEôntFp pG CEôIlHoEl py nlF op otFClEtGô"
Styot+
OpVlwm+काउं टी+'(+ल+*+,-. / +OpVlwm+इं टरनेशनल+वेलकम+78टर+के+79:;+7े+<ा=+आचार+7ं*+ता+3+<ा=+अ*+कारव++:BेCारी+और+चरर=++वका7+
EF-G*Hका+का+अनFवाC+ICान+करता+*HHै।+'(+ल+*IानाचाLM+को+अनFवा+Cत+*HHा*HL+कॉEी+के++लए+अनFरो*H++करG Hा+:ा+7कता+*HHै+अ;Qा+
JJJ-opvlwmFnszzwFrl-zEr#FGHopyG,FHCCzEG,tyGpEIpyGtzy#FGHopyGEpwlGtzyFEर+इले,/ॉ+नक+7ं'रR+उEलS+*HHै।+अंTेUी+7ं'रR+को+7ब7े+7टीक+माना+
:ाता+*HHै+और++क7ी+Iकार+अ7ंग+त+की+-G QQ+त+म8+रG *H+Iबल+*HHोगा।++
+
+
+
+
+
+
+
+ 118
+
Leadership Preparatory Academy Renewal Petition 2022
VlEpy+
+
YpClwt *** *
OpVlwm*NzHyGA*inszzw*OtFGEtnG*ले*VWXYZ[\]Y^_W*!◌◌ं त%*3*!&'%()*+,!&*%-त(%./%!&0-1--2*!&*%33456ते8956*%**+*,न9 !◌◌%/न*;/%न*<=. *।*!◌◌+*OpVlwm*
TyGpEylGtzylw*bpwnzxp*NpyGpE**+*3?@A*BC8*;/%न*<--DE*।*!&'%!ल*%*!;%न%G%8*3H<*,न9 !◌◌%/*<--ए*+**%<@ी*;&त&ल&8*K%L*3&*DE*!◌◌%*
JJJ"opvlwmFnszzwFrl"zEr#FGHopyG!FHCCzEG!tyGpEIpyGtzy#FGHopyG!EpwlGtzyF*K%*!&/E !◌◌ू ती!◌*!3ंN-O*P8लQ*-E *।*,RESTी*भ%ष%*+*!3ंN-O*3WXभY%*3*◌ी*K%&नने-E*-*
,RESी - ,न9 !◌◌%/नK% &भZत% /े 56एK% ,RESTी भ%ष%*+ !3ंN-O !;+< <--ने-E ।
izxlwt
+++++++++++++++++++++++ ++ ++++++ ++ ++ ++ +++++++++ ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
OHrFtrl*Oprxlol*Rzmzwvl*OpVlwm*JHKHH*mtKtAll*qlFtEllol*MHHr!AlElsl*cppEvl*LyFslKl*LEolArl3clDHHDlsl*LEolArl*tAz*XlFHHwtAlolsl*tAz*SzExlEtyGl*
Olmppnlol *KHFsxlol*clEHyGl izz*oslJpAyGl*Nllwlxtrl*ls*pp*OpVlwm"*NzoFtrl*vzzmtrl*JlEDlol*pp*wl*GHEuHxlA*JlKll*wlrH*FlxpAy*vlEll*xllxHwlsl*
oHrFtrl*lxl*yzznl*vzEzyGlol*JlKll*wlrl*spwt*vlEll*JJJ"opvlwmFnszzwFrl"zEr#FGHopyGFHCCzEG!tyGpEIpyGtzy#FGHopyG!EpwlGtzyF"*Yzznl* HHDlol*TyrtEttFvl*JlKll*
wzz*GtKrpwtAll*xtol*HrH*FlKFly*zz*JlA*olmlrpwAFll*xlEvtt*lA*utElly*qlEDt"**
+
iClytFs
++++++++++++++++++++++++++++++++++++ ++ ++ ++++++ ++ ++ +++ ++ ++ ++ +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Pw*OtFGEtGz*PFnzwlE*opw*Nzyoloz*op*OpVlwm*zqEpnp*GEloHnnt8y*opw*XlyHlw*opw*N8otrz*op*NzyoHnGl*PFGHotlyGtw*3*OpEpnszF*A*hpFCzyFlmtwtolopF*opw*LwHxyz*A*
OpFlEEzwwz*opw*NlE•nGpE *nzEGpF2l*opw*NpyGEz op*MtpyIpytol*TyGpEylntzylw*op*OpVlwm"**kFGpo*CHpop*FzwtntGlE*Hyl*nzCtl*lw*otEpnGzE*op*wl*pFnHpwl*z*Hyl*IpEFt8y*
pwpnGE8ytnl*pFG•*otFCzytmwp*py*JJJ"opvlwmFnszzwFrl"zEr#FGHopyG!FHCCzEG!tyGpEIpyGtzy#FGHopyGEpwlGtzyF"* l*IpEFt8y*py*tyrwôF*pF*nzyFtopElol*wl*x•F*lnGHlwtBlol*A*
CEpIlwpnpE•*nHlyoz*slA*Hyl*otFnEpClyntl"
+
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OpVlwm*TyGpEylGtzylw*bpwnzxp*NpyGpE"*Zxmt*wl*ylvlwl*slwtFt*twtAzGlqFtEtJl*wtylJpBl*vHqlyAJl*vJl*xJlwtxH*xvHH*lH*Gzwpz*CpCp*wtylClGtvlyl*vJpyAp*
JJJ"opvlwmFnszzwFrl"zEr#FGHopyG!FHCCzEG!tyGpEIpyGtzy#FGHopyG!EpwlGtzyF"*jzwpz*wl*wHrsl*Al*VttyrpEpBl*wtylnsHvHwtJl*vHJl*Flstst*Bltot*yl*wtGlGHxtvl*JlvlGt*
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ፍቓድ ድማ ካብ ኣህጉራዊ መቐበሊ ደካልብ ’OpVlwm TyGpEylGtzylw bpwnzxp NpyGpE( ረኺቡ ኣሎ። ዝተተርጎመ ተነባቢ ቅዳሕ ንምርካብ ንናይ ትምህርት ቤት ርእሰ መምህር
ምውካስ*ወይ*ድማ*ኤሌክትሮኒካዊ*ግልባጥ*ኣብ*JJJ"opvlwmFnszzwFrl"zEr#FGHopyGFHCCzEG!tyGpEIpyGtzy#FGHopyG!EpwlGtzyF"*ምርካብ*ይከኣል።*ብቋንቋ*ኣንግሊዝኛ*ዝቐርብ*
ግልባጥ*ካብ*ካልኦት*ዝዛየደን*ተገራጫውነት*ምስዝህሉ*ድማ*ዝዕወት*ብምዃኑን*ዝለዓለ*ግምት*ይወሃቦ።*+
+
atpGylxpFp+
+
OpVlwm*NzHyGA*inszzw*OtFGEtnG*nHyr*nấC*mảy*oịns*nủl*gHA*jắn*Ứyr*cử*oìys*nsz*Sọn*itys3gHAềy*Iì*jE•ns*Ystệx*nủl*Sọn*itys*Iì*iổ*jlA*fs•G*jEtểy*j2ys*
N•ns đượn CsôC nủl OpVlwm TyGpEylGtzylw bpwnzxp NpyGpE" gH6 Iị n8 Gsể A:H nầH stệH GEưởyr GEườyr nHyr nấC xộG mảy oịns mằyr rtấA szặn G—x mảy oịns đtệy
Gử*n8*Fẵy*Gạt*JJJ"opvlwmFnszzwFrl"zEr#FGHopyG!FHCCzEG!tyGpEIpyGtzy#FGHopyG!EpwlGtzyF"*Mảy*Gtếyr*Lys*đượn*nzt*wì*ns2ys*K•n*ysấG*Iì*Fẽ*đượn*•C*oụyr*vst*n8*Fự*
vs9yr*Gsốyr*ysấG"* +
119
Leadership Preparatory Academy Renewal Petition 2022
jLM P ZQ+NZYjPYji+
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NslElnGpE*jEltGF* 0'!0“*
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ipnGtzy*@$?*fEznpoHElw*ilqprHlEoF* 77!77*
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120
Leadership Preparatory Academy Renewal Petition 2022
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Leadership Preparatory Academy Renewal Petition 2022
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*
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*
* 122
Leadership Preparatory Academy Renewal Petition 2022
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123
Leadership Preparatory Academy Renewal Petition 2022
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124
Leadership Preparatory Academy Renewal Petition 2022
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125
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126
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127
Leadership Preparatory Academy Renewal Petition 2022
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128
Leadership Preparatory Academy Renewal Petition 2022
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129
Leadership Preparatory Academy Renewal Petition 2022
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132
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! TylCCEzCEtlGp*nsltE*xlyypEF*
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* ! kylHGszEtBpo*pwpnGEzytn*opItnp*HFlrp*tynwHotyr*mHG*yzG*wtxtGpo*Gz*npww*CszypF*lyo*T!CzoF*
! hHyytyr lJlA lyo wplItyr GspnwlFFEzzx
* ! jsEzJtyr*tGpxF*ty*nwlFFEzzx*
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! XzItyr*zE*vtnvtyr*qHEytGHEp*ty*ly*lyrEA*JlA#GlyGEHx*
! MHF xtFmpslItzE
! Rlxmwtyr*
! OEpFF*nzop*ItzwlGtzyF*GslG*yzGtnplmwA*lqqpnG*FlqpGA*zE*EpFCpnG*qzE*Fpwq*lyo*zGspEF*
*
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pKCpnGlGtzyF§+hpItpJ+nwlFFEzzx+CEznpoHEpF+lyo+pKCpnGlGtzyF§+PAp+nzyGlnG§+fEzKtxtGA§+Strs+wpIpwF+zq+FHCpEItFtzy§+
apEmlw+ JlEytyr§+ fEp,Gplnstyr+ zq+ pKCpnGlGtzyF§+ XpyGzEtyr§+ NzyFHwGlGtzy+ JtGs+ rElop+ wpIpw+ GplxF#Fnszzw+
nzHyFpwzE#Fnszzw+CFAnszwzrtFG+qzE+nwlFFEzzx#tyotItoHlw+mpslItzE+xlylrpxpyG+toplF§+hpFGzElGtIp+CElnGtnpF§+jplns+
fEz,izntlw+mpslItzEF§+lyo+kFp+zq+Flqp+Cwlnp+qzE+FGHopyGF+Gz+EpGEplG+Gz+spwC+Fpwq,EprHwlGp-+
*
OtFntCwtylEA ZCGtzyF xlA+tynwHop9+jtxp+zHG+ty+Ezzx§+jtxp+lJlA+ty+mHooA+nwlFFEzzx§+ zFF+zq+CEtItwprpF§+hpqwpnGtzy+
FsppG§ XzItyr FplG§ flEpyG nzyqpEpynp§ hptyqzEnpxpyG zq lCCEzCEtlGp mpslItzEF§ Op,pFnlwlGtzy FGElGprtpF§ hpotEpnG
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Gplx-+NzEEpnGtIp+iGElGprtpF+FszHwo+mp+HFpo+Gz+xlylrp+lootGtzylw+mpslItzEF+JtGs+Gsp+tyIzwIpxpyG+zq+Gsp+FGHopyG +
ClEpyG +GplnspE zE zGspE tyGpEylw+FHCCzEGF-+PKnpCGtzylw+poHnlGtzy+FGHopyG+CEznpoHEpF+ xHFG+lCCwA-+QzE+FGHopyGF+
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0–*
134
Leadership Preparatory Academy Renewal Petition 2022
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FHCCzEGF*Jtww*mp*CEzItopo*lyo*oznHxpyGpo*GsEzHrs*Gsp*Xjii!hjT*CEznpFF*lG+jtpE+0-+NpEGlty+ pIpw+“+zqqpyFpF+xlA+mp+
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nzynpEyF+lEp+CEpFpyG+qzE+Gsp+FGHopyG+zE+zGspEF+’ClrpF+0?,04("*Tq*FGHopyGF*slIp*lnnHxHwlGpo*'!?*zHG*zq*Fnszzw*FHFCpyFtzyF*
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Gz*splwGs *FlqpGA *zE*CEzCpEGA"*
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! jlwvtyr*mlnv*Gz*loHwG*
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! NzyoHnG*zHGFtop*zq*Fnszzw*szHEF*zE*lJlA*qEzx*Fnszzw*
! kyFlqp lnGtzy*
! OEpFF*nzop*ItzwlGtzyF*GslG*nEplGp*l*szFGtwp*zE*HyFlqp*pyItEzyxpyG*
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ClrpF+76,–0-+
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135
Leadership Preparatory Academy Renewal Petition 2022
* pIpw ? ItzwlGtzyF tynwHop tyqElnGtzyF Jstns lEp FpEtzHF lnGF zq xtFnzyoHnG tynwHotyr mHG yzG wtxtGpo Gz EpCplGpo
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* Gz+jtpE+1+zE+jtpE+“+zq+Gsp+Xjii,hjT+qElxpJzEv+tq+jtpE+0+FHCCzEGF+slIp+mppy+nzxCwpGpo+lyo+oznHxpyGpo+JtGs+
qtopwtGA-+Ty+lootGtzy +npEGlty+ pIpw+?+zqqpyFpF+xlA+mp+pwpIlGpo+Gz+jtpE+1+zE+jtpE+“+tyGpEIpyGtzy+FHCCzEGF+tq+FlqpGA+
* nzynpEyF+ lEp+ CEpFpyG+ qzE+ Gsp+ FGHopyG+ zE+ zGspEF+ ’ClrpF+ 0?,04("* Tq* FGHopyGF* slIp* lnnHxHwlGpo* '!?* zHG* zq* Fnszzw*
* FHFCpyFtzyF*zE*ly*lnnHxHwlGtzy*zq*@*zE*xzEp*zHG*zq*Fnszzw*FHFCpyFtzy*olAF *l*jtpE*'*mpslItzE*FHCCzEG*Cwly*FszHwo*mp*
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+ ! LyA*wpIpw*0 *'*zE*“*mpslItzE*GslG*GlvpF*pKnpFFtIp*GplnspE*Gtxp*lyo*GlvpF*lJlA*qEzx*FGHopyG*wplEytyr"*
+ ! jlwvtyr*mlnv*Gz*loHwG*
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136
Leadership Preparatory Academy Renewal Petition 2022
* pIpw @ ItzwlGtzyF tynwHop tyqElnGtzyF Jstns lEp FpEtzHF lnGF zq xtFnzyoHnG tynwHotyr mHG yzG wtxtGpo Gz EpCplGpo
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* CzFtGtIp*mpslItzElw*tyGpEIpyGtzyF*lyo*FHCCzEGF*Jtww*mp*CEzItopo*lyo*oznHxpyGpo*GsEzHrs*Gsp*Xjii!hjT*CEznpFF-+NpEGlty+
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* nzxCwpGpo+lyo oznHxpyGpo+JtGs+qtopwtGA-+Ty+lootGtzy +npEGlty+ pIpw+4+zqqpyFpF+xlA+mp+pwpIlGpo+Gz+jtpE+1+zE+jtpE+“+
* tyGpEIpyGtzy FHCCzEGF+ tq+ FlqpGA+ nzynpEyF+ lEp+ CEpFpyG+ qzE+ Gsp+ FGHopyG+ zE+ zGspEF+ ’ClrpF+ 0?,04("* Tq* FGHopyGF* slIp*
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137
Leadership Preparatory Academy Renewal Petition 2022
! inszzw otFGHEmlynp
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138
Leadership Preparatory Academy Renewal Petition 2022
P PXPYjLhd XLjhTc pIpw zq NzyFpDHpynpF hpCzEG inszzw+Zqqtntlw Gz+
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139
Leadership Preparatory Academy Renewal Petition 2022
P PXPYjLhd XLjhTc pIpw zq NzyFpDHpynpF hpCzEG inszzw+Zqqtntlw Gz+
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140
Leadership Preparatory Academy Renewal Petition 2022
XTOO P#STRS XLjhTc pIpw zq NzyFpDHpynpF hpCzEG inszzw+Zqqtntlw+
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141
Leadership Preparatory Academy Renewal Petition 2022
XTOO P#STRS XLjhTc pIpw zq NzyFpDHpynpF hpCzEG inszzw
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142
Leadership Preparatory Academy Renewal Petition 2022
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144
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145
Leadership Preparatory Academy Renewal Petition 2022
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147
Leadership Preparatory Academy Renewal Petition 2022
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““*
148
Leadership Preparatory Academy Renewal Petition 2022
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*
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149
Leadership Preparatory Academy Renewal Petition 2022
XTOO P#STRS iNSZZ NZYiPgkPYNPi9
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150
Leadership Preparatory Academy Renewal Petition 2022
XTOO P#STRS iNSZZ NZYiPgkPYNPi9
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151
Leadership Preparatory Academy Renewal Petition 2022
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152
Leadership Preparatory Academy Renewal Petition 2022
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153
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154
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156
Leadership Preparatory Academy Renewal Petition 2022
YZjP9+ iGHopyGF+bT +YZj+EpnptIp+zHG,zq,Fnszzw+FHFCpyFtzy+qzE+lGGpyolynp,EpwlGpo+tyqElnGtzyF+zywA-*
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157
Leadership Preparatory Academy Renewal Petition 2022
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158
Leadership Preparatory Academy Renewal Petition 2022
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159
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161
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162
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163
Leadership Preparatory Academy Renewal Petition 2022
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164
Leadership Preparatory Academy Renewal Petition 2022
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165
Leadership Preparatory Academy Renewal Petition 2022
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167
Leadership Preparatory Academy Renewal Petition 2022
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Leadership Preparatory Academy Renewal Petition 2022
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169
Leadership Preparatory Academy Renewal Petition 2022
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170
Leadership Preparatory Academy Renewal Petition 2022
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171
Leadership Preparatory Academy Renewal Petition 2022
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172
Leadership Preparatory Academy Renewal Petition 2022
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173
Leadership Preparatory Academy Renewal Petition 2022
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174
Leadership Preparatory Academy Renewal Petition 2022
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175
Leadership Preparatory Academy Renewal Petition 2022
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*
”0*
176
Leadership Preparatory Academy Renewal Petition 2022
LkjZXZMT P+iPLhNSPi+
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177
Leadership Preparatory Academy Renewal Petition 2022
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”“*
178
Leadership Preparatory Academy Renewal Petition 2022
ijkOPYj+hTRSji+LYO+hPifZYiTMT TjTPi+
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*
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182
Leadership Preparatory Academy Renewal Petition 2022
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”7*
183
Leadership Preparatory Academy Renewal Petition 2022
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”–*
184
Leadership Preparatory Academy Renewal Petition 2022
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189
Leadership Preparatory Academy Renewal Petition 2022
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191
Leadership Preparatory Academy Renewal Petition 2022
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77
192
Leadership Preparatory Academy Renewal Petition 2022
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77
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Leadership Preparatory Academy Renewal Petition 2022
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Leadership Preparatory Academy Renewal Petition 2022
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195
Leadership Preparatory Academy Renewal Petition 2022
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196
Leadership Preparatory Academy Renewal Petition 2022
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7'
197
Leadership Preparatory Academy Renewal Petition 2022
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7“
198
Leadership Preparatory Academy Renewal Petition 2022
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199
Leadership Preparatory Academy Renewal Petition 2022
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7–
204
Leadership Preparatory Academy Renewal Petition 2022
TYOPfPYOPYj PaL kLjTZY9 ikhhZRLjP fLhPYji9
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–$
205
Leadership Preparatory Academy Renewal Petition 2022
NZYiPYj9 OTiNTf TYP fhZNPOkhPi LYO hTRSji9
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–0
206
Leadership Preparatory Academy Renewal Petition 2022
LffPYOTc+
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207
Leadership Preparatory Academy Renewal Petition 2022
fLhPYji&+hTRSj,jZ,VYZb+’PiiL(+
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–“
208
Leadership Preparatory Academy Renewal Petition 2022
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–?
