The GLOBE Academy
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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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 17
PAST PERFORMANCE
1. Complete and attach as Exhibit 5 the Accountability Report available on the 23
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 23
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. 33
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5. Describe how the school provides state- and federally-mandated services to 37
students with disabilities.
6. Describe how the charter school provides state- and federally-mandated 40
services for English Learners (ELs).
7. Provide the number and percentage of students receiving In-School 42
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, 45
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 47
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 49
10.
following, please provide the rationale for the change.
LOOKING TO THE FUTURE
50
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 51
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. 58
3. Attach a copy of the governing board’s Conflict of Interest Policy. 72
4. Attach a copy of the governing board’s Conflict of Interest Form. 77
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5. Attach a completed Accountability Report. 78
6. Attach a copy of the governing board’s Governance Training Plan using the 81
governance training memo available on GaDOE’s website.
7. Attach a completed Locally-Approved Charter School Partners Roles and 83
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 88
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. 108
school schedule.
Attach a copy of a sample scope and sequence for a proposed course/grade
11. 110
level.
12. Attach a copy of the charter school’s Student Code of Conduct. 113
13. Attach a copy of the charter school’s Student Discipline Policy and 157
Procedures, including any Positive Behavior and Intervention Supports (PBIS).
14. Attach a copy of the rules and procedures concerning how the school will 158
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. 165
16. Attach proof of the school’s insurance coverage, including the terms, 217
conditions, and coverage amounts.
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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 Georgia State Board of Education. 239
(GADOE 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. 252
21. Attach a copy of the school’s Certificate of Occupancy. 279
22. Attach a copy of the facility’s Emergency Safety Plan. 282
23. Complete and attach the budget template located on the Charter Schools 297
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. 302
25. Attach the charter school’s signed GADOE Assurances Form. 305
26. Attach the charter school’s signed and notarized. 310
27. Attach the charter school’s signed Local Board of Education Resolution
approving the charter school’s application.
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28. Attach the charter school’s signed Governing Board Resolution approving the 303
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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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 application
of Education HAS you submitted along with this Charter School
its own application 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 (SCSC)
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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● 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
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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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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.
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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): The GLOBE Academy _______
Delivered by (Charter School Representative): Jabari Clark
Received by (DCSD Representative): Date and Time:
CHARTER SCHOOL RENEWAL
APPLICATION COVER PAGE
Check One: _X_ Start-up Renewal ___
Conversion Renewal
When was the original charter term start date? July 1,
2013
How many charter terms has the school been in existence?
_2____
Name of Charter School: The GLOBE Academy
Name of the Georgia nonprofit corporation that currently holds the charter:
The GLOBE Academy, Inc.
Local school system in which charter school is physically located: DeKalb County
Contact Information for the Governing Board Chair
Contact Person: Drew Reynolds Chair
Name Title
Contact Address: 2225 Heritage Dr NE, Atlanta, GA 30345
Telephone Number: 513-417-4661
Fax Number:
E-mail Address: dreynolds@theglobeacademy.net
Contact Information for the Person Filling out this Application
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Contact Person: Jabari Clark Charter Renewal
Name Title
Contact Address: 2225 Heritage Dr, NE, Atlanta, GA 30345
Telephone Number: 404-585-8725
Fax Number:
E-mail Address: jclark@theglobeacademy.net
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CHARTER SCHOOL RENEWAL APPLICATION
EXECUTIVE SUMMARY
Name of Charter School: The GLOBE 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: _1204_________
This application was approved by _DeKalb County_____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
144 144 144 144 130 120 96 96 96 1,114
Year 1
144 144 144 144 138 130 120 96 96 1,156
Year 2
144 144 144 144 138 130 120 120 96 1,180
Year 3
144 144 144 144 138 130 120 120 120 1,204
Year 4
144 144 144 144 138 130 120 120 120 1,204
Year 5
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)
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)
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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PAST PERFORMANCE
4. 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.
5. 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 of 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.
6. 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.
7. Provide a brief overview of the school’s current governance structure. In your description, you
must include:
a. Specific examples of decisions the governing board has made on behalf of the school;
b. Specific examples of decisions the school leader has made on behalf of the school;
c. How the governing board holds the school leader, any charter partners
(ESP/CMO/EMO), and any independent contractors accountable; and
d. 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.
8. Describe how the school provides state- and federally-mandated services to students 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 students with disabilities;
● Develop, review, and revise Individualized Education Programs (IEPs);
● Integrate special education into the general education program;
● 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;
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● 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.
9. Describe how the charter school provides state- and federally-mandated services for English
Learners (ELs). Reciting the requirements of law and rule is insufficient. Your description must
include the diagnostic methods or instruments that are used to identify and assess those
students, as well as the instructional program that is provided to ELs.
10. 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?
Out-of-School
In-School Suspensions Expulsions
Suspensions
Ethnicity/Race Number & Percentage of Total Population
Latino Hispanic 0 0.0% 0 0.0% 0 0.0%
American Indian 0 0.0% 0 0.0% 0 0.0%
Asian / Pacific Islander 1 5.5% 1 5.0% 0 0.0%
Black / African 10 55.5% 10 45.0% 0 0.0%
American
White 6 33.5% 10 45.0% 0 0.0%
Two or More Races 1 5.5% 1 5.0% 0 0.0%
Total Population
11. 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 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).
12. 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.
PROPOSED CHANGES
13. 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:
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● The academic program and curriculum.
● The use of waivers/innovations.
● School programs – this includes Students with Disabilities, Gifted and Talented,
English Learners, etc.
● 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. - None
● The school’s CFO. - None
● The school’s relationship with any major creditors (e.g., landlords, investors etc.)
Our main banking partner, which owns the loan on our Upper Campus, was
purchased by South State Bank. We continue to bank with South State Bank. We
have no investors or other creditors.
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
E. 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.
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EXECUTIVE SUMMARY
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)
MISSION: The GLOBE Academy (GLOBE) fosters Global Learning Opportunities through Balanced
Education for children of all backgrounds. With a focus on dual-language immersion, an experiential-
learning model and a constructivist approach, GLOBE inspires students to be high-performing lifelong
learners equipped to make a positive impact in the world.
GLOBE promotes ongoing communication and education between our parent community and board
members. Efforts are made on a regular basis to share information and garner input through coffee talks,
parental surveys, and weekly newsletters. Since its initial charter term, GLOBE has been among the
highest performing schools in the county.
According to the Performance Snapshot of Georgia’s Governor's Office of Student Achievement:
● The GLOBE Academy Charter School's overall performance is higher than 96% of schools in the
state and is higher than its district.
● Its elementary students' academic growth is higher than 92% of elementary schools in the state
and higher than its district.
● Its middle school students' academic growth is higher than 40% of middle schools in the state and
similar to its district.
● 77.3% of its 3rd grade students are reading at or above the grade level target.
● 84.6% of its 8th grade students are reading at or above the grade level target.
● GLOBE Academy Charter School I is Beating the Odds, meaning that it has a CCRPI score that
is higher than the statistically expected range for the school
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GLOBE serves approximately 1,060 students in grades K-8 across two campuses in DeKalb County.
Seventeen percent of GLOBE’s student population are Effective English Learner (ELL) students. Since
adjusting the admissions process for the 2019–20 academic year, GLOBE’s weighted lottery has
increased the admissions of new students who are economically disadvantaged each year by 4%, with the
percentage of new kindergarten students enrolling in the 2022-2023 school year who qualify for Free and
Reduced Price Lunch up to 34%, our highest number to date. We intend to continue this trajectory into
the future as we reach parity with DCSD.
The community clearly values the education provided by GLOBE, as evidenced by an applicant pool four
times greater than the available spaces for kindergarten, and 17 times greater than the available spaces for
first and sixth grades.
The charter renewal committee is made up of key stakeholders and includes board members, school
administrators, faculty, staff, and parents. During this petition process, the status of the renewal process
was shared during regularly held Board meetings, and all committee members remained engaged with
DeKalb County to fully comply with timelines and requested deliverables for this petition to renew.
Going forward, leaders within the committee will be available to respond to questions.