209
Leadership Preparatory Academy Renewal Petition 2022
1$11,1$1“+
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210
Leadership Preparatory Academy Renewal Petition 2022
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211
Leadership Preparatory Academy Renewal Petition 2022
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–7
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Leadership Preparatory Academy Renewal Petition 2022
Exhibit
213
Leadership Preparatory Academy Renewal Petition 2022
Student Discipline Policy and Procedures
Student discipline is a critical factor in maintaining a safe environment for students and staff. While it's important that
students be held accountable for their conduct, it is equally important that students and families know of their right to
appeal and understand the appeal process in order to be better prepared for it.
Some student discipline issues are resolved through one-to-one counseling with a teacher, counselor or school
administrator, and may require no more than an in-school suspension. This means that students are removed from the
classroom for a short period of time for the purposes of redirecting or resolving misbehavior. Other issues may result in
out-of-school suspensions. This is a more formal discipline approach, which prohibits students from attending school, and
requires they have the direct supervision of a parent or other adult. Leadership Preparatory Academy follows the DeKalb
County School District Code of Conduct in its entirety.
The most serious discipline approach, an expulsion, requires approval from the Governance Board and removes the
student from Leadership Preparatory Academy. Expulsions cannot happen without due process. An expelled student may
not participate in any program or activity, including school dances, athletics, and performing arts events.
In an effort to create a more positive school climate, LPA has implemented the Positive Behavioral Intervention System
entitled iLEAD. The ultimate goal of PBIS is to create a safe and productive environment where educators can teach and
all students can learn without disruption. This does not mean that students are no longer punished for inappropriate
behaviors. PBIS practices are currently taking place throughout the district. As part of the PBIS initiative our schools has
defined a set of school-wide expectations and rules for behaviors in all areas of the school which are posted throughout
the school. All students will be explicitly taught these behavioral expectations through school developed lesson plans that
include examples and non-examples of the specific expectation being addressed.
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Leadership Preparatory Academy Renewal Petition 2022
iLEAD Matrix
Classroom Hallway Restroom Cafeteria Playground
Leadership ! Follow directions ! Move with a ! Only two students ! Keep your food to ! Interact kindly
purpose at a time in the yourself with others
! Come prepared restoom
! Silent passage ! Maintain table ! Play fairly
! Speak at ! Remain silent talk
appropriate times ! Transition in a line
on the right side of ! Move with a
! Solve problems the hallway purpose
Encouragement ! Give praise to ! Model ! Promote tidiness ! Model dining ! Exhibit good
peers appropriate and good etiquette sportsmanship
behavior behavior
! Exhibit good ! Include all
sportsmanship children
! Be a positive
influence
Accountability ! Take care of ! Keep the hallways ! Keep the restroom ! Ensure your area ! Keep the
personal and clean clean is clean playground and
classroom throughout the surrounding
materials ! Keep your hands lunch period area clean
to yourself
! Turn in your
personal best
work
! Be honest and
responsible for
your actions and
work
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Leadership Preparatory Academy Renewal Petition 2022
Determination ! Challenge ! Arrive on time ! Maintain a VIP ! Use your time ! Have fun!
yourself Restroom (Very wisely
academically Important Place)
! Be proactive
! Trojan Tokens will be distributed to students school wide who are modeling desired leadership behaviors.
! Individual teachers will determine what students can redeem with their tokens.
! The PTO will coordinate two events for students who adhered to the matrix all semester.
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Leadership Preparatory Academy Renewal Petition 2022
Exhibit
217
Leadership Preparatory Academy
Leadership Preparatory Academy Renewal Petition 2022
Student and Parent Complaint Procedure
Dear Students and Parents:
Student or parent complaints/concerns can be addressed by an email to the teacher. For those
complaints/concerns that cannot be resolved with the teacher, the Governance Board has adopted a standard
Complaint/Concern Resolution Policy.
The student or parent should first discuss and file a Level One complaint with the CLO, as dictated by the
policy. However, it is our sincere desire that all complaints/concerns can be solved promptly, at the lowest level
possible, and with an acceptable resolution.
Complaint/Grievance Resolution Process
Parent/
Guardian- Parent/Guardian- If your
CLO - works with issue is resolved, the
meet with IF NO RESOLUTION
parent to resolve process has been
your child’s
teacher to
complaint. completed.
IF NO RESOLUTION
share
complaint.
Parent/Guardian- may CEO Reviews and decides to Governance Board
send back to the CLO or refer Reviews Complaint and
appeal to the CEO for
to Governance Board
review. Resolution Efforts
Parent/Guardian
may request a
referral to an Governance Board
external consultant renders decision within
IF NO RESOLUTION
for mediation.
Consultant opinion
30 days.
is final.
218
Leadership Preparatory Academy
Leadership Preparatory Academy Renewal Petition 2022
Notice of Complaint/Concern Level 1
This form must be filled out completely by a student or parent and submitted to the CLO via email to ensure
receipt.
Student’s Name: _______________________________________________________________________
Address: ______________________________________________________________________________
Telephone number(s): ___________________________________________________________________
If student is represented by a parent or other adult in pursuing this complaint, please identify the person
representing or assisting you:
Name: _______________________________________________________________________________
Address (If different from above): _________________________________________________________
Telephone number(s): ______________________________ Relationship: _________________________
State the date of the event or series of events causing your complaint: _____________________________
State your complaint/concern, including the individual harm alleged: (Use the back and additional sheets if necessary)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
State specific facts that support your complaint/concern (List in detail): ___________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
State the remedy you seek for this complaint/concern: ________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Signature of student or parent: ____________________________________________________________
Date submitted: ________________________________________________________________________
Date received by CLO: __________________________________________________________________
219
Leadership Preparatory Academy Leadership Preparatory Academy Renewal Petition 2022
Notice of Complaint/Concern Level 2
This form must be filled out completely by a student or parent appealing a Level 1 decision, or lack of a timely
response after Level 2 conference, to the CLO.
Student’s Name: _______________________________________________________________________
Address: ______________________________________________________________________________
Telephone number(s): ___________________________________________________________________
To whom did you last present your complaint? _______________________________________________
Date of Conference: _____________________________________________________________________
If a student is represented by a parent or other adult in pursuing this complaint, please identify the person
representing or assisting you:
Name: _______________________________________________________________________________
Address (If different from above): _________________________________________________________
Telephone number(s): _______________________________ Relationship: ________________________
Please identify specifically what you disagree with in the Level 1 response and/or decision: __________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Identify the issues that you think should be addressed in the Level 2 conference: ____________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Please state the remedy you seek for this complaint/concern: ____________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Signature of student or parent: ____________________________________________________________
Date submitted: _______________________________________________________________________
Date received by the office: ______________________________________________________________
Note: Attach a copy of the Level One complaint/concern
Attach a copy of the Level One decision being appealed, if applicable.
220
Leadership Preparatory AcademyLeadership Preparatory Academy Renewal Petition 2022
Notice of Complaint/Concern Level 3
This form must be filled out completely by a student or parent appealing a Level 2 decision, or lack of a timely
response after Level 3 conference, to the Governance Board Chair.
Student’s Name: _______________________________________________________________________
Address: ______________________________________________________________________________
Telephone number(s): ___________________________________________________________________
Same: ________________________________________________________________________________
To whom did you last present your complaint? _______________________________________________
Date of Conference: _____________________________________________________________________
If student represented by a parent or other adult in pursuing this complaint, please identify the person
representing or assisting you:
Name: _______________________________________________________________________________
Address (If different from above): _________________________________________________________
Telephone number(s): _________________________________ Relationship: ______________________
Please identify specifically what you disagree with in the Level 2 response and/or decision: __________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Identify the issues that you think should be addressed in the Level 3 conference: ____________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Please state the remedy you seek for this complaint/concern: ____________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Signature of student or parent: ____________________________________________________________
Date submitted: _______________________________________________________________________
Date received by the office: ______________________________________________________________
Note: Attach a copy of the Level One and Two complaints.
Attach a copy of the Level One and Level Two decisions being appealed, if applicable.
221
Leadership Preparatory Academy Renewal Petition 2022
Leadership Preparatory Academy
Complaints/Concerns Timeline
Concerns raised by parents/guardians about school personnel should be resolved as quickly as possible.
Step One (Level 1)
Concerns/Complaints against school personnel raised by a parent/guardian shall be
resolved as quickly as possible. The first step in resolving all concerns/complaints shall
be for the parent/guardian to meet with school personnel to try to identify the true issues.
It is expected that the majority of issues between a parent/guardian and school personnel
will be resolved at this first meeting.
Step Two
If concerns are not resolved with school personnel at step one, the parent/guardian shall
meet with the school’s CLO to try to resolve the identified issue. If no resolution is
reached with the CLO, the complaint may proceed to the formal level.
Step Three (Level 2)
The parent/guardian shall put their complaint or concern in writing using the approved
forms, and submit to the site CLO. The CLO shall investigate the concern/complaint and
shall respond in writing with ten (10) working days of receipt of the written complaint or
concern lodged against any school personnel by a student, parent/guardian or other
stakeholder in the student’s interest.
Step Four (Level 3)
If the parent/guardian finds the CLO’s proposed resolution to be unsatisfactory, an appeal
may be made to the CEO. The parent/guardian shall follow the established procedure and
submit the written complaint and CLO’s written response along with any
relevant/documentation to the CEO who shall respond to the parent/guardian, the CLO,
and the employee within ten (10) working days of receipt of all required documentation.
Step Five (Level 4)
If the response of the CEO is unacceptable to the parent/guardian an appeal may be
submitted to the Governance Board of LPA who will respond in writing to the
parent/guardian, the CLO and employee within twenty (20) working days of receipt of the
appeal from the parent/guardian, with formal board action subject to the board calendar
meeting.
222
Leadership Preparatory Academy Renewal Petition 2022
Complaints/Concerns Timeline
Final Appeals
In every instance it is the responsibility of LPA to resolve the complaint/grievance within the organization. However if, after exhausting all steps within the
organization and the complaint/concern is not resolved, the CEO will convene a mediation session with the concerned parties, utilizing a neutral mediator to
resolve the issue. The results of the mediation session will be final. The neutral mediator will be chosen from a list of retired educators, who have agreed to serve
in this capacity as volunteers. These educators will whenever possible, have had broad experience in the educational arena and will be representative of personnel
at all levels of the school system: teaching professional, school based administrators, and system level personnel. The results of the mediation will be final.
223
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
224
Leadership Preparatory Academy Renewal Petition 2022
EMPLOYEE HANDBOOK
2022 - 2023
225
Leadership Preparatory Academy Renewal Petition 2022
LEADERSHIP PREPARATORY ACADEMY
EMPLOYEE HANDBOOK
TABLE OF CONTENTS
OUR VISION 4
OUR MISSION 4
ALOCHOL AND SUBSTANCE ABUSE 6
AT-WILL EMPLOYMENT 6
ATTENDANCE 7
ABSENCE WITHOUT ACCUMULATED LEAVE 7
ADMINISTRATIVE OR DIRECTED LEAVE 7
BENEFIT DEDUCTIONS DURING A LEAVE OF ABSENCE 7
BEREAVEMENT LEAVE 7
CRITICAL DAYS 7
EXCESSIVE ABSENCES/TARDIES 7
EXTENDED LEAVE OF ABSENCE 8
FAMILY MEDICAL LEAVE ACT (FMLA) 8
HARDSHIP LEAVE 8
JURY AND WITNESS DUTY 9
LEAVE OF ABSENCE WITHOUT PAY 9
LEAVING CAMPUS 9
MILITARY CAREGIVER LEAVE OF ABSENCE 9
MILITARY LEAVE 9
OTHER MEDICAL LEAVE 9
PERSONAL LEAVE 9
PROFESSIONAL LEAVE 9
RETURN TO WORK 10
SICK LEAVE 10
TIME FOR VOTING 12
VACATION 12
DISPUTE REGARDING LEAVE BALANCE 12
BENEFITS 12
CELL PHONE USE 14
CERTIFICATION 14
CHILD ABUSE 14
CODE OF ETHICS 15
CONDUCTING PERSONAL BUSINESS 19
CONFIDENTIAL NATURE OF WORK 19
CONTRACTS/LETTERS OF OFFER 19
COMPLAINT/GRIEVANCE PROCEDURES 20
COMPENSATION 26
COST OF LIVING ADJUSTMENTS AND STEP INCREASES 27
EXTENDED DAY/YEAR 27
OVERTIME 27
NON-EXEMPT OR EXEMPT 27
PAY ADVANCES 27
RETIREES RETURNING TO WORK 28
SALARY INCREASE FOR ADVANCED DEGREE 28
SALARY PLACEMENT FOR CERTIFIED EMPLOYEES 28
1
226
Leadership Preparatory Academy Renewal Petition 2022
SALARY PLACEMENT FOR CLASSIFIED EMPLOYEES 28
SALARY SCHEDULE 28
SUMMER SALARY 28
VACATIONS AND HOLIDAYS 28
CONFLICTS OF INTEREST 29
CRIMINAL BACKGROUND CHECK 29
DRUG-FREE WORKPLACE 29
EMERGENCY CONTACTS 30
EMPLOYEE ASSIGNMENTS 30
EMPLOYEE DRESS CODE 30
EMPLOYEE EVALUATION CERTIFIED AND CLASSIFIED 31
EMPLOYEE PERSONNEL RECORDS 31
EMPLOYEES WITH COMMUNICABLE DISEASES 31
EMPLOYEE IDENTIFICATION CARDS AND BADGES 31
FAIR LABOR STANDARDS ACT 33
FALSIFICATION OF RECORDS 33
FUND RAISERS 33
HEALTH AND SAFETY 34
HIRING 34
INCLEMENT WEATHER PROCEDURES 34
INTERVIEWING 34
JOB POSTING 35
MEDICARE 35
NEPOTISM 35
NONRENEWAL 35
OBSERVANCE OF RELIGIOUS HOLIDAYS 35
OUTSIDE EMPLOYMENT 35
PAYROLL DEDUCTIONS 35
PERSONNEL CHANGES 35
PRIVACY AND CONFIDENTIALITY 36
RECORDS MANAGEMENT AND RETENTION 36
REDUCTION IN FORCE 37
RE-EMPLOYMENT 37
RESIGNATIONS 37
REPORT OF SUSPECTED CHILD ABUSE OR NEGLECT 37
RESPONSIBILITY TO REPORT CRIMINAL CHARGES 37
RESPONSIBILITIES FOR RESPONSES TO CIVIL CONCERNS 38
SAFETY 38
SEXUAL HARASSMENT 38
SMOKING 39
39
SOCIAL SECURITY NUMBER 39
SOCIAL MEDIA 39
SOCIAL SECURITY 39
SOLICITATION BY STAFF MEMBERS 40
SOLICITATION ON SCHOOL PROPERTY 40
SUSPENSION/TERMINATION 40
SUBSTITUTE EMPLOYMENT 41
TEACHERS RETIREMENT SYSTEM 41
TELECOMMUNICATIONS 41
TUTORING 42
UNAUTHORIZED TAPE RECORDINGS 42
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WEAPONS 42
WORK CALENDAR 43
WORK HOURS 43
WORKER’S COMPENSATION 43
43
VOL
VOLUNTEER WORK PROHIBITION
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Dear Employee:
This handbook provides information on employment services, benefits, certification, compensation and
classification, leaves of absence, attendance, and personnel records. Nothing in this handbook nor in the
Leadership Preparatory Academy’s (“LPA”) policy manual shall be deemed to constitute an expressed or
implied contract of employment.
This handbook and any policies, procedures, and benefits to which it refers may be modified, altered, or
discontinued at any time by the LPA’S Governing Board at the discretion of the Board. No handbook can
include or anticipate every issue, question, or concern that may arise; therefore, employees are encouraged to
check LPA’s webpage and complete listing of policies for any updates to personnel information, forms,
procedures, and practices. This handbook is not intended to replace the policies established by the LPA
Governance Board nor the LPA administration. Employees have a responsibility to familiarize themselves with,
and abide by, the complete policies and procedures of the Governance Board, carry out their assigned
responsibilities with conscientious concern and with professional behavior.
All employees are responsible for understanding the contents of this handbook, as well as all policies and
administrative regulations of the LPA.
Sincerely,
Dr. Tonya M. Williams, Chief Academic Officer and Chief Learning Officer
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OUR VISION
The vision of the LPA is to become the highest performing charter school in the nation.
OUR MISSION
The mission of the LPA is to develop scholars through a rigorous academic program that engages all stake holders by
maximizing our students’ potential to lead in the 21st century.
EQUAL OPPORTUNITY EMPLOYMENT
It is the policy of LPA not to discriminate based on gender, age, race, color, disability, religion, or national origin in any
educational program or other program, activity, or service or admissions to facilities operated by LPA or in the
employment practices of LPA. It is the express policy of LPA to comply with all appropriate laws and regulations relating
to discrimination now in effect or hereafter enacted including Title VI, Title VII, Title IX, Section 504 of the Rehabilitation
Act of 1973, the Age Discrimination in Employment Act, the Americans with Disabilities Act, Title II of the Genetic
Information Nondiscrimination Act of 2008, and all accompanying regulations.
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ALCOHOL AND SUBSTANCE ABUSE
The Georgia Drug-Free Public Work Force Act of 1990 applies to Leadership Preparatory Academy. The Governance
Board of LPA declares that the manufacture, distribution, sale or possession of controlled substances, marijuana and
other dangerous drugs in an unlawful manner or being at work under the influence of alcohol, controlled substances,
marijuana or other dangerous or illegal/unlawful drugs is a serious threat to the public health, safety and welfare. With
this in mind, the Board declares that its work force must be absolutely free of any person who would knowingly
manufacture, distribute, sell or possess a controlled substance, marijuana or a dangerous or illegal/unlawful drug in an
unlawful manner. This prohibition specifically includes, but is not limited to, the unlawful manufacture, distribution,
dispensation, possession, or use of a controlled substance or alcohol in the employee's workplace. This prohibition also
includes, but is not limited to, an employee being under the influence of alcohol or controlled substances while on duty.
As a condition of employment, each employee must abide by the terms of this policy and must notify their immediate
supervisor within three (3) business days after any arrest on any drug related criminal charge and further notify their
immediate supervisor within three (3) business days of any conviction, plea of nolo contendere, or a plea under the First
Offender Act of the State of Georgia or any similar state or federal law of a drug-related offense. The Governance Board
shall not consider for employment, any applicant who has been convicted, pled nolo contendere, or a pled under the
First Offender Act of the State of Georgia or any similar state or federal law for the first time of any drug offense as
described above for a three month period from the date of conviction, plea of nolo contendere, or a plea under the First
Offender Act of the State of Georgia or any similar state or federal law nor shall the Governance Board consider any
applicant for employment who has been convicted, pled nolo contendere, or a pled under the First Offender Act of the
State of Georgia or any similar state or federal law for the second time of any drug offense as described above for a five
year period from the most recent date of conviction.
AT-WILL EMPLOYMET
Georgia recognizes At-Will Employment; that is, an employee is hired at-will and employment can be terminated at the
will of either party, for any reason or no reason at all. Employment-at-will means that, in general, an employer may
terminate the employment relationship at any time, for any reason, or for no reason, unless an agreement or law exists
to the contrary. Employees who do not receive an employment contract are considered “at-will.” Thus, unless issued a
Governance Board-approved employment contract, all LPA employees may be terminated at the will of the employer.
Employees who are issued Board–approved contracts do not have At-Will Employment.
ATTENDANCE
Attendance is an essential part of the periodic evaluation of job performance, and employees are required to be at
work, and on time. Employees who will be late to work or absent should personally notify their supervisor in advance or
as quickly as possible so that their responsibilities can be covered appropriately. Absences for reasons that are not
approved by the Governing Board of LPA may be considered job abandonment. Employee absences without approval for
three or more days will be considered voluntary resignations.
Daily attendance and punctuality are performance expectations for all employees and are included in each job
description as a primary responsibility. In the event that absence is necessary, employees are responsible for insuring
verifiable contact with their supervisor prior to the start of the workday. The specific “call in” protocol will be provided
in writing to all employees by the Chief Learning Officer (CLO). Employees are expected to call in for each day of absence
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unless they are otherwise notified by their supervisor, or unless they are placed on an approved leave of absence.
Employees who are excessively absent are subject to disciplinary action up to and including the recommendation to
terminate employment. Employees must sign in and sign out each day using the electronic time clock. If an employee,
leaves campus prior to the end of the work day, s/he must sign in and out using the electronic time clock. Failure to sign
in and sign out can result in your pay being docked according to the employer’s judgement and such decision by the
employer is not subject to appeal.
Absence Without Accumulated Leave
Employees absent without accumulated leave will have a full day’s pay deducted from their salaries for each
such absence. The formula for determining a day’s pay is as follows: • Ten month employees: annual salary
divided by 190; • Eleven month employees: annual salary divided by 210; and • Twelve month employees:
annual salary divided by 248.
Administrative or Directed Leave
During investigations or other specified situations, LPA may direct that an employee remain off work. This
administratively required leave will be paid at the employee’s regular rate of pay. State law must be followed
concerning administrative leave for certificated employees.
Benefits Deductions During a Leave of Absence While an employee receives Sick Leave pay, benefits deductions
continue to be charged against the employee’s pay check. If the employee uses all available Sick Leave before the end of
the FMLA period or if the employee is receiving payments from Workers Compensation, s/he may choose whether to
continue paying for benefits deductions directly to the Payroll Office each month or to allow benefits coverage to lapse
for the remainder of the leave of absence. In the event coverage lapses, deductions and coverage cannot begin again
until the full month after the employee returns to work. Some benefits may have a “waiver of premium” so the
employee is not required to pay the deduction after an extended period of disability.
Bereavement Leave
Georgia law allows school district employees to use accrued, unused Sick Leave as Bereavement Leave to receive
pay for up to five days away from work due to the death of an immediate family member (mother, father,
spouse, sibling or child) or a relative living at the same address. This is not an additional leave. This leave is
deducted from your regular sick leave balance. LPA adopts and follows this rule. Employees may use up to one
day of sick leave per year to be away from work due to the death of someone outside the immediate family.
Critical Days
Personal leave will not be granted for any reason neither the day before nor the day after a holiday, Pre-
planning, Post-Planning, Professional Learning Day or for any portion of either of the excluded days. The
CLO/CAO or the CEO may declare any specific time frame as “critical days” and personal leave will not be
granted or applied during these designated days. If you are absent for personal reasons on any of those days,
your pay will be docked. Leave will not be approved for neither the first two weeks of school, nor the last two
weeks of school.
Excessive Absences/Tardies
Absences and/or tardies in excess of eight (8) days in the same school year will be monitored by the CLO
excluding absences approved by FMLA and absences approved for the following leave types; annual leave,
educational leave, jury duty/legal leave, military/government service leave, professional learning leave and
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worker’s compensation leave. Absences in excess of eight (8) days in the same school year are likely to
adversely impact employees’ work performance and job evaluation. As a form or corrective action, LPA will
individually counsel and document problems with attendance, and issues with punctuality may result in an
unsatisfactory evaluation, the nonrenewal of the employment contract, reductions in pay in instances of
exhausted leave, and/or termination of employment.
Extended Leave of Absence
When the following conditions are met, an employee on an approved leave of absence may, at the discretion of
the employee, remain on an Extended Leave of Absence:
a. The employee has remaining sick leave available at the end of the FMLA period; and
b. The Leave is for personal medical reasons and the employee remains disabled beyond the FMLA period. In
this case, the employee may remain on Extended Leave, without impact on their pay, until all available Sick
Leave is exhausted. Employees whose absence is covered by Workers’ Compensation and who are unable to
return to work at the end of the FMLA period are also considered to be on Extended Leave.
Family and Medical Leave Act (FMLA)
On the occasion when LPA has more than 50 or more employees, the FMLA applies. Employees are eligible for a
leave of absence under the FMLA once they have worked for the school for twelve months and a total of 1250
work hours. Leave under the FMLA can be approved for up to 12 weeks in a rolling 12-month period for the
following reasons:
a. For incapacity due to pregnancy, prenatal medical care, or childbirth;
b. To care for the employee’s child after birth, or placement for adoption or foster care; entitlement to
leave for a birth or placement of a child expires at the end of the 12 month period beginning on the date
of the birth or placement;
c. To care for the employee’s spouse, child, or parent who has a serious health condition;
d. For a serious health condition that makes the employee unable to perform the functions of his/her
job; and
e. For a qualifying exigency leave arising out of the fact that the eligible employee’s spouse, child, or
parent is a covered military member on active duty or called to active duty status in the National Guard
or Reserves in support of a contingency operation.
Hardship Leave
Hardship requests may be made by employees who have the accumulated sick leave when the need to attend to
a family member’s illness continues for more than 5 consecutive days, or when bereavement leave of more than
5 days is necessary. Appropriate and sufficient medical documentation must accompany the Leave Request
related to a family illness. Documentation of the reason(s) for Extended Bereavement Leave must be provided
for those requests. Employees can be approved for a maximum total of 45 days of sick leave use for absence due
to the illness of a family member or a total of 20 days for bereavement. Deductions from leave balances will be
made under these circumstances to the extent that they exhaust the leave category. Subsequently, any
excessive leave will be debited from the employee’s payroll upon return to work.
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Jury and Witness Duty
Employees will receive regular pay when absent due to a jury duty summons. Employees who are subpoenaed
as a witness and who have no direct personal interest in the legal proceedings will be allowed to be absent and
will receive regular pay. Appropriate court documentation is required.
Leave of Absence Without Pay
All requests for a leave of absence without pay must be approved. Any employee who takes a leave of absence,
for any reason, without approval from the CEO will be placed on leave without pay. If the employee fails to
respond to the notification and/or to return to work, the employee may be recommended to the LPA Governing
Board for termination from the LPA employment for abandonment of his/her assigned position.
Leaving Campus
If there is a need to leave campus, you may do so during your lunch period. You are not permitted to leave
during your planning time. Planning time is allocated during the school day in order for you to collaborate with
other team members, plan for activities related to improving the instructional program, developing lesson plans,
parent conferences, etc. If you leave campus during your designated lunch period, you must clock out and clock
back in upon your return using the biometric system.
Military Caregiver Leave of Absence
An eligible employee is entitled to 26 workweeks of leave during a single 12-month period to care for a family
member with a serious injury or illness related to certain types of military service. The family member must be a
covered service member. The employee must be the spouse, son, daughter, parent, or “next of kin” of the
covered service member. Adequate documentation is required.
Military Leave
Employees who are a member of the National Guard or Reserves may be granted up to 18 days of paid leave
each federal fiscal year for training or active duty. Documentation of the duty and dates of service must be
provided in advance. Each employee must have the appropriate leave balance.
Other Medical Leave
Employees who deliver a baby during the first twelve months of employment will be allowed to take a leave of
absence for the period of doctor ordered disability after delivery (normally six to eight weeks).
Personal Leave
Georgia law allows school district employees to use up to three days of accrued, unused Sick Leave each school
year to receive pay during absences due to personal reasons. LPA adopts and will follow this rule. Personal
Leave will not be approved for Critical Days as designated by the CLO at the beginning, at the end, and for
certain other critical days of each school year. Personal leave days are not additional days earned. These days
are deducted from your sick leave balance.
Professional Leave
Employees who attend a conference, seminar or workshop at the direction of the school are considered to be
absent for professional development purposes. This Professional Leave is not deducted from any of the
employee’s leave accounts as it is considered work time.
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Return to Work
Employees are expected to return to work at the end of the FMLA period or the Extended Leave period with a
full release to perform all duties. The employee will return to the same position and work location as prior to the
leave of absence in most circumstances. If the employee is unable to return to work, s/he may resign and
maintain eligibility for re-employment in the future. Employees who are unable to return to work at the end of
the approved leave of absence will be required to resign and are eligible for employment when they are cleared
to work by the physician.
Sick Leave
Sick Leave is provided under Georgia law so employees can receive pay during absences related to medical
issues for the employee or an immediate family member, as well as for certain other absences. Sick Leave is
accrued at 1 ¼ days per working month, provided that at least half the scheduled work days of the month are
worked. The maximum accrual is 120 days of sick leave for 190 day employees. Employees are not paid for
unused sick leave when they are separate from employment.
Transfer of Sick Leave
This policy establishes guidelines and procedures for transferring sick leave to members who experience a
continuing disability due to illness or injury.
Eligibility Criteria for Receiving Sick Leave from Another Employee
In order to receive sick leave donated by another LPA employee, all of the following criteria must be met. The
recipient must:
o Have used all of their own accumulated sick leave, annual leave, compensatory time, and any
other eligible leave amount for each separate serious illness or recurring diagnosed illness or
accident;
o Have a continuing disability resulting from a serious personal illness or injury and be unable to
work; and
o Not be receiving any other form of compensation including long term disability benefits, short
term disability or worker's compensation benefits.
Before an employee is eligible to receive donated leave, his or her physician must provide current certification
that the employee has a disability resulting from serious personal illness or injury and is unable to work.
Upon receipt of such medical certification, the employee is eligible to receive up to 20 days of leave in any
school year, for which he/she would otherwise be without pay including holidays.
Eligibility for additional increments of 10 working days may be based on a current and contemporaneous medical
certification of the continuing disability.
The maximum amount that may be transferred to an employee is limited to 90 days for which the employee
would otherwise not be paid as stated above.
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Transfer of sick leave to an employee may not be denied if all eligibility criteria are met. The dollar amount
(value) of the leave being donated is equivalent to what the recipient employee’s daily rate.
Policies and Guidelines, which shall be used prior to any donated leave.
Criteria for Donating Leave
In order to donate sick leave to a member of the Sick Leave Bank, an employee must have a current minimum
balance greater than 10 sick leave days based on his/her accrual rate, after the donation.
An employee may donate more than one time to a single individual.
Procedural Guidelines
In order to facilitate sick leave transfer between employees, the following procedures should be followed:
The donating employee (donor) must email the CLO stating the name of the recipient and the amount of leave
being donated.
The HR Manager, will verify the following:
• The donor and the recipient are eligible for donation;
• The donating employee has sufficient sick leave to cover the donation; and
• The amount will not result in the donor's remaining balance falling below 10 days;
Once the verifications have been made,
• The Sick Leave Bank Donation Form will be approved by the HR Manager and the CEO.
• The email will be placed in both the donor and the recipient's personnel files, and the original will be
retained by the office responsible for processing leave.
• Donor forms will be date and time stamped in the order received.
This will determine the order in which sick leave will be deducted from the donors' sick leave
balances where there are multiple donors for a single individual. The recipient's supervisor will be
notified of the amount of leave that has been donated.
• Before the initial transfer of leave is completed, the office processing leave will verify that the recipient
has provided current certification from his/her health care provider that he/she continues to be unable
to work for the period of time donated.
• A current, contemporaneous medical form may be required prior to the transfer of sick leave for every
subsequent 10 days of donated leave. Prior to deducting subsequent leave from a donor, the HR office
will verify that the donor has sufficient leave to cover the amount originally donated and also maintains
the balance required after the donation.
• If less than the required amount is available, the leave donation request is denied.
• Payment of the donated leave will be based on the recipient's established rate of pay. No compensation
will be paid to the donor.
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Time for Voting
Polls in Georgia are open from 7:00 a.m. until 7:00 p.m., and often advance voting is allowed before the day of
elections. Therefore, it is unlikely that time away from work would be necessary for an employee to vote.
Employees should consult their supervisor to arrange for time off when necessary.
Vacation
Employees who work a 12-month schedule accrue vacation hours to cover their pay for scheduled absences.
Unused vacation hours can be accumulated, up to a total of six times the annual accrual. Employees, who
resign, retire or move to a non-eligible position will be paid for accumulated but unused vacation hours.
A full-time administrative member employed on a twelve (12) month or fiscal year basis shall be entitled to
vacation/annual leave earned at the rate of two days (16 hours) per month. All working days during the fiscal
year shall be counted; absences during academic calendar breaks shall be recorded as vacation; and all vacation
days shall be recorded on institutional leave records. The maximum accrual and the accrual rate of
vacation/annual leave for an administrative officer will be based upon his/her contractual work commitment.
Vacation/annual leave shall be accrued based on the initial employment date of an employee. A new hire must
be employed on or before the fifteenth of a month to qualify for accrual of vacation/annual leave for that
month. Vacation/annual leave may be taken with supervisor’s approval. Requests for leave should be submitted
with as much advance notice as possible, except for unforeseen emergencies. Vacation/annual leave shall be
taken at times mutually acceptable to the employee and his/her supervisor.
Employees may accrue the following days based on their years of experience:
o Less than ten years of creditable experience 1.25 days per pay period
o Ten to twenty years of creditable experience 2.0 days per pay period
o Twenty or more years of creditable experience 2.5 days per pay period
Annual duty employees may elect to convert their annual leave to sick leave or be paid for up to 20 days of any
unused vacation leave during the month of December and May. All unused, accrued vacation/annual leave, not
to exceed 180 days, shall be paid to an employee upon his/her termination from employment or at the point of
180 day accumulation. An employee who terminates on or after the fifteenth of a month shall accrue
vacation/annual leave for that month. The payment for accrued vacation leave for a terminated employee will
be paid the next month after the last payroll check is issued. It may become necessary for employees to be paid
for vacation lieu of continuing to accrue vacation/annual leave beyond the 180 days maximum accrual at the
election of the employer. Terminated employee is defined as an employee who is no longer employed at LPA
full time/
Disputes Regarding Leave Balances
An employee who believes his/her leave balances contain an error must submit a written request for review to
the CAO within one month of the pay period in question.
BENEFITS
A comprehensive benefits package is offered to full-time employees. Coverage will be effective on the first of the month
following thirty (30) days of service and an insurance premium will be deducted the month prior to the effective date of
coverage.
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Annual Open Enrollment: Each employee must re-enroll in the flexible benefits program annually. You will lose your
benefits for the following calendar year if you fail to complete open enrollment. Benefit information will be emailed to
employees during open enrollment. Benefits are a large part of the total compensation package for LPA employees. In
order to meet the changing needs of our employees, we are continuously reviewing and updating these benefits and
their features.
Open Enrollment (OE) is the period each year when employees may enroll or change options or coverage, subject to the
conditions described in the plan. The OE period, unless otherwise announced, occurs mid -October through mid-
November of each calendar year. Coverage changes, or new enrollments, become effective the following January 1.
(This is subject to change – please monitor your email for updates). Temporary employees (regular substitutes and
miscellaneous employees) or employees who work less than 25 hours per week are not eligible for benefits.
Teachers Retirement System of Georgia (TRS) teachers, administrators, supervisors, clerical employees,
paraprofessionals, and various administrative office staff are eligible members of the Teachers Retirement System (TRS).
Benefits become available after 30 years of service, regardless of age, at 25 years of service with early retirement
adjustments, or at age 60, after ten years of service. Employees who have 10 years of TRS service are eligible to apply for
disability retirement benefits if permanently disabled, as well as survivor’s benefits that are paid to a beneficiary. TRS
retirement benefits are funded by a combination of employee and employer contributions. Current contribution rates
and additional information about TRS are available at www.trsga.com.
The LPA Governance Board provides professional liability insurance for its employees, which may provide for legal
expenses and damages that may arise from suits brought against employees for incidents that occur while they are
carrying out assigned duties of their roles and responsibilities of the school.
Workers’ Compensation Employees may be entitled to Workers’ Compensation benefits if injured on the job. The injury
must arise out of, and in the course of, employment. The injured employee must provide notice of the injury
immediately, but no later than 10 days after the accident, to the employer, the employer’s representative, or the
employee’s immediate supervisor. Failure to do so may result in the loss of benefits. The injured employee may select a
medical care provider from the list of approved/selected providers posted in the building by the Governance Board. Only
those providers listed are authorized to render reimbursable medical care for a work-related injury.
HEALTH BENEFIT PLANS
LPA offers health plans that include major medical and pharmacy benefits. See the separate document from Joey Costa
and Associates about health plans.
STATE PERSONNEL ADMINISTRATION (Georgia Breeze) -FLEXIBLE BENEFIT PLANS
The LPA offers the following optional benefit plans:
• Dental
• Vision
• Legal Insurance
• Employee Optional Group Term Life and AD&D Insurance
• Spouse and Children Term Life Insurance
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• Dependent Care Spending Accounts
• Health Care Spending Accounts
• Short-Term Disability - Replaces up to 60% of salary
• Long-Term Care Insurance
• Specified Illness Insurance
COBRA
If an employee or their dependents become ineligible for coverage under the LPA’s medical, dental, or vision program,
the employee may be eligible to extend coverage under the federal COBRA program. This allows the employee and/or
dependents to continue receiving insurance coverage through the employee’s self-paid premiums.
CELL PHONE USE
Teachers may bring their cellular phone in the classroom. However, it is required that the cellular phone be turned off
when students are present, during instruction, or when on duty, or at other work related engagements so that incoming
calls cannot be received. The cellular phone may only be used in emergencies where the life or health of a student or
staff member is in eminent danger, before, during, after school, and during planning time for official business only.
CERTIFICATION
It is the responsibility of all certified employees to obtain and maintain valid in-field Georgia certification. Employees
may contact the Professional Standards Commission or the Chief Academic Officer (CAO) for certification forms and
requirements. Teachers must be “highly qualified” to teach in the assigned subject area(s) as required by the Elementary
and Secondary Education Assistance Act of 1965. All paraprofessionals must hold a Paraprofessional Certificate issued by
the Georgia PSC. Certification requirements may be found at the Georgia PSC website, www.gapsc.com.
CHILD ABUSE AND NEGLECT REPORTING
As you are aware, Georgia law deems BOTH school employees and volunteers to be mandated reporters
(.http://oca.georgia.gov/mandated-reporter) If you have reason to believe that a child has suffered: (1)
physical, non-accidental injury or injuries by a parent, guardian or caretaker, (2) neglect or exploitation by a
parent, guardian or caretaker, (3) sexual abuse, or (4) sexual exploitation, please follow the protocol below to
ensure that the appropriate authorities are notified. These protocols have been developed to guide those
persons who have been deemed mandated reporters in exercising this duty within the school structure.
If a child or other individual tells you about a situation that seems like it might require reporting,
please take the following steps:
1. Find the CLO or, if not available, the CAO, CEO or other school administrator (“Responsible
Administrator”), and make an immediate verbal report of the alleged incident of abuse/neglect in
person (no written notes, e-mail, or text messages). Unless requested by the Responsible
Administrator, do not provide written documentation to other personnel, even the child’s classroom
teacher.