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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)
Fewer than one percent of schools in Georgia offer dual-language immersion (DLI) academic programs,
and GLOBE is the only DLI charter school in DeKalb County to offer three different language tracks:
Spanish, French, and Mandarin. GLOBE students in grades K-5 spend 50% of instructional time in a
second language and learn grade level content in both languages. GLOBE's 6th-8th grade program allows
students to obtain three to four high school credits for Modern Languages. In 2020, over 30 eighth-grade
students received a diploma of biliteracy upon graduation. Many eighth graders are prepared to take AP
tests in Spanish and French by the end of the academic year.
Research has substantiated academic and cognitive benefits of DLI programs for both native English
speakers and English-language learners. GLOBE’s unique and innovative model allows students the
opportunity to learn language through hands-on, contextualized experiences. In an experiential learning
environment, children have a better grasp of concepts, students have a gratification in learning, and their
learning environment promotes communication and reflection on outcomes. Benefits of dual-language
schooling include greater development of cultural community, high teacher engagement, and more parent
engagement.
A sample of state law and SBOE rule waivers that needed to implement the academic program may
include:
● Class-size and Reporting requirements (O.C.G.A. § 20-2-182)
● Direct Classroom Expenditures and Expenditure Controls (O.C.G.A. § 20-2-171 and SBOE Rule
160-5-1-.29)
● Program Enrollment & Appropriation (O.C.G.A. § 20-2-160)
● ELL Program Requirements (O.C.G.A. § 20-2-156 and SBOE Rule 160-4-5-.02)
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● Educational Programs (O.C.G.A. § 20-2-152 to 20-2-155 and SBOE Rule 160-4-2-.38)
● Organization of Schools; Middle School Programs; Schedule (O.C.G.A. § 20-2-290)
● Competencies and Core Curriculum, Online Learning (O.C.G.A. § 20-2-141.1, O.C.G.A. § 20-2-
142 and SBOE Rule 160-4-2-.48)
● Salary Schedule requirements (O.C.G.A. § 20-2-212)
● Certification requirements (O.C.G.A. § 20-2-108, O.C.G.A. § 20-2-200, O.C.G.A. § 20-2-201,
O.C.G.A. § 20-2-204)
● Categorical Allotment requirements, Article 6 of Chapter 2 of Title 20 (O.C.G.A. § 20-2-183 to
20-2-186)
Given GLOBE’s unique DLI model, GLOBE needs the flexibility to hire staff members who may not
meet state or district requirements but who are highly qualified and either native or fluent in a foreign
language. GLOBE regularly reflects on how well the model serves students. With each year that passes
and as new research on dual language immersion develops, GLOBE adjusts and adapts both curriculum
and instructional practices. It is imperative to remain flexible and routinely enhance instruction.
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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)
The school is organized with an Executive Director (ED) who reports to the Board of Directors (board).
Reporting to the ED is the Administrative Team, including the CFO, Director of Operations, Business
Manager, Registrar, Admissions Director, Receptionists, and Leadership Team. The Leadership Team is
made up of the Heads of School (HOS), for each campus (upper and lower), the Assistant Heads of
School (AHOS) for each campus, a Language Specialist, Data Coaches for each campus, and Curriculum
Coordinators for each campus. GLOBE values the autonomy to hire staff and assign roles that encourage
shared leadership and provide ongoing opportunity for growth. On each campus, a faculty of international
lead teachers and teaching assistants provide instruction to students within the immersion model.
Flexibility in staffing allows GLOBE to bring in lead teachers who are native speakers of their language.
The language teaching assistants (TAs) generally join GLOBE through partnerships with their home
countries and enjoy a supportive environment in which they can hone instructional pedagogy in both
content and language. The 50/50 language model promotes collaboration between English and language
teachers in planning, grading, and supporting the cohorts they teach. In addition, GLOBE’S Building
Leadership Team made up of representative faculty members fosters a strong connection between grade
levels and administration. The Parent Teacher Community Council (PTCC) is composed of both teachers
and parents with the goal of supporting the learning environment and unique culture of GLOBE. Parents
are encouraged to volunteer at least 10 hours per year at the school and many participate in various
committees within the school.
GLOBE does not utilize an Educational Service Provider.
Regarding community interest and need, GLOBE receives more student applications each year than there
are available openings. For Kindergarten, GLOBE receives four times the number of applicants needed to
fill its program. In first and sixth grade, GLOBE receives 17 times more applicants than there are
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available slots. Over 600 prospective parents tour the school each year, and GLOBE fields over 1,000
phone and email inquiries from the community. During admissions season (November to March), the
How to Apply section of the GLOBE website has roughly 3,000 unique views.
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PAST PERFORMANCE
4. 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.
GLOBE’s Accountability Report has been attached as Exhibit 5.
5. 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 of 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 Goals
The GLOBE Academy demonstrated strong academic performance across the five-year charter term. We
demonstrate support for this claim by presenting state data toward the two goals set forth in our charter.
Goal #1: Beating the Odds - Achieved
The first goal set forth in the charter contract stated that “During each year of its Charter term, the Charter
School shall ‘beat the odds’ as determined by a formula measuring expected student growth.” The
Beating the Odds analysis predicts a range within which each school's CCRPI is statistically expected to
fall given the school's size, grade cluster, student demographics, and student mobility. If the Charter
School's actual CCRPI is above the predicted range, then it “Beat the Odds.” We obtained data for this
indicator from the Governor’s Office of Student Achievement’s webpage on Beating the Odds.
Table 1: GOSA data on “Beating the Odds”
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School Year Charter Term CCRPI Predicted Low CI High CI Designation
Score Score
2017-2018 2013-2018 88.0 88.0 84.1 91.8 Within Expected Range
2018-2019 2018-2023 94.1 83.8 80.1 87.4 Beating the Odds
2019-2020 2018-2023 No CCRPI data due to Covid-19 Pandemic
2020-2021 2018-2023 No CCRPI data due to Covid-19 Pandemic
2021-2022 2018-2013 Awaiting results, anticipated Nov-Dec 2022.
Table 1 presents results over the course of the Charter term. In 2017-2018, the last year of our prior
Charter term, GLOBE scored “Within Expected Range” with a CCRPI score of 88.0. However, in the first
year of the current Charter term, GLOBE scored a CCRPI score of 94.1, which was above the predicted
range of 80.1-87.4, and received the designation of “Beating the Odds”. This not only demonstrates that
GLOBE is achieving higher than predicted, but that it also improved over the baseline year from the prior
Charter term.
We are unable to report on CCRPI scores or “Beating the Odds” data for the 2020 and 2021 school years
as a result of missing GA Milestones and CCRPI data from those years due to the Covid-19 pandemic.
We are awaiting results from the most recent academic year (2021-2022) to be released in November or
December of this year. These data indicate that for each year during the current Charter term for which
there are available data, GLOBE has received the “Beating the Odds” designation, and achieved its goal.
Goal 2: CCRPI Proficiency
The second listed goal was CCRPI proficiency, defined as “The Charter School's CCRPI score shall be
better than both the state and local district during each year of its Charter term”. Since the beginning of
the current charter term of The GLOBE Academy, GLOBE’s academic body has continued to outperform
the local district of DeKalb County School and the state of Georgia. In the last year of the prior Charter
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term (2017-2018), GLOBE’s overall CCRPI score was 88.0 compared to a GA state average of 76.6 and
average of 70.0 for DeKalb County. In 2019, GLOBE's overall CCRPI score improved to 94.1. The state
of Georgia's reported CCRPI for that year was 78.8, and that of the Dekalb County School District was
75.4. Due to the COVID-19 pandemic, there is no CCRPI reporting data for the academic school years of
2020 and 2021 for the state of Georgia, DeKalb County School District, nor The GLOBE Academy. As
stated in our goal, GLOBE met its academic goal of achieving at a higher rate than the state and DeKalb
County for each year of the Charter term.
Table 2: CCRPI Scores for DeKalb County, State of GA, and GLOBE Academy, 2018-2019
CCRPI 2018 2019
DeKalb Co State of GA GLOBE DeKalb Co State of GA GLOBE
Elementary 71.9 77.8 90.1 79.0 79.9 97.1
Middle 67.2 76.2 79.3 73.2 77.0 86.1
High 68.7 75.3 N/A 70.8 78.8 N/A
Overall 70.0 76.6 88.0 75.4 78.8 94.1
Organizational Goals
Organizational Goal 1: The Charter School will be economically sustainable.