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2. If a Responsible Administrator is unavailable, call one of them on the phone (but do not text
information to them). If the student is with you, please have them sit in the CEO’s office so that they
are supervised, and so that you have privacy to make your call. If the CEO is not available, please have
the student sit with the (in descending order): Academic Coach, Counselor, School Nurse, or
Administrative Assistant.
3. If you choose, and to assist you in the allegation recall, you may make a note in your personal record of
the date, time and brief nature of the alleged incident of abuse/neglect reported to the Responsible
Administrator. Your personal record does not include school records. This is solely for your benefit, to
keep track of when the alleged incident of abuse/neglect was reported and to whom it was reported.
This information is not to be shared.
4. A staff member who makes a report to the Responsible Administrator is deemed to have fully complied
with the law.
5. The responsibility for following up with the student, other staff members, family members, etc., DOES
NOT lie with you. Please DO NOT conduct your own investigation.
6. If asked about the situation later, the Responsible Administrator will provide no details regarding the
incident other than to confirm that they are aware of the situation. There are matters of strict
confidentiality and highest privacy in any alleged incident of abuse/neglect. This is for the protection
of everyone involved, including the person who initially reported the incident.
7. Please be aware of the fact that there is likely pertinent information to which you are not privy
regarding the situation. Please DO NOT make assumptions nor offer scenarios. Please do not
editorialize in any fashion.
8. Making a verbal report of alleged abuse/neglect to the Responsible Administrator as outlined above is
a CONFIDENTIAL matter and should be treated as such. If other personnel need to be informed
regarding the situation or follow up needs to be made with other staff members, the Responsible
Administrator will do so.
9. It is important that all mandated reporters involved in services to children who are alleged to be
abused/neglected follow this protocol. This protocol has been established so that appropriate,
sensitive needed services are provided in the best way possible.
10. Failure to comply with this protocol is actionable and penalties may range from a verbal warning to a
written warning to non-renewal of contract or even termination.
CODE OF ETHICS
All LPA certified staff are required to comply with the Code of Ethics for Educators (GA PSC Rule 505-6-.01).
The Code of Ethics can be found at http://www.gapsc.com/Rules/Current/Ethics/505-6-.01.pdf
The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a
guide to ethical conduct. The Professional Standards Commission has adopted standards that represent
the conduct generally accepted by the education profession. The code defines unethical conduct justifying
disciplinary sanction and provides guidance for protecting the health, safety, and general welfare of
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students and educators, and assuring the citizens of Georgia a degree of accountability within the
education profession.
(2) Definitions
(a) “Certificate” refers to any teaching, service, or leadership certificate, license, or permit issued by
authority of the Professional Standards Commission.
(b) “Educator” is a teacher, school or school system administrator, or other education personnel who holds
a certificate issued by the Professional Standards Commission and persons who have applied for but have
not yet received a certificate. For the purposes of the Code of Ethics for Educators, “educator” also refers
to paraprofessionals, aides, and substitute teachers.
(c) “Student” is any individual enrolled in the state’s public or private schools from preschool through
grade 12 or any individual under the age of 18. For the purposes of the Code of Ethics and Standards of
Professional Conduct for Educators, the enrollment period for a graduating student ends on August 31 of
the year of graduation.
(d) “Complaint” is any written and signed statement from a local board, the state board, or one or more
individual residents of this state filed with the Professional Standards Commission alleging that an
educator has breached one or more of the standards in the Code of Ethics for Educators. A “complaint”
will be deemed a request to investigate.
(e) “Revocation” is the invalidation of any certificate held by the educator.
(f) “Denial” is the refusal to grant initial certification to an applicant for a certificate.
(g) “Suspension” is the temporary invalidation of any certificate for a period of time specified by the
Professional Standards Commission.
(h) “Reprimand” admonishes the certificate holder for his or her conduct. The reprimand cautions that
further unethical conduct will lead to a more severe action.
(i) “Warning” warns the certificate holder that his or her conduct is unethical. The warning cautions that
further unethical conduct will lead to a more severe action.
(j) “Monitoring” is the quarterly appraisal of the educator’s conduct by the Professional Standards
Commission through contact with the educator and his or her employer. As a condition of monitoring, an
educator may be required to submit a criminal background check (GCIC). The Commission specifies the
length of the monitoring period.
(k) “No Probable Cause” is a determination by the Professional Standards Commission that, after a
preliminary investigation, either no further action need be taken or no cause exists to recommend
disciplinary action.
Standard 1: Legal Compliance - An educator shall abide by federal, state, and local laws and statutes.
Unethical conduct includes, but is not limited to, the commission or conviction of a felony or of any crime
involving moral turpitude; of any other criminal offense involving the manufacture, distribution, trafficking,
sale, or possession of a controlled substance or marijuana as provided for in Chapter 13 of Title 16; or of any
other sexual offense as provided for in Code Section 16-6-1 through 16-6- 17, 16-6-20, 16-6-22.2, or 16-12-
100; or any other laws applicable to the profession. As used herein, conviction includes a finding or verdict of
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guilty, or a plea of nolo contendere, regardless of whether an appeal of the conviction has been sought; a
situation where first offender treatment without adjudication of guilt pursuant to the charge was granted; and
a situation where an adjudication of guilt or sentence was otherwise withheld or not entered on the charge or
the charge was otherwise disposed of in a similar manner in any jurisdiction.
Standard 2: Conduct with Students - An educator shall always maintain a professional relationship with all
students, both in and outside the classroom. Unethical conduct includes but is not limited to:
1. Committing any act of child abuse, including physical and verbal abuse;
2. Committing any act of cruelty to children or any act of child endangerment;
3. Committing any sexual act with a student or soliciting such from a student;
4. Engaging in or permitting harassment of or misconduct toward a student that would violate a state or
federal law;
5. Soliciting, encouraging, or consummating an inappropriate written, verbal, electronic, or physical
relationship with a student;
6. Furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student; or
7. Failing to prevent the use of alcohol or illegal or unauthorized drugs by students who are under the
educator’s supervision (including but not limited to at the educator’s residence or any other private setting).
Standard 3: Alcohol or Drugs - An educator shall refrain from the use of alcohol or illegal or unauthorized
drugs during the course of professional practice. Unethical conduct includes but is not limited to:
1. Being on school premises or at a school-related activity while under the influence of, possessing, using, or
consuming illegal or unauthorized drugs; and
2. Being on school premises or at a school-related activity involving students while under the influence of,
possessing, or consuming alcohol. A school-related activity includes, but is not limited to, any activity
sponsored by the school or school system (booster clubs, parent-teacher organizations, or any activity
designed to enhance the school curriculum i.e. Foreign Language trips, etc.).
Standard 4: Honesty - An educator shall exemplify honesty and integrity in the course of professional practice.
Unethical conduct includes but is not limited to falsifying, misrepresenting, or omitting:
1. Professional qualifications, criminal history, college or staff development credit and/or degrees, academic
award, and employment history;
2. Information submitted to federal, state, local school districts and other governmental agencies;
3. Information regarding the evaluation of students and/or personnel;
4. Reasons for absences or leaves;
5. Information submitted in the course of an official inquiry/investigation; and 6. Information submitted in the
course of professional practice.
Standard 5: Public Funds and Property - An educator entrusted with public funds and property shall honor
that trust with a high level of honesty, accuracy, and responsibility. Unethical conduct includes but is not
limited to:
1. Misusing public or school-related funds;
2. Failing to account for funds collected from students or parents;
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3. Submitting fraudulent requests or documentation for reimbursement of expenses or for pay (including
fraudulent or purchased degrees, documents, or coursework);
4. Co-mingling public or school-related funds with personal funds or checking accounts; and
5. Using school property without the approval of the local board of education/governing board or authorized
designee.
Standard 6: Remunerative Conduct - An educator shall maintain integrity with students, colleagues, parents,
patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Unethical
conduct includes but is not limited to:
1. Soliciting students or parents of students to purchase equipment, supplies, or services from the educator or
to participate in activities that financially benefit the educator unless approved by the local board of
education/governing board or authorized designee;
2. Accepting gifts from vendors or potential vendors for personal use or gain where there may be the
appearance of a conflict of interest;
3. Tutoring students assigned to the educator for remuneration unless approved by the local board of
education/governing board or authorized designee; and
4. Coaching, instructing, promoting athletic camps, summer leagues, etc. that involves students in an
educator’s school system and from whom the educator receives remuneration unless approved by the local
board of education/governing board or authorized designee. These types of activities must be in compliance
with all rules and regulations of the Georgia High School Association.
Standard 7: Confidential Information - An educator shall comply with state and federal laws and state school
board policies relating to the confidentiality of student and personnel records, standardized test material, and
other information. Unethical conduct includes but is not limited to:
1. Sharing of confidential information concerning student academic and disciplinary records, health and
medical information, family status and/or income, and assessment/testing results unless disclosure is required
or permitted by law;
2. Sharing of confidential information restricted by state or federal law;
3. Violation of confidentiality agreements related to standardized testing including copying or teaching
identified test items, publishing or distributing test items or answers, discussing test items, violating local
school system or state directions for the use of tests or test items, etc.; and
4. Violation of other confidentiality agreements required by state or local policy.
Standard 8: Abandonment of Contract - An educator shall fulfill all of the terms and obligations detailed in the
contract with the local board of education or education agency for the duration of the contract. Unethical
conduct includes but is not limited to:
1. Abandoning the contract for professional services without prior release from the contract by the employer,
and
2. Willfully refusing to perform the services required by a contract.
Standard 9: Required Reports - An educator shall file reports of a breach of one or more of the standards in
the Code of Ethics for Educators, child abuse (O.C.G.A. § 19-7-5), or any other required report. Unethical
conduct includes but is not limited to:
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1. Failure to report all requested information on documents required by the Commission when applying for or
renewing any certificate with the Commission;
2. Failure to make a required report of a violation of one or more standards of the Code of Ethics for educators
of which they have personal knowledge as soon as possible but no later than ninety (90) days from the date
the educator became aware of an alleged breach unless the law or local procedures require reporting sooner;
and
3. Failure to make a required report of any violation of state or federal law soon as possible but no later than
ninety (90) days from the date the educator became aware of an alleged breach unless the law or local
procedures require reporting sooner. These reports include but are not limited to: murder, voluntary
manslaughter, aggravated assault, aggravated battery, kidnapping, any sexual offense, any sexual exploitation
of a minor, any offense involving a controlled substance and any abuse of a child if an educator has reasonable
cause to believe that a child has been abused.
Standard 10: Professional Conduct - An educator shall demonstrate conduct that follows generally recognized
professional standards and preserves the dignity and integrity of the teaching profession. Unethical conduct
includes but is not limited to any conduct that impairs and/or diminishes the certificate holder’s ability to
function professionally in his or her employment position, or behavior or conduct that is detrimental to the
health, welfare, discipline, or morals of students.
Standard 11: Testing - An educator shall administer state-mandated assessments fairly and ethically. Unethical
conduct includes but is not limited to:
1. Committing any act that breaches Test Security; and
2. Compromising the integrity of the assessment.
CONDUCTING PERSONAL BUSINESS
The established hours of duty may not be used for conducting personal business. Violators will be addressed
accordingly.
CONFIDENTIAL NATURE OF WORK
Student and employee files, records, documentation and other information are private and confidential.
Disclosure of such information is limited by applicable federal and state laws.
CONTRACTS/LETTERS OF OFFER
Contracts for certified employees and other Board-approved personnel are issued for no more than one
school year unless otherwise specified in the contract. For new, certified employees, a temporary contract for
up to 20 days is issued pending the results from the criminal background check. A contract of employment is
made by and between an employee and the LPA Governance Board of Leadership Preparatory Academy.
Employment contracts of teachers and other Board-approved personnel shall be in writing, and such contracts
shall be signed by such personnel on their own behalf and by the CEO, or his designee (such as the CLO), on
behalf of the LPA Governance Board. An employee who is fulfilling a full year contract for the current year will
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be notified by May 15 if a contract for the ensuing year will not be offered. An employee who holds a contract
for less than one full year will not necessarily be offered a full contract for the ensuing year.
COMPLAINT/GREIVANCE PROCEDURES
The purpose of this policy is to provide a method for the LPA Governance Board and its employees to reach
solutions to problems, disputes, or controversies that may occur, and to provide a mechanism for employees
or applicants to complain about unlawful discrimination or harassment. It is the intent of this policy to
provide, in a clear and concise way, the solution to complaints at the lowest possible administrative level, as
fairly, and as expeditiously as possible. This policy may also be used specifically as a procedure by employees
who allege discrimination or harassment based on age, gender, race, color, religion, national origin, or
disability. In the case of alleged discrimination based on age, gender, race, color, religion, national origin, or
disability, employees may complain directly to the CEO or their designee who will make a prompt
investigation. This complaint and grievance procedure is applicable to any claim by any employee of LPA who
alleges to be affected in his/her employment relationship by an alleged violation, misinterpretation, or
misapplication of statutes, policies, rules, regulations, or written agreements of this school or with which the is
required to comply. Exclusions - Unless the complaint is based on unlawful discrimination, this procedure shall
not apply to:
• Performance ratings contained in personnel evaluation and professional development plans;
• Job performance evaluations or reviews;
• Termination, non-renewal, demotion, suspension, or reprimand of any employee; and/or
• The revocation, suspension, or denial of certificates of any employee by the PSC or other authorized
licensing body, agency, or commission. An employee, who chooses to appeal under O.C.G.A. §20-2-
1160, shall be barred from pursuing the same complaint under this policy.
Personnel at LPA shall have the right to present and resolve complaints relating to matters affecting
employment at the lowest organizational level possible. The LPA Governance Board encourages all employees
to resolve their complaints informally in a spirit of collegiality whenever possible. The following is presented
as the procedure where such efforts do not succeed, or where, for any other reason, the employee desires to
pursue this procedure. [Act of the General Assembly of 1992, O.C.G.A. 20-2-989.5 et seq.]
Individuals who elect to participate in the grievance and complaint process as outlined herein, accept and
agree to abide by the terms and conditions of this procedure as outlined in the processes prescribed herein.
Accordingly, complainants must adhere to the timelines and agree to fully cooperate with any investigation or
review by any authorized party charged with such investigation or review as outlined herein. Further, the
complainant must participate and deal in good faith, observing proper, courteous, and professional behavior
at all times.
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SECTION 1-C. DEFINITIONS.
1. "Level One Administrator" means the CLO of LPA with respect to teachers
assigned to that school, and the immediate supervisor of the complaining
party. With respect to the certified Administrators supervised by the Chief
Executive Officer (CEO), the "Level One Administrator" shall be the (CEO) who
is deemed the immediate supervisor of the complaining party. In any case not
covered by this paragraph, the "Level One Administrator" shall be the
supervisory, certificated person designated by the LPA Governance Board or in
the absence thereof, by the CEO to hear the complaint.
2. "Head/Lead administrator" of LPA means the Chief Executive Officer.
3. "Complaint" means any claim or grievance by an employee of LPA which is filed
pursuant to this policy and which comes within the scope of the policy on
complaints and grievances.
4. "Notification" means delivery in person to the party entitled to notification, or
deposited in the United States Mail, certified mail, return receipt requested, to
the last known address of the party entitled to notification or by email to the
last known address of the party entitled to notification.
5. “LPA Board” means the Board of Directors also known as the Governance
Board of LPA Charter School.
6. “Superintendent” means the Superintendent of the DeKalb County School
District.
7. “School Board” means the Board of Education of the DeKalb County Schools
8. “Complainant” means any employee of LPA who files a Complaint pursuant to
this policy.
9. A document is “filed” when it is physically received in the CEO’s office via U.S.
Mail, e-mail, facsimile, or verified hand-delivery.
10. “Notice” may be accomplished by certified mail, e-mail, facsimile, or verified
hand delivery. If the written Complaint Form does not include an address,
notice to the Complainant is accomplished by certified mail to the
Complainant’s last known physical address submitted to the CEO. If the notice
is sent by certified mail, it is deemed delivered upon proof of its deposit with
the United States Postal Service; such notice must be adequately addressed
and must contain adequate postage.
11. “Notice of Summary Dismissal Letter” may be accomplished by certified mail or
hand delivery and will follow the procedures as set forth by the DeKalb County
Schools Administration. Summary of Dismissal Procedures pursuant to O.C.G.A.
§ 20-2-989.8.
SECTION 2-C. SCOPE OF COMPLAINT; EXCLUSIONS.
1. Scope. Unless excluded by paragraph (b) hereof, this complaint and grievance
procedure is applicable to any claim by any professional certificated by the
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Professional Standards Commission who is affected in his or her employment
relationship by an alleged violation, misinterpretation, or misapplication of
statutes, policies rules, regulations, or written agreements of this school or with
which the school is required to comply.
2. Exclusions. The following shall not be subject to complaint pursuant to the
provision of this policy:
a) Personnel evaluation job performance ratings and professional development
plans pursuant to O.C.G.A. § 20-2-210;
b) The termination, nonrenewal, demotion, suspension, or reprimand of any
employee pursuant to O.C.G.A. § 20-2-940, et seq;
c) The revocation, suspension, or denial of certification of any employee pursuant
to O.C.G.A. § 20-2-790, et seq;
d) A matter that has already been presented directly to the DeKalb County School
Board pursuant to O.C.G.A. § 20-2-1160; and
e) A sexual harassment or hostile work environment complaint that may be
submitted pursuant to DeKalb County School Board Policy GAEB.
SECTION 3-C. FORM, TIMELINES, FAILURE TO MEET TIMELINES, RESOLUTION.
1. The Complaint must be in writing and shall include the following components:
• A statement confirming the intent of the Complainant to utilize this Complaint
procedure.
• The mailing address and email address of the complainant to which notices and
all other documents may be delivered
• A reference to or a description of the statute, policy, rule, regulation, or
written agreement that is alleged to have been violated, misapplied, or
misinterpreted.
• A brief statement of the facts on which complaint is based that explains how
such statute, policy, rule, regulation or written agreement was violated,
misapplied, or misinterpreted.
• A statement of the relief desired.
2. The total time frame should not exceed seventy (70) calendar days from the date the
Complaint is filed to the date a copy of the Governance Board’s decision is delivered to
the Complainant, unless time limits have been mutually waived by the parties through
a written agreement.
3. Any complaint not processed within the timetable required in this procedure shall be
forwarded to the next level designated.
4. The time restraints contained herein may be extended by mutual, written agreement
of the Complainant and the administrator or the CEO and/or the Governance Board.
The extension, by agreement, of any time limit will automatically extend the overall
seventy (70) day time limit or by an additional (60) days.
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Informal Conference To Resolve
To expedite the resolution of Complaints at the lowest possible level, employees are encouraged,
to first file a Request for an Informal Conference to Resolve (“ICR”) with his/her immediate
supervisor, prior to requesting a Level One Hearing.
1. Employee should make an appointment with immediate supervisor to discuss the
nature of the complaint and state the relief desired.
2. Employee must reference or describe the nature of the complaint, the statute, rule
regulation, policy, or agreement that is alleged to have been violated misapplied or
misinterpreted.
3. The employee may also submit notes in writing if they feel it is relevant and
appropriate.
4. Supervisor will provide responses during the informal conference if appropriate
and/or if known.
5. If they are not known and if more information is need to be researched; Administrator
must provide a date certain (not to exceed 10 working days) to get response to the
employee.
6. Administrator must schedule a meeting with employee and give response to
employee; must also memorialize the informal conference and retain the
memorandum in the immediate supervisor’s office files, with appropriately distributed
copies.
Level One Hearing
1. At the conclusion of the ICR, the employee must give written notice to his/her
immediate supervisor of the acceptance of, or challenge to, the resolution of his/her
complaint/grievance. Further, the employee must provide this written notice within
five (5) calendar days from the time his/her supervisor presented the employee with
their decision.
2. If the employee disagrees with the decision of their immediate supervisor, the process
moves to a Level One Hearing whereupon the Complainant has five (5) working days
to file a complaint in writing with the CEO of LPA, [this is now a total of ten (10) days
from the appeal of the decision on the complaint as presented.]
3. The employee must include the following in the Notice of a Complaint to the CEO:
a) Employee must state in writing the nature of the complaint and the fact that
they have gone through the ICR process and the outcome.
b) Employee must include the original Request for an Informal Conference to
Resolve (“ICR”) and a copy of the resolution presented by the administrator.
c) Employee must state why they believed the outcome was not correct.
d) Employee must state the desired outcome and why such outcome is
appropriate.
e) Employee must bring forward and present any additional evidence and/or
witnesses if essential or necessary and any other pertinent information
identified and required by the CEO.
4. CEO must sign and date the Notice presented by the employee as showing received.
f) Employee must present any other pertinent information identified and
required by the CEO.
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5. The CEO has ten (10) working days to research and provide response to the complaint
in writing.
6. The CEO can send the employee back to the immediate supervisor for a response
within the ten (10) day period for further consideration.
7. Any response to the employee must be in writing identifying the reason for said
decision and must be submitted within the same ten (10) day period as indicated in
item (i) above, and an acknowledged copy will be filed in the employee’s HR file.
Employee must sign and date the notice letter from the CEO.
a) At the conclusion of the Level 1 Hearing, the employee must give written
notice to the CEO, of the acceptance of, or challenge to, the resolution of
his/her complaint/grievance. Further, the employee must provide this written
notice within five (5) calendar days from the time the CEO presented the
employee with their decision.
b) If the employee decides to move to a Level Two Hearing, they have five (5)
working days to file a complaint in writing with the CEO of LPA. This must be
accomplished by sending a Notice of Appeal to the Chair of the LPA
Governance Board.
c) Any complaint not processed within the timetable required in this procedure
must be forwarded to the next level
Level Two Hearing - Appeal from Level One
The employee has decided to Appeal the decision of the CEO of LPA and desires to move to a
Level Two Hearing.
1. The Notice of Appeal required in order to move the Level Two Hearing - Appeal from
Level One must include the following:
i. All of the documentation required of the Level One Hearing, including all
notices.
ii. Must state the nature of the complaint
iii. Must confirm they have been through the Informal conference process
and the Level One Process; must state the outcomes of the previous
process and why.
iv. Must submit the reason they want to move to Level Two Hearing.
v. Must state the outcome they are looking for and why.
2. Within five (5) working days of the Level One decision, The employee must submit the
following in a Notice addressed to the Chairperson of the Leadership Preparatory
Governance Board of Directors (Governance Board):
a) The Notice can be submitted one of two ways-
a. Hand delivered to the CEO’s office where the Complainant must ensure
that receipt is acknowledge and dated and a copy of such is received by
the Complainant; or
b. Notice is placed in U.S. mail, addressed to the CEO at the school post
office box, and sent by Certified Mail with restricted delivery.
b) The Chairperson will do the following:
a. Acknowledge receipt of Notice within ten (10) working days of receipt
of the Notice by mail or from the CEO.
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b. Select a sub-committee of the Governance Board of Directors (up to 3)
who will hear the complaint.
c. Include the Time, Date, Place of said Level Two Hearing in response to
the employee and also list any evidence or materials the employee
should bring with or submit prior to the meeting. This Hearing Notice
must be postmarked, hand delivered or emailed within 10 working days
of the Chair’s receipt of the Notice of Appeal.
c) Employee must, acknowledge and deliver receipt of the Chair’s Response and
Meeting Schedule within five working days of receipt of such Notice from the
Chair.
d) After Sub-Committee hears evidence, they will make a recommendation to the
“Committee as a Whole.”
a. The Board of Directors can also remand the decision to the CEO,
notifying the employee of the Board’s decision for the CEO to re-open
and re-consider.
b. The CEO must make his decision within the same timeline required of
the Board of Directors.
c. The decision from either the Governance Board or the CEO must be
delivered in writing and must be submitted within the timeline in
Section 3-C #2 above.
e) The Governance Board will take final action on the decision and disseminate
the decision to the employee in writing in the event the case is not remanded
to the CEO.
f) Any complaint not processed within the timetable required in this procedure
must be forwarded to the next level.
Any complaint lodged against the CEO will be considered a Level Two complaint and shall be
handled according the procedures outlined above, except that the notice must be delivered via
the acceptable, verifiable means directly to the Governance Board chair.
Level Three - Appeal from Level Two – Non Binding Mediation
1. Should the LPA employee decide that they wish to appeal the decision made at Level Two,
they have the ability to appeal by submitting to Mediation.
2. Mediation requires that the employee:
a. Submit a Request for Mediation to the CEO of LPA within five (5) working days of
receipt of decision of the Level Two Appeal.
b. The request must state that “…the Employee wishes to enter into Mediation with
the Executive Leadership [CEO] of Leadership Preparatory Academy; further it must
state that the employee was “…not satisfied with the Level Two decisions and
therefore wishes to enter into the Mediation process for a final decision”.
3. A neutral third party will contact the employee and the CEO and schedule the Mediation
process based on the mutual approval of both parties.
4. Mediation is Non-Binding. However, LPA will consider this matter closed after that level
unless there is a ruling of a court of competent jurisdiction.
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SECTION 4-C. Records, Time, Representation, Costs, Reprisals.
For the Record
1. The proceedings of the Informal Conference to resolve are between the immediate
supervisor and the employee only. The immediate supervisor shall keep simple notes to
memorialize the conference while making attempts to resolve the issue. Direction and
memorandum are only provided to address and resolve the issues if deemed necessary by
the supervisor and become part of the documentation in the record. Said documentation
will be shared only as necessary. Otherwise it is filed with the CLO and CEO only.
2. The proceedings at Level One and Two shall be accurately recorded by mechanical means,
and all evidence introduced at this level shall be preserved. The record of these
proceedings and the evidence introduced shall be made available at all times and
memorialized in the school’s administrative files and ultimately the employee’s record.
Time Limits
The hearing officer/moderator of the hearing shall have the authority to maintain order at any
hearing; the hearing officer/moderator will be able to limit the time frame within which the
Employee, or any other party presenting evidence or examining witnesses, must be
completed. Time limits may be imposed by the hearing officer/moderator at the outset of the
hearing, or at any time during the hearing.
Representation
1. At Level One and Two, the presence of any individual other than the Employee, and the
LPA Supervisor, and any witnesses that may be called to testify by either of them is
specifically prohibited. The Employee and the administration are entitled to the presence
of an individual of their choice to assist them in the presentation of the Complaint and the
administration’s response thereto at Level Three only.
2. At the Level Three – Mediation, the mutually agreed upon mediator will establish the rules
set forth for the mediation process.
Costs
Except for the cost of preparing and preserving the record of the proceedings conducted under
this procedure, which shall be borne by the school, all costs and fees shall be borne by the party
incurring or taking action that precipitates the costs or fees unless otherwise agreed upon in
writing by the parties involved.
Reprisals
The Employee shall not be the subject of any reprisals or retaliation as a result of filing a
Complaint under this policy. Should any such reprisal occur, the Employee may refer the matter
to the Professional Standards Commission.
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COMPENSATION
To attract and retain highly qualified teachers and support personnel, LPA offers competitive salaries by conducting
regular job and market analysis of Metro Atlanta school districts as well as Metro Atlanta employers. All employees are
required to participate in the direct deposit program offered through the LPA payroll management company. Pay
Statement/Direct Deposit Employees may access their pay statements online via Netchex Portal. Employees may also
initiate a new direct deposit, change banking information, or inactivate a particular direct deposit via the Payroll Office.
The employment contracts, if any, issued to certified staff are contingent upon the employee securing and continuing to
hold a valid, in-field certificate issued by the Georgia Professional Standards Commission. Salary adjustments may be
made to conform to the certificate level approved by the Georgia Professional Standards Commission. If an employee is
unable to be certified properly, the daily rate of pay may be adjusted to that of a substitute employee retroactive to the
beginning of employment under the contract. The employee must be ‘highly qualified’ to teach in the assigned subject
area(s) as required by the Elementary and Secondary Education Assistance Act of 1965. Financial penalties for failure to
meet contractual obligations may also be assessed. If fewer than 20 days of service are rendered under any employment
contract, the daily rate may be adjusted to the basic substitute teacher rate.
Cost of Living Adjustments and Step Increases
Salary increases will be awarded for Cost of Living Adjustments (COLA) when approved by the Governance
Board. For certificated employees who receive satisfactory annual evaluations, step increases are given when
approved by the Governance Board. A step increase may be denied to a certificated employee if s/he receives an
unsatisfactory annual evaluation in any given school year.
Extended Day/Year
Separate supplemental pay may be provided to employees who work an extended school day or school year to
meet program responsibilities or student needs. For example, some teachers may be asked to work an
additional hour, beyond the normal eight-hour day to provide student instructional services or to teach an
additional period of instruction. The school administrators (CLO and CEO) must approve Extended Day/Year pay
required or determined to be necessary as a result of student and school needs; such pay and requirements
cannot be based on tasks that would normally be performed during the regular work day.
Overtime
Overtime is defined as those hours worked by a public employee who qualifies for time-and-one-half overtime
pay or time-and-one-half compensatory time as required by the Fair Labor Standards Act. Overtime for LPA non-
exempt employees refers to those hours or major fractions of hours beyond 40 hours within a work week. For
non-exempt employees paid monthly, the work week begins at 12:01 a.m. on Monday and ends at 12 midnight
on Sunday. Employees classified under The Fair Labor Standards Act as non-exempt are compensated at a rate
of one and one-half times their hourly rate after 40 hours within a work week and/or one-and-one half hours of
compensatory time off for each hour over 40 hours within a workweek. Overtime for non-exempt employees
must be approved in advance by their supervisor (except in emergency situations). Unauthorized (unapproved)
overtime worked may subject the employee to disciplinary action. Nonexempt employees cannot waive their
rights to overtime pay or volunteer to perform normal job functions outside normal work hours. As a general
rule, employees may only bank 32 hours of compensatory time during any pay period. Hours that exceed 32
hours should be reported to the supervisor immediately. Employees classified under the Fair Labor Standards
Act as exempt are paid a fixed rate and are not eligible for overtime pay.
Non-Exempt or Exempt
Under the FLSA, LPA employees are classified as “non-exempt” or “exempt.” Non-exempt employees are
entitled to overtime pay; exempt employees are not. For non-exempt employees, the FLSA requires overtime
pay (at time and one half) for all hours worked over 40 in a workweek.
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Pay Advances
Employees who do not work during the scheduled attendance/service report period for a specific month will
not receive a pay check at the end of that month and, therefore, are not eligible for any type of pay advance.
Retirees Returning To Work
A retiree from LPA or another Georgia school system will be employed in accordance with TRS and Governance
Board guidelines and procedures.
Salary Increase for Advanced Degree
Employee may receive a salary increase, if placed on a salary schedule, which recognizes a salary increase for an
advanced degree. Due to changes instituted by the Professional Standard Commission (PSC) regarding degree
upgrades and LPA’s compensation structure, employees should contact the CLO prior to enrolling into a program
to inquire about any potential salary increase for an advanced degree. This is the employee’s responsibility. The
LPA Governance Board will authorize the salary increase based on the changes by PSC. Any eligible salary
increase will become effective beginning at the second full month FOLLOWING the achievement and award of
an advanced degree which would make the employee eligible for such a salary increase. It is the employee’s sole
responsibility to provide formal, verifiable, notice of such an achievement and award to the CLO.
Salary Placement for Certified Employees
Salaries for certificated employees are determined by the Georgia teaching certificate that they hold and the
years of experience that have been verified. Salary placement for a certified employee will be administered in
accordance with Georgia Code: GBA (5)160-5-2-05, “Experience for Salary Purposes.”
Salary Placement for Classified Employees
For classified employees, salary placement is based on the salary schedule for the position.
Classified employees will not receive additional salary compensation for education that is beyond what is
required for the position.
Salary Schedule
The annual compensation for teachers will be based on the teacher’s salary schedule from the State of Georgia.
Summer Salary
The pay for full-time employees on 190, 191, 200 and 220 day schedules who are present for the full contract
year is prorated in 12 installments throughout the year including the summer months. Summer pay will also be
prorated for 190, 191, 200 and 220 day employees who are present for at least one-quarter of the school year if
they are:
Employed after the beginning of the regular school year,
Separated from LPA after the regular school year ends, or
Absent from duty without pay during any part of the required period of employment.
Vacations and Holidays
Employees (240 day) who earn vacation will accumulate hours based on the schedule below.
Creditable Years of Service in the Profession (Time Accumulated Each Year)
• Years 1 - 5 96 hours (12 days)
• Years 6 - 10 120 hours (15 days)
• Years 11 - 15 144 hours (18 days)
• Years 16 - 20 160 hours (20 days)
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• Over 20 years 184 hours (23 days)
Other employees follow the holiday schedule as printed on the DeKalb County Public Schools’ Calendar:
• New Year’s Day
• Martin Luther King Jr. Day
• Spring Holiday
• Memorial Day
• Independence Day
• Labor Day
• Thanksgiving
• Winter Holidays
CONFLICTS OF INTEREST
All employees shall avoid any conflict of interest or the appearance of such conflict with their professional
responsibilities. The LPA Governance Board provides the policy written below with the full knowledge that the good
judgment of each employee is essential, and that no list of rules or guidelines can provide direction for all circumstances
that arise. Employees who have questions about a potential conflict of interest must discuss the situation with the CLO
and/or the CAO.
CRIMINAL BACKGROUND CHECK
A criminal background check will be conducted at or prior to employment for every individual who is employed by the
LPA Governance Board to fill either a full-time or a part-time position with the LPA. For initial hiring purposes, personnel
employed by the LPA shall be fingerprinted and have a criminal background check as required by O.C.G.A. § 20-2-
211.1(c). A clearance certificate verifying a satisfactory criminal background check may be required based on the
requirements of state law and the rules of the Professional Standards Commission.
Subsequent criminal background checks shall be conducted on all personnel. Certified personnel, whose employment is
continued with the LPA, shall be subject to a criminal background check upon any certificate renewal application to the
Professional Standards Commission. All other employees of the LPA, whose employment is continued and who are not
certificated personnel, shall be subject to subsequent criminal background checks on a periodic basis determined by
procedures and schedules established by the CEO or his/her designee. The period between criminal background checks
shall not exceed a maximum of five years. Fees required for criminal background checks shall be paid by the individual
seeking employment or the employee.
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DRUG-FREE WORK PLACE
The LPA Governance Board provides a drug-free workplace and professes that the use of illicit drugs and the unlawful
possession and use of tobacco and alcohol are wrong and harmful. The unlawful possession, use, manufacture,
distribution, or dispensation of illicit drugs, tobacco, and alcohol by employees on school premises, in school vehicles, or
at any school-sponsored activities is prohibited. Compliance with these standards is mandatory. Disciplinary sanctions,
up to and including termination of employment and referral for prosecution, will be imposed on employees who violate
these prohibitions. Employees are prohibited from using or displaying drug, alcohol, and tobacco products in front of
students while the employee is on duty, during the normal school day, or while on duty at any school- or system-
sponsored function.
Personnel Use of Illicit Drugs: For criminal drug statute convictions of employees for violations occurring in the
workplace, the following steps must be followed:
1. Employees must notify LPA in writing of any criminal drug statute arrest and/or conviction for a violation
occurring in the workplace (in LPA facilities, vehicles, and at school-sponsored activities) no later than five
calendar days after such arrest/conviction.
2. LPA will notify all appropriate federal agencies in writing within ten calendar days after receiving notice from
an employee or otherwise receiving actual notice of such conviction. LPA will take one of the following actions,
within 30 calendar days of receiving notice with respect to any employee who is so convicted:
A. Take appropriate personnel action against such an employee, up to and including termination,
consistent with the requirements of the Rehabilitation Act of 1973, as amended; and/or
B. Require such employee to participate satisfactorily in drug abuse assistance or rehabilitation program
approved for such purposes by a federal, state, or local health, law enforcement, or other appropriate
agency.
No employee, student, nor school visitor is permitted to use any tobacco product while in any building, facility, or
vehicle owned or leased by LPA. This includes all school grounds and property as well as athletic fields and parking lots.
Tobacco use is prohibited at all school- or system-sponsored events 24 hours a day, seven days a week. In recognition of
its responsibilities to take reasonable measures to ensure that the students it undertakes to transport are transported
safely; and in further recognition that safe transportation depends on the driver/employee’s physical dexterity, reflex
action, unimpaired judgment, and unimpaired senses of sight and hearing; and in recognition of the fact that certain
drug and/or alcohol use can impair an employee’s ability to transport students safely; the LPA Governance Board hereby
implements a controlled substance and alcohol testing program for all employees engaged in safety-sensitive functions.
As part of the LPA Governance continuing effort to provide an environment for students and employees that promotes
health and safety, the LPA Governance Board will not tolerate the use, possession, or sale of any controlled substances,
alcohol, or misuse of any legally prescribed or obtained medications by employees engaged in safety-sensitive functions.
The LPA Governance Board will provide training, education, and other assistance to employees to help them understand
their responsibilities in achieving an environment free of alcohol and controlled substances upon request from the
employee. Noncompliance with this policy or violation of the regulations may result in severe disciplinary action,
including suspension or dismissal.
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EMERGENCY CONTACTS
A completed Employee Information Data Sheet is required to be on file from each staff member. Changes in emergency
data should be reported promptly to the CAO.
EMPLOYEE ASSIGNMENTS
Employees are assigned to positions based on the needs of the school and the employee’s certification, qualifications,
and training. The CLO/CAO/CEO, through the Board, shall have the authority to reassign any employee for the efficient
operation or for the best interest of the school.
EMPLOYEE DRESS CODE
All LPA employees shall dress in a professional manner and style in accordance with the dress of other professionals
within the community. Employees are expected to be clean, neat, and appropriately dressed at all times during the
employee’s regular hours of work. The CLO has the authority to interpret the dress code and make a case-by-case
determination of the appropriate nature of dress and appearance. Any employee whose attire or dress is not
professional in the opinion of the CEO or Administrator shall be directed to conform to the dress code. An employee,
who is inappropriately dressed, may be sent home and required to return to work in acceptable attire. The employee
shall not be paid for time away from work.
EMPLOYEE EVALUATION CERTIFIED and CLASSIFIED PERSONNEL
All certified leadership, teaching, and service personnel will be evaluated annually for performance appraisal and
professional development purposes. The annual written evaluation will be based on performance and the job
description or the position. The appropriate Board approved evaluation instruments shall be used to assess the
performance of professional personnel. All classified personnel employed by the LPA Governance Board shall be
evaluated at least once each year. The process and the frequency of the evaluations, the instruments used, and the
training of the evaluators shall be established by the CEO. All evaluations shall be discussed confidentially with the
employee.