The GLOBE Board of Directors has worked diligently to ensure the transparent, efficient, and sustainable
use of funds. Our strong enrollment and history of conservative financial leadership has allowed our
school community to maintain predictable revenue streams while also making investments in current and
future needs for our school.
GLOBE has had 7 years of clean unqualified audits to ensure that our business financial statements are
transparent and compliant with generally accepted accounting principles (GAAP). Our treasurer and
finance committee meet annually to review this audit and share results with the Board.
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Our Board also works diligently with GLOBE staff to review, pass, and, when needed, amend, an annual
budget. With each budget, we have worked to ensure that funds are appropriately spent on core needs in
academic programming, administration, and maintenance and facilities.
Our external audit, financial statements (e.g. balance sheets), and annual budgets are shared annually and
on-time with DCSD for review. These statements provide evidence that our Board has ensured the
effective allocation of resources and adequate cash reserves.
Our Board has also worked with our Treasurer, Finance Committee, CFO, and school leadership team to
develop strong internal controls and separation of duties to exercise our fiduciary responsibilities. Our
separation of duties ensures that our finances are reviewed by multiple parties and provides strong
safeguards against fraud.
Organizational Goal 2: The Charter School shall ensure all Governing Board Members receive
effective training as required by O.C.G.A § 20-2-2072 and SBOE Rule I 60-4-9-.06.
Each year of our Charter Term, our Board has completed annual training requirements as required by
DCSD and the state DOE. One exception includes FY 2021 in which training requirements were waived
due to the coronavirus pandemic.
Board members have access to training materials from the Georgia Charter Schools Association (GCSA),
the Georgia State Boards of Education (GSBA), and our Board management tool provider, Board on
Track. Our Governance Committee Chair works closely with board members to ensure they are aware of
training requirements, have access to training materials, and that they complete these trainings in a timely
manner.
Our Board is also enhancing our onboarding process for new board members. This includes an on-site
orientation and training, meetings with Board members and the Board chair, and access to nonprofit
leadership texts to help new members understand and execute their board duties.
Organizational Goal 3: The Charter School shall promote a positive school experience that engages
students, parents, and teachers.
Creating a positive school community for our students, parents, and teachers is a top priority of our
Board.
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Data from the GOSA Report Card indicates that we did not meet the mark of having fewer than 10% of
students absent 6 days or more for each year of our charter. However, our Board and school leadership
has worked to make improvements in school attendance across our community - and we’re seeing
positive signs. Though in the first year of our charter over a third of our students were absent more than
six days, in FY 2022 the percentage reduced to 10.0%. We are proud that despite challenges and
disruptions caused by the pandemic, our students are attending class at high rates, and we look forward to
continuing this trend into the future.
We also acknowledge that our parent and teacher satisfaction surveys have not always demonstrated 90%
satisfaction rates. However, our Board is committed to continuous improvement and working with our
community to increase our rates of satisfaction. For example, after our FY 2022 parent survey, we noticed
that 79% of our parents indicated they were satisfied with the school. Our end-of-year survey also
included opportunities for other questions and qualitative feedback, which indicated that parents were
seeking 1) greater visibility into their child’s school experience, 2) opportunities for in-person
engagement at school, 3) greater opportunities for 4th and 5th graders to participate in lower campus
activities, and 4) more opportunities for enhancing academic rigor. Our leadership team and board has
worked collaboratively to address these concerns by providing strong communication around student
experiences, building in in=person opportunities for engagement at school (pending pandemic
restrictions), tasking Upper School administrators to provide more opportunities for 4th and 5th grade
students to participate in Lower Campus activities, and hiring additional instructional coaches to provide
an enhanced academic experience for our students.
We are optimistic that changes like these and others in the school will lead to greater parent and teacher
satisfaction. This past year we worked to improve our end-of-year survey to provide greater insight into
our community’s joys and concerns with the school so that our Board and school leadership have better
information to guide our decision-making.
Organizational Goal 4: The Charter School shall reflect the socio-demographic diversity of the local
district with a targeted focus on economically disadvantaged students as defined by State Board Rule.
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Our school community is committed to ensuring that our student body is reflective of DCSD as a whole.
Per our last charter, our goal was to work to increase by 20% (4% per year for each year) the number of
newly enrolled students who are eligible for Free and Reduced Price Lunch (FRL). In 2019-2020, our
school community began to implement a weighted lottery with positive results. By the time we ran our
lottery for the 2022-2023 school year, 34% of incoming kindergarten students - a full 20 percentage
points more than 2018-2019 - were students who were eligible for FRL. Our Board is pleased that the
weighted lottery has delivered the results we anticipated and helped us reach our goal (20% of all students
eligible for FRL) and that our school is able to attract students across socioeconomic backgrounds.
We also point out that during the pandemic year of our charters, the FRL numbers may be undercounted
as many parents - knowing that school lunch was free for all students regardless of status - did not elect to
complete the paperwork during these years. We anticipate that as school lunch will no longer be available
for all students in the future may lead to more accurate counts of students eligible for FRL.
Organizational Goal 5: The Charter School's faculty and staff will reflect the sociodemographic
diversity of the community it serves.
Since its founding, GLOBE’s mission has guided our efforts to build a school community that is global in
focus and prepares students for global citizenship. As such, we have worked hard to recruit board
members, faculty, and staff whose diverse backgrounds and skillsets can effectively carry out this
mission.
Table 3 presents data comparing student, faculty, board, and staff race/ethnicity for the 2021-22 school
year. These data indicate that staff and faculty clostly mirror our student population with respect to race
and ethnicity.
Table 3: Race/Ethnicity for GLOBE Students, Faculty, Staff, and Board
Percent by Race/Ethnicity White Black Asian American Multiracial Hispanic
Indian
GLOBE 2021-22 Student 48.8% 26.2% 4.1% .3% 7.9% 12.7%
GLOBE 2021-22 Faculty 48.9% 24.5% 10.2% 1% 2% 13.3%
GLOBE 2021-22 Staff 40.5% 35.7% 2.4% 4.8% 16.7%
GLOBE 2021-22 Board 41.7% 33.3% 8.3% 16.7%
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We would also like to note that our school community places high value on linguistic diversity. We have
many teachers who are fluent not only in our target languages of Mandarin, French, and Spanish, but also
in other world languages. The many languages spoken by our teachers, staff, and students is a hallmark of
our mission and is an essential component of creating a global community at our school.
We are also excited to share that among our two heads of school and two assistant heads of school, we
have school leaders who identify as Black, White, Latino, and Asian, and also have linguistic fluency
representation for Mandarin, French, and Spanish. This diversity among our school leadership provides
not only a visible representation of our mission but also the diverse skillsets and experiences that will
enrich our school community and are essential to our mission.
Lastly - in our hiring practices, our school leadership prioritizes active recruitment to ensure that we can
recruit diverse and highly qualified candidates for our academic programs and instruction. Our school
leadership utilizes tools like Handshake to access recent student graduates and reaches out directly to the
education program at both Spelman and Georgia State to recruit new teachers. We also regularly recruit at
the Teachers of Color Recruitment fair, the GCSA job fair, CARLA (Center for Advanced Research on
Language Acquisition), and Teach for GA.
Organizational Goal 6: The Charter School's board of directors will reflect the sociodemographic
diversity of the community it serves.
The Board of Directors at The GLOBE Academy strives to ensure that its governing board is reflective of
both the mission of the school and the sociodemographic diversity of the community it serves. Our 6th
organizational goal states that “During each year of the charter term, at least 50% of the Charter School's
new governing board members will have experience serving the school's defined diverse community or a
community with similar socio-demographic diversity.”
Table 4 provides a summary of the racial and ethnic composition of the Board over the Charter term. In
each year of our Charter, we have strived to ensure balance on our board. For the years 2017-2018, 2018-
2019, and 2021-2022, 50% or more of our Board members were members of color. In the two years from
2019-2021, our number dropped below 50%, in part because we had members transitioning on/off the
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board in those years. Nevertheless, board diversity remains a key recruitment goal for our governing
board, and as evidenced by our current board makeup (2021-2022), we are confident that our recruitment
efforts will continue this positive trend.