EMPLOYEE PERSONNEL RECORDS
Information contained in an employee’s personnel file is kept confidential except as may be required by law, requested
by the employee, or requested by authorized officials on a need-to-know basis. Otherwise, requests for information not
specifically approved by the employee will be referred to the CAO or his/her designee. There are specific document
types that are protected from public disclosure, as stated in the Georgia Open Records Act. These documents include
confidential evaluations prepared as part of hiring process, medical records, home address information, Social Security
numbers, insurance and medical information, and financial information. LPA will release, with written approval from the
employee, information about the employee’s current salary, dates of employment, job title, and work location.
Employees may review their personnel records by contacting the CAO to schedule an appointment. A request form must
be completed and signed for employees who request copies of records from their personnel file. Confidential reference
documents are not available for review.
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EMPLOYEES WITH COMMUNICABLE DISEASES
Employees who have or are suspected of having any communicable disease may be required to take any and all
recommended precautions to ensure the health and safety of students and other employees. The Governance Board,
The Board of Education, the DeKalb County Health Department, and/or the Georgia Department of Human Services may
require quarantine or surveillance of carriers of diseases and persons exposed to or suspected of being infected with
infectious disease during such period until they are found free of the infectious agent or disease.
EMPLOYEE IDENTIFICATION CARDS AND BADGES
In order to ensure the safety and security of both staff and students, LPA ID Badges should be clearly visible at all times.
Additionally, employees will be issued a key access card to their location. Please contact the CEO by email as soon you
discover your access card is missing. The access card must be deactivated and new card will be issued.
EMPLOYEE REQUIRING MEDICAL ATTENTION
Employees should report all work-related injuries and accidents immediately or as soon as practicable to their
supervisor, and then follow these steps:
1. Report the accident (even if you think the injury is minor) to a supervisor as soon as possible.
2. Make sure a written report of the incident is made.
3. If medical treatment is required, a representative from you’re the school will provide you with a panel of doctors.
4. When you visit an approved physician, make sure you tell the doctor what happened and the visit is to be billed to
your company's workers' compensation insurance company. Do not bill this to your health insurance.
5. Also, request written instructions from the doctor with regard to future treatment and your ability to work.
6. Keep your direct supervisor informed.
EVALUATION
Teachers’ annual evaluation for this school year will be based on the Teacher Keys Effectiveness System (TKES) in
accordance with the Official Code of Georgia 20-2-210, all applicable rules of the State Board of Education, and the
Implementation Handbook for TKES.
TKES/LKES Formative Summative Evaluation Appeal Process - Please Note: Teachers/Leaders are permitted to
use the school district’s local complaint process to file grievances related to procedural deficiencies on the part
of the local school system or charter school in conducting TKES evaluations. A teacher’s performance rating(s),
professional growth goal(s) and/or plan(s), and job performance cannot be disputed through the complaint.
(Georgia Department of Education, 2016) All appeals must be initiated within the current year of the evaluation
in question.
Appeals not initiated during the specified timeline for the particular school year are final. Appeals must be filed
within 10 business days of receiving the Formative or Summative Assessment rating. Appeals not filed within the
10 business days will not be considered for the Appeals/Grievance process. Walkthroughs cannot be appealed.
Employees are encouraged to read evaluation guidelines in the Teacher/Leader Keys Effectiveness System
Handbooks and to make sure that appropriate procedures have been followed within the 10-day window in
order to appeal. Appeals may be made at the Formative or Summative Assessment/Evaluation.
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Cycle 1 Appeal
• For TKES, the evaluatee submits appeal to the principal within 10 business calendar days of receiving
their rating. For LKES, the evaluatee should submit the appeal to the primary evaluator. The appeal
should include any relevant supporting documentation.
• The primary evaluator reviews the Cycle 1 appeal.
• Primary evaluator must provide a response in writing to the evaluatee within 10 business calendar days
of the Cycle 1 appeal.
• If the appeal if resolved at Cycle 1, the appeal is considered closed or resolved. The findings are
reported to the Coordinator of Performance Management by the principal once the appeals process is
closed or resolved at the school level (no later than 10 business calendar days after the appeals process
is closed or resolved at the school level).
Cycle 2 Appeal
• If the appeal is not resolved at Cycle 1, the evaluatee submits the second appeal to their principal’s
(TKES) or evaluator’s (LKES) supervisor (Chief, Assistant Superintendent, and Coordinator of
Performance Management) within 3 business calendar days of receiving the findings from the Cycle 1
appeal.
• The Chief or Assistant Superintendent will gather evaluation information pertaining to the appeal for
the purpose of making a decision. "The Chief or Assistant Superintendent will review all relevant
information and provide a response in writing within 20 business calendar days to the evaluatee,
primary evaluator, and the Coordinator of Performance Management. "
• This ends the appeal process. Results are final. Please note: Documented performance deficiencies
and/or performance evaluation ratings may be reviewed and considered as a factor with regards to
promotional opportunities.
FAIR LABOR STANDARDS ACT
The Fair Labor Standards Act (FLSA) is a federal labor law governing overtime, minimum wage, child labor, and equal
pay. It requires employers to keep records of all hours worked by non-exempt employees.
FALSIFICATION OF RECORDS
As with your job application, if you willfully submit false information on any records including, but not limited to,
attendance records for an employee or student, records related to leave or workers’ compensation, and
registration/enrollment records for your child or another student, you will be subject to disciplinary action, up to and
including termination.
FUND RAISERS
Employees of Leadership Preparatory Academy should seek authorization from the CAO/CLO prior to engaging in any
fund raising activities. This includes charitable fund raisers and/or organizational fund raisers. The employee seeking to
engage in a fund raising activity should email the CAO/CLO requesting authorization and the email should contain the
following information:
• Name of Beneficiary
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• Reason for fund raiser
• Time frame of fund raising activity
• Items to Be sold (if any)
• Procedure for collecting funds
• How will proceeds be used (if any)
HARRASSMENT POLICY
It is the policy of this school to prohibit any act of harassment of employees or others based upon race, creed, sex,
gender, national origin, ancestry, religion, age or disability, genetic information, or service in uniformed services at all
times and during all occasions while at school, in the workplace or at any school event or activity. Any such reported act
of harassment may result in discipline, including the possible termination of employment or other appropriate discipline
of the employee. Sexual harassment may include conduct or speech which entails unwelcome sexual advances, requests
for sexual favors, taunts, threats, comments of a vulgar or demeaning nature, demands or physical contact which
creates a hostile environment for an employee. There may be other speech or conduct which employees experience as
inappropriate or illegal harassment which should also be reported such as sexually suggestive drawings, leering, or
sending inappropriate sexually-themed gifts; harassment can take many forms and it is not possible to itemize every
aspect of the harassment forbidden by this policy. No form of sexual harassment will be tolerated. The School District's
harassment policy applies equally to harassment based on an employee's other protected statuses: race, religion, creed,
national origin, age, disability, genetic information, or service in the uniformed services.
REPORTING HARASSMENT AND DISCRIMINATION AND PROHIBITION ON RETALIATION
Any employee, applicant for employment, independent contractor, or other individual who performs work for the
school who believes he or she has been subjected to harassment or discrimination as prohibited by this policy should
promptly report the same to the CEO of the school or to the appropriate designee, who will implement the Board's
discriminatory complaints procedures as specified in that policy. It is the duty of all employees to promptly report
harassment forbidden by this policy. All supervisors will instruct their subordinates as to the content of this policy and,
through appropriate staff development, enlighten employees as to the varied forms or expression of prohibited
harassment. No one will be subjected to, and the school prohibits, any form of discipline, reprisal, intimidation or
retaliation for good faith reporting of incidents of harassment of any kind, pursuing any harassment claim or cooperating
in related investigations. LPA is committed to enforcing this policy against all forms of harassment. However, the
effectiveness of our efforts depends largely on employees telling us about inappropriate workplace conduct. If
employees feel that they or someone else may have been subjected to conduct that violates this policy, they should
report it immediately. If employees do not report harassing conduct, school may not become aware of a possible
violation of this policy and may not be able to take appropriate corrective action. Nothing in the harassment policy shall
be construed or interpreted to create any additional rights or exceed requirements or standards as stated in applicable
federal and/or state law.
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HEALTH AND SAFETY
The Governance Board recognizes the responsibility for ensuring the safety of all employees. Therefore, it is the policy of
the Board to take all practical steps to develop and implement a safety program for all employees, which will provide
and maintain safe and healthful working conditions, adequate protection equipment, and develop operating procedures
and practices that comply with federal, state, and local legislation pertaining to accident prevention. To help ensure safe
working conditions, an employee is responsible for:
! Knowing the potential hazards of the job.
! Learning and following the safety practices required by management.
! Using health and safety devices required by the job.
! Correcting and/or reporting safety hazards immediately.
! Immediately reporting any accident or injury to supervisor.
! Obeying “No Smoking” regulations.
! Operating machinery or equipment only if qualified to do so.
! Maintaining good housekeeping practices including keeping all fire exits clear and firefighting
equipment accessible.
HIRING
The CEO shall have the authority to place personnel in accordance with Board policies, adopted job classifications and
salary schedules, and in such numbers authorized by the Board, provided that, placements at the level of teacher or
above must be approved by the Board.
INCLEMENT WEATHER PROCEDURES
In case of an emergency school closure or schedule change, staff reporting instructions will be on LPA’s website.
INTERVIEWING
CAO/CLO/CEO, under the directive of the LPA Governing Board, will interview the most qualified applicants.
JOB POSTING
Most announcements of job vacancies will be posted at the Georgia Charter School Association’s website, LPA’s
employment tab and in the teacher’s lounge of LPA. Job vacancies will be posted for a minimum of five business days or
until filled.
MEDICARE
All employees who were initially employed or reemployed after March 31, 1986, are required by federal law to pay
Medicare tax. The Medicare employer contributions must be charged against the Alternative Plan to Social Security.
NEPOTISM
Employees cannot recommend for employment as a direct report, supervise or evaluate members of their immediate
family.
NONRENEWAL
When the CEO or the LPA Governance Board proposes not to renew the contract of any teacher or other professional
employee, certificated by the Professional Standards Commission, who was on the payroll and under contract on the
beginning day of the current school year, written notification of such intention shall be given to the teacher or other
certified professional employee.
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OBSERVANCE OF RELIGIOUS HOLIDAYS
Employees may use personal leave for the observance of recognized religious holidays. If an employee desires to take
leave for the observance of recognized religious holidays in excess of the days allowed for personal leave, the employee
may take unpaid leave for such purposes provided that such leave is not excessive and does not interfere with fulfilling
the obligations of his or her job.
OUTSIDE EMPLOYMENT/DUAL PAY
Employees may, during the times not required of them to fulfill assigned duties, engage in other employment, provided
such employment does not violate the Educators Code of Ethics or any contract the employee has with the LPA. Failure
to disclose this information may result in disciplinary action, up to and including, termination. Moreover, Employees
shall be prohibited from receiving dual pay for services rendered during regular working hours. The employee must
forfeit the regular pay or the pay from another agency, organization, or individual. Employees may receive payment for
services rendered while on non-medical leave or for services performed other than during the regular working day.
PAYROLL DEDUCTIONS
Payroll deductions include, but are not limited to, federal and state taxes required by law; retirement systems
contributions; Social Security; and medical, dental and other deductions authorized by the employee. In the event of
overpayment, employees will be notified about the overpayment and the CEO will authorize the payroll clerk to make
the appropriate adjustments. In the case of a hardship for the overpayment, an agreement to tender the overpayment
will be developed and must conclude by the last check issuance for the employee during the fiscal year.
PERSONNEL CHANGES
It is the responsibility of employees to inform the CAO of any change in home address and/or phone number by
completing an Employee Information Data Sheet. Employees may update their name, personal address, and phone
number by completing the Employee Information Data Sheet. Name change requests must be accompanied by a copy
of the signed social security card reflecting the new name, before the request may be completed.
PRIVACY AND CONFIDENTIALITY
Schools and school districts are mandated by Federal law, the Family Educational Rights and Privacy Act (FERPA), to
protect educational records. “Educational records” refers to those data elements that are (1) directly related to a
student; and (2) maintained by an educational agency or institution or by a party acting on behalf of the agency or
institution. FERPA permits school districts to disclose information designated as “Directory Information” without consent
of parent or student. Directory information is considered information which is generally not considered harmful or an
invasion of privacy if disclosed. It includes student information such as student's name, address, telephone number, date
and place of birth, grade level, dates of attendance, degrees and awards received, most recent previous school
attended and photograph or video. Extra care must be taken to protect “non-directory” student information as well as
personally identifiable information contained within student records, either in electronic or paper form. Among the
items considered non-directory information are:
! Advisement records
! Courses taken
! Disciplinary actions
! Grades
! Schedule
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! Student number
! Test scores
! Personally identifiable information in education records is defined as a student’s first and last
name with one or more of the following data elements:
o A list of personal characteristics that would make the student’s identity easily traceable.
Any other information or identifiers that would make the student’s identity easily
traceable.
o Name of student’s parent(s) or other family member(s).
o Social security number.
Employees shall not disclose any student information, directory or non-directory, with a third party without obtaining
the approval of the CLO.
RECORDS MANAGEMENT/RETENTION
Each employee is responsible for maintaining and managing public records related to his/her work according to state
and federal laws and LPA’s policy. Records may be maintained electronically or in hard copy. When no longer needed,
you also must destroy records in an appropriate manner—records containing sensitive information must be shredded.
Records destruction must be logged, and these logs must be maintained according to the retention schedule.
Retention Schedule: LPA generally follows the rules designated by the Georgia Secretary of State for the retention and
destruction of records. In a few instances, LPA retains records for longer than the state required period.
Type of Record Retention
E-mail Retention period is determined based on the content, not the format of records. Many emails need only be
maintained for the useful life of the information contained, but if the email documents a decision or other type of
records that must be retained, it must be kept according to the schedule.
" General correspondence - 5 years
" Visitors logs and sign-in sheets - 2 years
" Accident reports (student or visitor) - 5 years
" Class rolls - 3 years
" Teacher lesson plans - 2 years
" Employee work schedules, time records and leave records - 3 years
" Daily/monthly activity reports - 2 years
" Publications (newsletters, handbooks, brochures, etc.)
" Permanent Travel authorizations and reimbursements - 3 years
" Records documenting the destruction of records - 7 years
REDUCTION IN FORCE (RIF)
The Board will make every effort to avoid exercising Reduction-in-Force (RIF) procedures through planned management
techniques. However, the Board recognizes that a RIF may be necessary when overstaffing occurs due to the reasons
such as inadequate funds; loss of funding that includes the reduction or expiration of grant generated funds; insufficient
student enrollment to merit continuation of a program or service; decline in average daily attendance; decline in need
for services rendered by a position classification; return of contractual personnel from extended leave; discontinuation
of a program by action of the Governance Board; change in class sizes; closure or change in purpose of a school or
program; reorganization; legislative mandates; judicial decrees; other exigencies. The determination of employees to be
demoted or terminated is based upon approved procedures established by the Governance Board and school’s
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administration. Employees who do not have a written contract are classified as “at-will.” Either the employee or CEO
may terminate the employment of “at-will” employees at any time with or without cause.
RE-EMPLOYMENT
The contracts for the Administrative Team (CEO, CAO and CLO) are automatically considered for renewed each year.
Individuals whose contracts will not be renewed are notified in writing.
RE-HIRE
Candidates who were previously employed at Leadership Preparatory Academy and who left in good standing, will be
considered as a New Employee and be subject to all of the provisions of a new hire.
RESIGNATIONS
The CEO or Designee shall have authority to accept on behalf of the Governance Board, an employee's resignation. If
the CEO does not accept a resignation, it may be submitted directly to the Board for final disposition. Non-contractual
employees are requested to submit a letter of resignation as soon as possible, but at least two weeks prior to the
expected date for leaving LPA. Contractual employees should provide a least a two-week advance notice.
REPORT OF SUSPECTED CHILD ABUSE OR NEGLECT
Any school employee who has knowledge or reasonable cause to believe that a student has been a victim of physical
abuse, sexual misconduct or other forms of harassment by another school employee, shall report such abuse or
misconduct to the appropriate school administrator immediately. Please refer to your school administrator regarding
protocols for reporting child abuse or neglect.
RESPONSIBILITY TO REPORT CRIMINAL CHARGES
Any employee of LPA who is arrested, charged, indicted, bound over by or to a grand jury, convicted, enters a plea or is
nolle prossed for or to any crime or criminal offense in the State of Georgia or elsewhere, whether the crime or criminal
offense is a felony or misdemeanor, shall report each and all of these events, occasions, or developments to the CEO
within 48 hours after the arrest or legal action, or immediately upon the employee's return to work, whichever comes
first. In making the report the employee shall: Provide a copy of the arrest warrant, citation, motor vehicle accident
report, indictment, or any other narrative explanation of the arrest generated by the arresting officer/jurisdiction;
Disclose all court dates and the disposition of the matter within 48 hours after that information becomes available to the
employee.
RESPONSIBILITIES FOR RESPONSES TO CIVIL RIGHTS CONCERNS
All employees are required to fully comply with all federal and state non-discrimination laws, including Title VI and VII of
the Civil Rights Act of 1964; Title IX of the Educational Amendments of 1972; the Age Discrimination and Employment
Act (ADEA); Section 504 of the Rehabilitation Act of 1973; Public Law 101-476, Individuals with Disabilities Education Act
(IDEA); and the Americans with Disabilities Act of 1990 (ADA). Questions concerning these policies and procedures
should be directed to the CAO.
SAFETY
Leadership Preparatory Academy recognizes that the work place needs to be safe as possible. Therefore, it is the policy
of the Governance Board to take all practical and reasonable steps to develop and implement safety measures for all
employees, which will provide and maintain safe working conditions, adequate protection equipment and develop
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operating procedures and practices that are in compliance with federal, state, and local legislation pertaining to accident
prevention. To help ensure a safe work environment, an employee is to exercise their discretion and be aware of the
following safety-conscious ways:
• Know the potential hazards of the job and work place;
• Learn reasonable safety practices;
• Use health and safety devices that are available;
• Correct and/or report safety hazards immediately as is reasonably appropriate;
• Report immediately or as soon as practicable to a supervisor any accident or injury;
• Obey “No Smoking” regulations. All employees and students are prohibited from tobacco use on
campus or at school activities, functions, or events;
• Operate machinery or equipment only if qualified to do so; and
• Maintain good housekeeping practices including keeping all fire exits clear and firefighting equipment
accessible
SEXUAL HARASSMENT
All employees of LPA are entitled to a work environment free from sexual harassment and all other forms of
discrimination. Sexual harassment is a form of misconduct, which undermines the integrity of the employment
relationship. No employee, male or female, shall be subject to unsolicited and unwelcomed sexual overtures or conduct
of a verbal or physical nature.
SMOKING
Smoking is prohibited on any property owned or leased by Leadership Preparatory Academy as well as in any vehicle
owned or insured by LPA. All employees, students and visitors are prohibited from smoking on district property and in
district vehicles. We discourage using tobacco in any form.
SOCIAL MEDIA
Responsible Use of Technology
LPA recognizes that the use of technology is prevalent in society. Students and staff have access to the Internet, cell
phones, games, and a variety of personal technology devices. Students and staff utilize social media websites and
applications as well as a variety of other digital resources that allow them to interact, share, create, and innovate. Staff
members use these same resources as a means to effectively engage and motivate student learning and collaborate
with colleagues. Access to more technology leads to more data access, as well. Regardless of the source, LPA’s staff
students are reminded to follow the policies and procedures that protect data access, including the Family Educational
Rights and Privacy Act of 1974 (FERPA), and the Children’s Internet Protection Act of 2000 (CIPA), which are detailed in
the Student/Parent Handbook. While the Governance Board supports anytime/anywhere access to LPA business-
related data, all staff members share the responsibility to protect sensitive data in a professional manner. Regardless of
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the device or the computer with which LPA data is retrieved, staff members are expected to protect LPA related
personal and sensitive information at all times. This includes LPA purchased devices as well as devices owned, rented, or
used by LPA employees.
Staff Members’ Social Media Use
As online technologies become more interactive, LPA is providing new methods for supporting teaching and learning,
including social media, home access to learning activities, and enhanced online resources. Social media includes all types
of communication shared in an electronic format, including Facebook, Twitter, YouTube, blogs, wikis, e-mail, social
networks, instant messaging, and video-hosting sites, as well Personnel Handbook. As emerging technology that
encourages sharing and electronic collaboration. Each vehicle has its own style and privacy options. These technologies
must meet LPA standards and expectations for communication with students, parents, staff, and community members.
Information regarding FERPA and the school district’s media release expectations are detailed in the Student/Parent
Handbook.
SOCIAL SECURITY
Eligible part-time and substitute employees may participate in the Social Security Program and, when required under the
provisions of federal law, may pay contributions to FICA when employed by LPA.
SOCIAL SECURITY NUMBER
LPA reserves the right to use an employee’s social security number in employment-related practices. All employees who
handle documents containing employee identification data such as social security numbers should use reasonable
precaution to preclude compromise or identity theft.
SOLICITATION BY STAFF MEMBERS
Employees cannot solicit, advertise, or endorse one product over another product when dealing with students, parents
or other employees.
SOLICITATION ON SCHOOL PROPERTY
No person, firm, corporation or business can solicit money from or sell, trade or barter merchandise of any kind to
students, employees and school clubs or organizations without the approval of the CEO.
SUSPENSION/TERMINATION
The employment contract of any teacher or other professional employee having a contract for a definite term may be
terminated, suspended or placed on administrative leave for any of the following reasons:
• incompetence;
• insubordination;
• willful neglect of duties;
• immorality;
• inciting, encouraging or counseling students to violate any valid state law, municipal ordinance or policy rule of
the Governance Board;
• reduction of staff due to loss of students or cancellation of programs;
• failure to secure and maintain necessary educational training; or
• any other good and sufficient cause.
Misconduct that may lead to disciplinary action against classified (non-contracted) employees includes:
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• incompetence;
• insubordination;
• willful neglect of duties;
• immorality;
• conviction of any crime involving moral turpitude;
• failure to comply with all reasonable orders, requests or directions of the CEO or other supervisors;
• violation of any rule or regulation of the Governance Board;
• inciting, encouraging or counseling students to violate any valid state law, municipal ordinance, or policy or rule
of the Governance Board;
• violation of any provision of an employment agreement; or
• any other good and sufficient cause.
Detailed work rules are issued to non-contracted employees at the time of employment and are also located in the
Human Resources Notebook located in the CAO’s office. This list is not all-inclusive. As “at-will” employees, non-
contracted employees may be terminated at any time for good and sufficient cause.
SUBSTITUTE EMPLOYMENT
Substitute employees are defined as those employed for a daily, half-day, or hourly period to replace an employee who
is absent from duty. The hours per day and days per week are based on the needs of the LPA. Substitute employees are
paid at an hourly, daily or unit rate of pay on a semi-monthly payroll schedule. All substitute employees are subject to
Medicare tax.
TEACHERS RETIREMENT SYSTEM
All employees, pursuant to applicable statute, who are eligible to participate in the Teachers Retirement System of
Georgia (TRS), are required, under the provisions of the law, to become members of TRS when employed by the DeKalb
County Board of Education. The state and the Board shall contribute their portions of the funds as required by law, and
the employee's portion shall be deducted from the employee's salary as required by law. All covered compensation paid
by the Board to eligible, full-time employees shall be reported to TRS. Eligible members of TRS are required to contribute
6% of their salary. The LPA contributes 19.81% of the employee’s earnable compensation. For additional information,
please visit www.trsga.com. The following positions are covered under TRS: teachers, administrators, supervisors,
teacher aides, secretaries, paraprofessionals, public school nurses, employees of the Agricultural Extension Service. For
additional information on TRS, please contact the Teachers Retirement System of Georgia (TRS) (404) 352-6500 or
www.trsga.com.
TELECOMMUNICATIONS
LPA provides technologies, networks, and Internet access to support the educational mission of the LPA and to enhance
the curriculum and learning opportunities for students and LPA employees. These technology resources may be used
only in support of education and research and consistent with the educational objectives of the LPA.
All guidelines set forth in policy and any relevant regulations or rules are applicable to all telecommunication services
and equipment provided by the LPA including, but not limited to, the following:
• Computer workstations and notebook computers;
• Smart phones, tablets, e-readers, and other mobile devices;
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• Internet services;
• Telephone services; and
• Cellular telephone services.
Acceptable use agreements must be signed by all users of LPA technologies or networks. LPA-provided access must be
used in a responsible, efficient, ethical and legal manner. Failure to adhere to the LPA’s policies and guidelines for the
use of telecommunication resources may result in suspending or revoking the right to access these resources. It is also
important to remember that all electronic communications are subject to public records laws. Unacceptable uses of
the network include: violating the conditions of the Educators Code of Ethics dealing with students’ rights to privacy,
using profanity, obscenity, or other offensive language, reposting personal communications without the author’s prior
consent, copying commercial software in violation of copyright law, copying other copyright protected material and
using the network for financial gain or for any commercial or illegal activity.
TUTORING
Except as provided for in LPA-sponsored programs:
(1) no employee shall provide tutoring on LPA property for which compensation that is in addition to the
employee’s LPA salary; and
(2) no employee shall tutor, for compensation, either during the school year or summer, any student who is
currently assigned to the employee.
Teachers who tutor, may not offer private instruction on a fee basis to any student who is presently enrolled in their
own classes. It is incumbent upon professional staff members to assist students in their classes after school and
whenever feasible. It is preferred that a tutor be a person who is not on the staff of the school in which a student is
enrolled. Tutoring must be done in such a way as not to interfere with the orderly routine of the teacher's regular day
and school responsibilities.
UNAUTHORIZED TAPE RECORDINGS
Conversations and communications generally should be free and open among employees. You and/or anyone acting on
your behalf may only use audio or video to record or reproduce any conversation among employees while on premises
and/or while conducting school business if you get the expressed, written consent of everyone engaged in the
conversation or communication on record. LPA may record public presentations, board meetings, hearings, grievances,
procurement activities and official investigations. If you violate this policy, it can lead to employee discipline, up to and
including termination.
VIOLENCE IN THE WORKPLACE
The Governance Board has adopted a policy prohibiting workplace violence. Consistent with this policy, acts or threats
of physical violence, including intimidation, harassment, and/or coercion, which involve or affect LPA or which occur on
LPA property, will not be tolerated.
WEAPONS
The Board shall act forcefully to control anyone who brings weapons of any kind to school or school-sponsored activities.
Anyone who unlawfully brings weapons to school or school functions shall be subject to prosecution under the
provisions of the law. LPA employees who violate this policy are also subject to disciplinary action.
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WORK CALENDAR
LPA shall adopt a calendar for each school year that will have additional days built in beyond the calendar established by
the DeKalb County Public Schools.
WORK HOURS
All full-time employees of the LPA will work a minimum of 40 hours per week . The CEO sets a schedule within this policy
for the time of arrival and departure of all employees assigned to his/her operation. In order for an organization to
achieve its desired goals, excellent attendance and punctuality are necessary. Duties which shall count toward
fulfillment of the minimum work day requirement include such duties as teaching, preparation for teaching, assisting
with teaching and with teaching preparation, staff meetings, conferences with students and parents, planning
conferences, responsibilities. Therefore, regular and prompt attendance is expected and required of all employees. If it
is necessary to be absent or late to work, employees are responsible for contacting their supervisor at least one day in
advance, if possible. In case of emergency or other circumstances when it is impossible to give advance notice,
employees are responsible for contacting their supervisor or designee before time to report to work. The CEO has the
authority to set work hours. Work hours are subject to change to meet the needs of LPA. Personal activities should be
arranged by each staff member to assure them of being available for work during their scheduled hours of duty.
Changes in work schedules will be arranged as far in advance as possible. All employees must sign in and out or utilize
the biometric time clock. Failure to do so will result in Leave Without Pay.
WORKERS’COMPENSATION
Employees may be entitled to workers’ compensation benefits if injured on the job. The injury must arise out of and in
the course of employment. The injured employee must provide notice, either in person or in writing, of the injury
immediately, but not later than 15 days after the accident, to the employee’s immediate supervisor. Failure to do so
may result in the loss of benefits. The injured employee may select a medical care provider from the panel of approved
physicians. Only those providers listed are authorized to provide medical care for a work-related injury. Generally,
employees are not eligible for workers’ compensation benefits for injuries sustained going to or coming from work,
during deviations from the scope of employment (e.g., a person making a delivery drives to a place unconnected to the
employee assignment), as a consequence of imported danger (e.g., an employee’s own attire or a personal weapon
causes injury to the employee, when an employee engages in a prohibited act, when the employee engages in
horseplay, during recreational or social activities, or during times in which the employee is not subject to the employer’s
control (e.g., not on the premises, not during the regularly scheduled work day). Any questions should be addressed to
the CEO or CAO.
VOLUNTEER WORK PROHIBITION
The LPA is prohibited from asking a non-exempt employee, under any circumstances, to “volunteer” to perform services.
Non-exempt employees, in turn, are prohibited from performing any volunteer work that is the same type of work for
which the employee is usually paid. Under the FLSA, an overtime-eligible employee cannot volunteer or be asked to
volunteer to do extra work if payment would otherwise be required in order to get the work accomplished. The FLSA
states that an employee may volunteer and not receive compensation if and only if the employee;(1) performs hours of
service for a public agency for civic, charitable, or humanitarian reasons, without expectation of compensation; (2) offers
services freely and without pressure or coercion; and (3) is not otherwise employed by the LPA to perform the same
type of services as those for which the individual proposes to volunteer. Therefore, for example, principals cannot ask a
nonexempt employee to “volunteer” a day to perform duties for which they would usually be compensated.
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ACKNOWLEDGMENT OF RECEIPT OF EMPLOYEE HANDBOOK
The Employee Handbook contains important information about the LPA, and I understand that I should consult the
CAO/CLO regarding any questions not answered in the handbook.
Since the information, policies, and benefits described herein are subject to change at any time, I acknowledge that
revisions to the handbook may occur, except to the LPA’s policy of employment-at-will. All such changes will generally
be communicated through official notices, and I understand that revised information may supersede, modify, or
eliminate existing policies. Only the CEO, CAO, CLO or the LPA Governing Board has the ability to adopt any revisions to
the policies in this handbook.
Furthermore, I understand that this handbook is neither a contract of employment nor a legally-binding agreement. I
have had an opportunity to read the handbook, and I understand that I may ask the CAO/CLO any questions I might have
concerning the handbook. I accept the terms of the handbook. I also understand that it is my responsibility to comply
with the policies contained in this handbook, and any revisions made to it. I further agree that if I remain with the LPA
following any modifications to the handbook, I thereby accept and agree to such changes.
I have received a copy of the LPA’s Employee Handbook on the date listed below. I understand that I am expected to
read the entire handbook. Additionally, I have completed the google document and it will serve as my electronic
signature of receipt of the Employee Handbook. I acknowledge that the Acknowledgment of Receipt will be a part of my
personnel file.
Signature of Employee Date
Employee's Name - Printed
Company Representative Date
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Exhibit
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 1
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFE SCHOOL STUDENT & FACULTY POPULATION
Student(s) Population: 295
Faculty/Staff Population: 37
Transportation: 8 (Buses Needed to Evacuate)
Exceptional Ed Student(s) Population: 10
Exceptional Ed Student(s) Transportation:0 (Buses Needed to Evacuate)
Primary Relocation Site: Samson Family Life Center
Secondary Relocation Site: South DeKalb YMCA
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 2
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFE SCHOOL EMERGENCY PLANNING COMMITTEE
Principal : Dr. Tonya M. Williams Phone No.: 678-526-2533
Asst. Principal: Janel Turner Phone No.: 404-934-0352
Asst. Principal: n/a Phone No.: n/a
Other Staff : Manus Caldwell Phone No.: 678-361-0446
Other Staff : n/a Phone No.: n/a
Counselor : n/a Phone No.: n/a
Teacher : Xiaming Brice Phone No.: 678-768-1276
Teacher : n/a Phone No.: n/a
Custodian : Reginald Bailey Phone No.: 678-760-2488
Student : n/a
Parent : Chris Miller
Law Enforcement: DeKalb County
Fire Department: DeKalb County
Community Leader:Maurice Wadell
Other : n/a
Other : n/a
Other : n/a
Other : n/a
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 3
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SCHEDULE OF EMERGENCY DRILLS
Primary and secondary reunification sites have been identified and posted: Yes
Each classroom has primary and secondary evacuation routes posted: Yes
Primary and secondary relocation sites within the building have been
posted: Yes
Fire/Evacuation Drill Dates:
State law requires 2 drills within first 10 days of school and
at least one drill for each subsequent month.
August(1): 08/01/2022 August(2): 08/09/2022 September: 09/05/2022
October : 10/06/2022 November : 11/04/2022 December : 12/12/2022
January : 01/11/2023 February : 02/16/2023 March : 03/07/2023
April : May : 05/09/2023
Identify primary and secondary relocation sites if evacuation
from the campus is necessary:
Primary: Samson Family Life Center Grades: K-8
Primary: n/a Grades: n/a
Secondary: South DeKalb YMCA Grades: K-8
Secondary: n/a Grades: n/a
Tornado Drill(s):
First Semester Date: 08/05/2022 Second Semester Date:
Second Semester Drill is
the Statewide Drill in
February of Each Year.
Intruder (Lockdown) Drills:
First Semester Date: 08/10/2022 Second Semester Date: 01/12/2023
Type of Lockdown: LEVEL 1 Type of Lockdown: LEVEL 3
Safe Schools Audit Score: n/a Safe Schools Audit Score: n/a
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 4
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
STAFF EMERGENCY ASSIGNMENTS
Designated staff to prepare and maintain the Emergency Kits:
Manus Caldwell n/a
Designated staff to contact Regional Superintendent:
Dr. Tonya Williams Janel Turner
Designated staff to identify missing/absent students and staff:
Malika Wallace n/a
n/a n/a
Designated staff to locate and identify the injured/sick:
Linda Glover Shomica Robinson
Ava Marshall n/a
n/a
Designated staff to accompany injured/sick to medical facilities:
Marcella Edwards n/a
n/a n/a
n/a
Identifed staff trained in First Aid and CPR:
Shomica Robinson Ava Marshall
n/a n/a
Designated staff to handle telephone calls:
Stephanie Harris Laurena Franklin
Jacqueline jones
Designated staff to receive parents/quardians at reunification site(s):
NOTE: All students must be signed out by a parent or guardian.
Please keep sign-out logs.
Xioming Brice Jessica McGuire
Asia Perkins Robert Hatchett
n/a
Designated staff to show emergency personnel utility and ventilation shutoffs:
New Birth n/a
Designated staff to assist with pedestrian traffic and on-campus vehicle
traffic:
New Birth n/a
n/a
Designated staff to make temporary ID badges for staff and emergency personnel:
Tiffany Leonard Parrie Oates
Name(s) of person(s) to contact after hours for after-school/extra curricular
activities and programs:
Dr. Williams Janel Turner
Parrie Oates
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 5
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
EMERGENCY KITS CHECKLIST ANSWER
A copy of the DCSD Emergency Response Procedures and
Protocols Manual Yes
A copy of the Safe School/Crisis Management Plan Yes
Current call rosters of all students including pertinent
medical information, phone number(s), release information
and contact(s) information Yes
Current list of all staff members including phone numbers
and contact information Yes
Copy of school or district personnel directory with phone
numbers and contact information Yes
10 writing tablets and pens/pencils Yes
10 working magic makers Yes
Signage for Staging Area Yes
500 plain white peel-off name tag stickers (used to identify
students, staff or Crisis Team) Yes
Student release/sign-out sheets Yes
Staff sign-in/sign-out sheets Yes
List of students on off-campus trips Yes
Five sets of safety gloves Yes
Floor/Site Plan of the grounds and surrounding areas
(Faculty floor plan with utility shut offs and detailed
instruction on disablement) Yes
Copies of photographs of the building(interior and exterior) Yes
Copies of student and staff emergency contact/release
information Yes
Emergency Medical Information for the students & staff
(Info. regarding students & staff with medical problems
that may be impacted by evacuation/emergency) Yes
Most recent yearbook Yes
Flashlight and extra batteries Yes
Bullhorn and extra batteries Yes
Cell phone and/or walkie-talkie Yes
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 6
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
EMERGENCY KITS CHECKLIST ANSWER
Basic First-Aid Kit Yes
Emergency phone numbers of assistance agencies Yes
Set of master keys Yes
Bus routes and driver contact information Yes
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 7
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
ATTENDANCE AND DISCIPLINE ANSWER
Student and parents are informed of student behavioral
expectations and school discipline procedures. Yes
All students and parents receive and sign for a copy of the
current Code of Student Conduct - Student Rights and
Responsibilities and Character Development Handbook. Yes
All students are taught the contents of the Code of Student
Conduct - Student Rights and Responsibilities and Character
Development Handbook. Yes
Grade-appropriate Code of Student Conduct - Student Rights
and Responsibilities and Character Development Handbook
tests are administered to all students. Yes
All absent or new students receive and are taught the Code
of Student Conduct - Student Rights and Responsibilities
and Character Development Handbook. Yes
Weapons, Drugs, Safe School Zone, and Bullying Signs are
posted. Yes
The state-sponsored Weapons and Drugs reporting number
1-877-SAY-STOP is posted. Yes
A daily record of student absences is maintained and parents
are contacted. Yes
Students may be checked out of school ONLY by a parent or
guardian. Yes
The county-sponsored Alert Line reporting number
1-888-475-0482 is posted. Yes
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 8
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
REPORTING/TRAINING CHECKLIST ANSWER
Violations of state and federal laws that occur on school
property or at school events are reported to a law
enforcement agency. Yes
A record is kept of disruptive, dangerous incidents on
school property or at school events. Yes
Administrators are designated to complete and file accident
and incident reports. Yes
All staff members are aware of child abuse/neglect
reporting requirements. Yes
All staff members are told to report unsafe and potentially
unsafe situations and/or conditions to the administrative
staff. Yes
All staff members are told to report incidents of bullying
and any other types of harassment. Yes
At least one hour of personal safety instruction is
scheduled for the staff. Yes
Each teacher receives a copy of the Emergency Response
Procedures and Protocols manual. Yes
All staff members have or will receive information on the
policy relative to student restraint. Yes
The District will facilitate training of all school-based
and support staff on violence prevention. Staff has been
informed and are expected to participate in training. Yes
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 9
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFETY AND SECURITY CHECKLIST ANSWER
All windows are in good repair with no broken or missing
windows. Yes
Surveillance cameras and monitors are in good working order. Yes
Staff members are trained on the proper use and maintenance
of surveillance cameras. Yes
All cameras are operable and the monitors are placed where
staff can see them. Yes
Glass in entrance doors is safety glass. Yes
Door-locking hardware is in proper working order. Yes
Door panic bars are operable and in good working condition. Yes
Handrails and non-slip steps are provided in stairways. Yes
Access to electrical panels in all areas is restricted. Yes
All portals/hatches are secured with hasps and padlocks. Yes
Mobile classrooms, outbuildings, and storage sheds are
secured and locked. Yes
Building access control is assigned to an administrator. Yes
Keys and duplicates are kept in a locked key cabinet. Yes
Master keys are kept to a minimum and the control access
system is monitored. Yes
Keys and employee IDs are collected from employees who no
longer work in the office. Yes
All keys are checked in and accounted for at the end of the
school year. Yes
Areas around the building and mobile classrooms are lighted. Yes
Chemical storage areas are locked and inventoried on a
regular basis. Yes
Science lab equipment and chemicals are secured and
inventoried on a reqular basis. Yes
Access to bus loading areas is restricted during arrival
and dismissal. Yes
Staff members are assigned to student parking areas at
arrival and dismissal. Yes
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 10
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFETY AND SECURITY CHECKLIST ANSWER
Parking areas are supervised during the school day or can
be seen from the school. Yes
An area is designated as the pick-up/drop-off area for car
riders. Yes
Exterior and interior walls are free from graffiti. Yes
Graffiti is reported to the school police immediately and
not cleaned until cleared by police. Yes
School personnel know locations of shutoffs for water, gas,
HVAC vents. Yes
Hallways are clear of travel impediments during the school
day and during night activities. Yes
Vehicle access to playground/athletic areas is restricted. Yes
All playground/athletic areas are fenced and are supervised
when students are present. Yes
Playground and athletic equipment is in good repair and is
inspected frequently. Yes
Visitor policy signs and trespassing signs are displayed in
plain view and are in good repair. Yes
All visitors, including parents, are required to sign in at
the front office and wear an ID badge. Yes
All visitors check out upon leaving the building and turn in
their ID badge. Yes
Visitor parking is clearly marked. Yes
All employees wear ID badges at all times during work/school
hours. Yes
All commercial deliveries are made at one designated
entrance. Yes
All commercial deliveries are inventoried by an employee. Yes
Delivery persons are accompanied by an employee. Yes
All food deliveries are inspected and inventoried by food
service personnel. Yes
Students are issued parking permits for school parking only
upon proof of a valid driver's license. Yes
Student access to parking areas during the school day is
restricted. Yes
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CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 11
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFETY AND SECURITY CHECKLIST ANSWER
Student drivers are aware that vehicles are subject to
search when on school property. Yes
Employees are aware of their responsibility for items in
their vehicle while on DCSD property. Yes
Students are restricted from entering or remaining in
vacant classrooms. Yes
At the end of the work/school day, all exterior doors and
restrooms are checked. Yes
Classroom-to-office communications is operable and
routinely tested. Yes
Walkie-talkies are strategically located throughout the
building and are in fair working condition. Yes
All school equipment has been labeled and inventoried. Yes
An updated equipment inventory is maintained throughout the
school year. Yes
All fundraising money or checks are given to the bookkeeper
daily. No
Response: Not Applicable
All fundraising money or checks are placed in the school
vault daily. No
Response: Not Applicable
Building vault has controlled access and can be opened from
the inside. No
Response: Not Applicable
School cafeteria daily receipts are transported with an
escort to the office/vault area. No
Response: Not Applicable
Cafeteria is arranged so tables and chairs do not block
access to doors. Yes
Fire extinguisher, First Aid Kit, and Choking Posters are in
the break-area/cafeteria. Yes
Student medicine procedures are available to student and
parents. Yes
Student medicine is identified by name, doctor, dispensing
instructions, and is dated. Yes
Student medicine is secured (locked) with controlled access
at all times. Yes
328
CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 12
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFETY AND SECURITY CHECKLIST ANSWER
Students sign and date each time they take their medication. Yes
Students take their medication in the office area. Students
may keep asthma medication or Epi-Pen with them if they
have a doctors note. Yes
All student medication is picked up by parent at the end of
the school year. Yes
School staff is aware of proper response to blood and other
body fluid spills. Yes
Students/staff use lab/science safety equipment at all times
during experiments and lessons. Yes
Science/lab safety procedures are posted, reviewed, and
practiced. Yes
Fire extinguishers are located throughout the building and
are routinely inspected. Yes
The locations of fire extinguishers are clearly marked and
fire extinguishers are accessible. Yes
Staff members have been trained on proper use of fire
extinguishers. Yes
Mechanical rooms and other hazardous material storage areas
are locked. Yes
Area at and near the dumpster is clean and free of
flammables. Yes
All vehicles are kept out of all fire lanes at all times. Yes
Boiler room is clean, free of debris, and is NOT used for
storage. Yes
Access to boiler room is restricted and the boiler room is
routinely inspected. Yes
Restrooms are clean and are inspected on a regularly basis
throughout the day. Yes
Procedures are in place to evacuate disabled students and
staff/visitors. Yes
Copies of the Emergency Response Procedures and Protocols
manual are distributed to all staff members. Yes
New and temporary staff members are informed of emergency
and safety procedures. Yes
329
CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 13
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFETY AND SECURITY CHECKLIST ANSWER
The staff is trained in Intruder Alert Procedures,
including the alert and clear signals. Yes
School bus safety rules are distributed to all students. Yes
All students participate in school bus emergency evacuations
drills twice per year. Yes
For every field trip, a complete manifest of students and
staff is on each school bus and a copy is left at the
school. Yes
The intrusion alarm system and fire alarm system are
operational and are periodically inspected and tested. Yes
A list is maintained of staff members who are trained and
authorized to activate and deactivate the alarm system. Yes
The Midland Digital Weather/Hazard Alert Monitor is
operational and located where staff can hear the alarm.
NOTE: Contact Student Relations if the monitor is not
operational. Yes
All students and staff members are brought into the building
from mobile classrooms during storm warnings. Yes
Emergency early dismissal procedures are in place and
practiced. Yes
Staff members are designated to secure the building after
school hours. Yes
A list is maintained of after-school/extra-curricular
activities and programs. Yes
On teacher work days and other non-student days, including
summer days, staff work schedules are arranged for the
safety of the staff and security of the building. Yes
The Front Office Area is arranged with security in mind:
surveillance camera, desks facing the doorway, clear
check-in and check-out procedures, walkie-talkie available
at all times. Yes
The school has inplemented an anti-bullying and
anti-harassment program/strategy. Yes
A procedure has been established to track reports made by
students and staff of bullying and harassment incidents. Yes
A procedure has been established to investigate reports made
by victims of bullying or reports made by their parents. Yes
330
CGIW1197 LEADERSHIP PREPARATORY ACADEMY PAGE 14
071422 TIME 11:45 AM
Leadership Preparatory Academy SAFE SCHOOL PLAN Renewal Petition 2022
School Year 2022-2023
SAFETY AND SECURITY CHECKLIST ANSWER
The school has a committee charged with developing a plan
for the analysis of discipline, attendance, other student
surveys/data and staff surveys in order to develop
prevention activities and strategies. Yes
Elementary Schools: The school has implemented or has plans
to implement the DeKalb County Fire Departments Risk Watch
Program. Yes
Procedures have been developed for two-way communication
with portable classrooms/modules. Yes
Portable classrooms are locked when unoccupied. Yes
Portable classroom doors are locked when class is in
session. Yes
331
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
332
Leadership Preparatory Academy Renewal Petition 2022
5 YEAR BUDGET PROJECTION
School Name: Leadership Preparatory Academy FY2023 FY2024 FY2025 FY2026 FY2027 FY2028
Planning Year % of Total Year 1 % of Total Year 2 % of Total Year 3 % of Total Year 4 % of Total Year 5 % of Total
ASSUMPTIONS Notes
Number of Students 375 425 455 505 550
Facility Square Footage 40421 40421 40421 40421 40421 40421
Number of Full Time Employees 34 34 34 34 34 34
Full Time Employees (eligible for benefits) 34 34 34 34 34 34
Number of Administrators 2 2 2 2 2 2
Number of Teachers 22 22 22 22 22 22
Number of Other Instructional Staff 3 3 3 3 3 3
Number of Clerical Staff 2 2 2 2 2 2
Number of Maintenance Staff 2 2 2 2 2 2
Number of Food Service Staff 2 2 2 2 2 2
Student Teacher Ratio 1:17 1:19 1:21 1:23 1:25
Revenue Per Pupil (State and/or Local) $9,855 $9,855 $9,855 $9,855 $9,855 Based on FY23 Dekalb published July 2022 FTE Calculation
Average Teacher Salary $58,794 $60,558 $62,374 $64,246 $66,173 $68,158 Includes a 3% increase per year
REVENUES
State and/or Local Revenue (Rev Per Pupil*# of students) $0 0.0% $3,695,550 83.9% $4,188,290 93.3% $4,483,934 93.2% $4,976,674 93.5% $5,420,140 93.7% Based on FY23 Dekalb published July 2022 FTE Calculation
3% District Administrative Fee (Explain any changes in notes) $0 0.0% ($110,867) -2.5% ($125,649) -2.8% ($134,518) -2.8% ($149,300) -2.8% ($162,604) -2.8%
Meal Fees $196,422 4.5% $196,422 4.5% $223,921 5.0% $250,792 5.2% $278,379 5.2% $306,217 5.3% Based on $3.4/FTE/Day with 85% participation at 180 days with enrollment % increases per year
ESSER III Grant $687,504 15.6% $427,147 9.7% 0.0% 0.0% 0.0% 0.0%
Title I $136,530 3.1% $136,530 3.1% $136,530 3.0% $136,530 2.8% $136,530 2.6% $136,530 2.4% Each year presumed the same
ASP $43,000 1.0% $59,063 1.3% $67,331 1.5% $72,044 1.5% $79,969 1.5% $87,167 1.5% Each year increased based on enrollment %
QBE less 3% District Admin Fee $3,335,427 75.8% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Total Revenues $4,398,883 $4,403,846 $4,490,423 $4,808,782 $5,322,252 $5,787,450
EXPENSES
PERSONNEL
Principal $267,993 6.3% $276,033 6.7% $284,314 6.7% $292,843 6.6% $301,628 6.6% $310,677 6.5% Based on contract and 3% increase per year
Social Services (Social Worker/Counselor/Nurse) $183,476 4.3% $176,678 4.3% $181,978 4.3% $187,438 4.2% $193,061 4.2% $198,853 4.2% Based on contract and 3% increase per year
Technology Support $82,220 1.9% $84,687 2.1% $87,227 2.0% $89,844 2.0% $92,539 2.0% $95,316 2.0% Based on contract and 3% increase per year
Teachers $1,293,462 30.3% $1,332,266 32.4% $1,372,234 32.2% $1,413,401 32.0% $1,455,803 31.8% $1,499,477 31.6% Based on contract and 3% increase per year
Arts/PE/Comp Sci $179,042 4.2% $184,413 4.5% $189,946 4.5% $195,644 4.4% $201,513 4.4% $207,559 4.4% Based on contract and 3% increase per year
Athletics/Extracurricular Coaches $0 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Guidance Counselor $0 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Special Education Teacher $56,300 1.3% $57,989 1.4% $59,729 1.4% $61,521 1.4% $63,366 1.4% $65,267 1.4% Based on contract and 3% increase per year
Office Manager $0 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Office Assistant $58,325 1.4% $60,075 1.5% $61,877 1.5% $63,733 1.4% $65,645 1.4% $67,615 1.4% Based on contract and 3% increase per year
Business manager $0 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Maintenance $36,000 0.8% $37,080 0.9% $38,192 0.9% $39,338 0.9% $40,518 0.9% $41,734 0.9% Based on contract and 3% increase per year
Food Service $28,000 0.7% $28,840 0.7% $29,705 0.7% $30,596 0.7% $31,514 0.7% $32,460 0.7% Based on contract and 3% increase per year
Retirement Benefits $443,168 10.4% $456,463 11.1% $470,157 11.0% $484,262 11.0% $498,790 10.9% $513,753 10.8% Based on projected gross at 19.98% TRS rate
Health Benefits $249,526 5.8% $261,960 6.4% $275,014 6.4% $288,720 6.5% $303,110 6.6% $318,218 6.7% Includes 5% increase per year
FICA $37,531 0.9% $38,656 0.9% $39,816 0.9% $41,011 0.9% $42,241 0.9% $43,508 0.9% Based on projected gross at 1.45%
Other Payroll Expenses/Taxes $266,817 6.3% $130,411 3.2% $139,921 3.3% $146,648 3.3% $156,462 3.4% $165,663 3.5% Includes 3% increase per year less leave payouts
Workers Comp $20,000 0.5% $20,600 0.5% $21,218 0.5% $21,855 0.5% $22,510 0.5% $23,185 0.5% Includes 3% increase per year
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Total Personnel $3,201,860 75.0% $3,146,151 76.6% $3,251,328 76.2% $3,356,853 76.1% $3,468,701 75.7% $3,583,284 75.4%
INSTRUCTION
Textbooks $5,000 0.1% $5,000 0.1% $5,650 0.1% $6,046 0.1% $6,711 0.1% $7,314 0.2% Each year increased based on enrollment %
Classroom Supplies $15,000 0.4% $15,000 0.4% $16,950 0.4% $18,137 0.4% $20,132 0.4% $21,943 0.5% Each year increased based on enrollment %
Computers $10,000 0.2% $10,000 0.2% $11,300 0.3% $12,091 0.3% $13,421 0.3% $14,629 0.3% Each year increased based on enrollment %
Software $30,000 0.7% $30,000 0.7% $33,900 0.8% $36,273 0.8% $40,263 0.9% $43,887 0.9% Each year increased based on enrollment %
Field Trips $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Instructional Equipment $2,000 0.0% $2,000 0.0% $2,260 0.1% $2,418 0.1% $2,684 0.1% $2,926 0.1% Each year increased based on enrollment %
Library and Media Center 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Student Assessment 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Classroom Furniture 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
PE Equipment 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Art Supplies 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
333
Leadership Preparatory Academy Renewal Petition 2022
Total Instruction $62,000 1.5% $62,000 1.5% $70,060 1.6% $74,964 1.7% $83,210 1.8% $90,699 1.9%
SERVICES & SUPPLIES
Student Uniforms $5,000 0.1% $5,000 0.1% $5,650 0.1% $6,046 0.1% $6,711 0.1% $7,314 0.2% Each year increased based on enrollment %
Athletic Program 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Office Supplies $20,075 0.5% $20,102 0.5% $22,622 0.5% $24,166 0.5% $26,744 0.6% $29,090 0.6% Each year increased based on enrollment %
Office Furniture 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Office Computers & Software $7,175 0.2% $5,330 0.1% $5,490 0.1% $5,655 0.1% $5,825 0.1% $5,999 0.1% Includes 3% increase per year
Printing and Copy Services $4,160 0.1% $4,160 0.1% $4,701 0.1% $5,030 0.1% $5,583 0.1% $6,086 0.1% Each year increased based on enrollment %
Postage and Shipping $778 0.0% $801 0.0% $825 0.0% $850 0.0% $876 0.0% $902 0.0% Includes 3% increase per year
Bookkeeping $67,300 1.6% $69,319 1.7% $71,399 1.7% $73,541 1.7% $75,747 1.7% $78,019 1.6% Includes 3% increase per year
Audit $11,250 0.3% $11,588 0.3% $11,935 0.3% $12,293 0.3% $12,662 0.3% $13,042 0.3% Includes 3% increase per year
Payroll Services $7,500 0.2% $7,725 0.2% $7,957 0.2% $8,195 0.2% $8,441 0.2% $8,695 0.2% Includes 3% increase per year
Banking Fees $3,000 0.1% $3,090 0.1% $3,183 0.1% $3,278 0.1% $3,377 0.1% $3,478 0.1% Includes 3% increase per year
Legal Services $40,000 0.9% $41,200 1.0% $42,436 1.0% $43,709 1.0% $45,020 1.0% $46,371 1.0% Includes 3% increase per year
Liability & Property Insurance $21,980 0.5% $22,639 0.6% $23,319 0.5% $24,018 0.5% $24,739 0.5% $25,481 0.5% Includes 3% increase per year
Staff Development 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Special Education 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Health Services 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Staff Recruitment $300 0.0% $309 0.0% $318 0.0% $328 0.0% $338 0.0% $348 0.0% Includes 3% increase per year
Student Recruitment 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Tech Support $10,200 0.2% $10,506 0.3% $10,821 0.3% $11,146 0.3% $11,480 0.3% $11,825 0.2% Includes 3% increase per year
Phone/Internet Service $63,350 1.5% $65,251 1.6% $67,208 1.6% $69,224 1.6% $71,301 1.6% $73,440 1.5% Includes 3% increase per year
Food Service $177,670 4.2% $178,084 4.3% $199,855 4.7% $213,285 4.8% $235,593 5.1% $255,905 5.4% Each year increased based on enrollment %
Transportation 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Health Supplies 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Pest Control 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Janitorial Supplies & Services $20,000 0.5% $20,600 0.5% $21,218 0.5% $21,855 0.5% $22,510 0.5% $23,185 0.5% Includes 3% increase per year
Waste Disposal $3,000 0.1% $3,090 0.1% $3,183 0.1% $3,278 0.1% $3,377 0.1% $3,478 0.1% Includes 3% increase per year
Marketing 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Consulting $12,500 0.3% $25,177 0.6% $25,933 0.6% $26,711 0.6% $27,502 0.6% $28,337 0.6% Includes 3% increase per year
Memberships $7,000 0.2% $7,210 0.2% $7,426 0.2% $7,649 0.2% $7,879 0.2% $8,115 0.2% Includes 3% increase per year
Total Services & Supplies $482,238 11.3% $501,182 12.2% $535,478 12.6% $560,256 12.7% $595,703 13.0% $629,109 13.2%
FACILITIES
Rent/Lease/Mortgage $348,000 8.2% $358,440 8.7% $369,193 8.7% $380,269 8.6% $391,677 8.6% $403,427 8.5% Includes 3% increase per year
Grounds Maintenance 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Maintenance & Repair $10,000 0.2% $10,300 0.3% $10,609 0.2% $10,927 0.2% $11,255 0.2% $11,593 0.2% Includes 3% increase per year
Utilities $5,000 0.1% $5,150 0.1% $5,305 0.1% $5,464 0.1% $5,628 0.1% $5,796 0.1% Includes 3% increase per year
Fire Safety and Compliance 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Storage $22,000 0.5% $22,660 0.6% $23,340 0.5% $24,040 0.5% $24,761 0.5% $25,504 0.5% Includes 3% increase per year
Other $135,389 3.2% 0.0% 0.0% 0.0% 0.0% 0.0% Based on remaining depreciate expenses
Total Facilities $520,389 12.2% $396,550 9.7% $408,447 9.6% $420,700 9.5% $433,321 9.5% $446,321 9.4%
Total Expenses $4,266,487 $4,105,882 $4,265,313 $4,412,774 $4,580,935 $4,749,412
Contingency Fund $0 $0 $0 $0 $0 $0
Surplus (Deficit) $132,396 $297,963 $225,111 $396,008 $741,317 $1,038,037
Cash Balance
Beginning Cash (Renewals, conversions, or org. funding amounts) $2,119,608 $2,252,004 $2,549,967 $2,775,078 $3,171,086 $3,912,403
Net Surplus (Deficit) $132,396 $297,963 $225,111 $396,008 $741,317 $1,038,037
Ending Cash $2,252,004 $2,549,967 $2,775,078 $3,171,086 $3,912,403 $4,950,440
334
Leadership Preparatory Academy Renewal Petition 2022
Exhibit
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Leadership Preparatory Academy Renewal Petition 2022
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Exhibit
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Exhibit
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Leadership Preparatory Academy Renewal Petition 2022
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Exhibit
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Exhibit
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