Table 4: Board Makeup by Race/Ethnicity, 2017-2022
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
Asian/Pacific 1 (11.1%) 1 (10%) 1 (9.1%) 1 (8.3%) 1 (7.1%)
Islander
Black/African 3 (33.3%) 3 (30%) 3 (27.3%) 2 (16.7%) 6 (42.9%)
American
White 4 (44.4%) 5 (50%) 6 (54.5%) 7 (58.3%) 5 (35.7%)
Hispanic/ 1 (11.1% 1 (10%) 1 (9.1%) 2 (16.7%) 2 (14.3%)
Latinx
Total 9 10 11 12 14
Our goal as stated in the Charter, however, does not specifically focus on the race/ethnicity of individual
board members, but rather that they “will have experience serving” the community. We acknowledge that
it is challenging to operationalize this definition, but can share that it is the current practice of the Board
recruitment that all members of the board can demonstrate through their personal and professional
experience that they have relevant experience working in diverse contexts and that they embrace
GLOBE’s emphasis on a global perspective and preparing future global citizens.
In addition to seeking a diverse board in terms of race and ethnicity, the GLOBE Board also highly values
cultural and linguistic diversity, along with experience living and working abroad, in its recruitment of
new members. In the past year, the GLOBE Board of Directors has adopted the practice of beginning
each Board meeting in four languages, stating the mission, vision, and values in Spanish, French,
Mandarin, and English. All of these languages are spoken with some fluency by our current board
members.
The GLOBE Academy met all of its goals in its charter contract including a DEI goal to increase the
student population that qualifies for free or reduced lunch which has increased to 20% of the total student
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population. This was achieved by implementing changes to the lottery system for admissions which gave
a higher weight to this population.
6. 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.
Our Board of Directors is proud to report that the school is in a strong financial position. GLOBE has had
7 years of clean audits, has managed net positive operating budgets for all years, and maintains a healthy
annual balance sheet. This strong financial governance coupled with excellent financial management by
our school leadership and CFO has allowed us to maintain predictable revenue streams, fund our
academic programs, teachers, and staff, and provide the resources and materials needed to create a strong
learning environment for our students.
Our strong financial position has also allowed us to make investments in facilities to ensure the long-term
success of our academic programming. In 2017, we secured a +$3 million loan to purchase our Upper
Campus building and in 2021 we purchased three adjacent properties to our Upper Campus to provide
needed facilities enhancements for our middle school.
Figure 1 shows our revenue and net income from FY 2014-FY2023 which demonstrate a history of
growth.
Figure 1: GLOBE Revenue and Net Income (in USD$MM)
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Figure 2 shows our selected assets, which include cash and fixed assets - much of which is accounted for
by the value of our facilities and acquired real estate.
Figure 2: GLOBE Selected Assets (in USD$MM)
The only unexpected financial struggle the school experienced during the current charter term was the
unanticipated change to DCSD’s funding calculation, which led to an approximately 20% decline in per
pupil funding, during a time when DCSD did not experience such a decline in its own funding - state or
local. There were no instances of fraudulent behavior related to anyone associated with the school.
GLOBE currently maintains a modest loan on the Upper Campus building, which we anticipate will be
paid off within the next charter term. GLOBE will use surplus funds to invest in both academic
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programming enhancements as well as enhancements in facilities. For example, in FY 2023, the Board
approved a budget which included the addition of two new instructional coach positions to provide
additional instructional support at both campuses while also allocating funds for anticipated maintenance
needs at both campuses. The Board has also initiated a master facilities planning process to begin in FY
2023 which will outline how we will invest future surplus funds to build the “forever home” of our school
community.
We have not observed any instances of fraudulent behavior or accusations of fraudulent behavior.
GLOBE will continue to maintain a strong balance sheet and operate according to a net positive operating
budget to account for any unexpected challenges that may occur during each school year.
7. Provide a brief overview of the school’s current governance structure. In your description, you
must include:
a. Specific examples of decisions the governing board has made on behalf of the school;
b. Specific examples of decisions the school leader has made on behalf of the school;
c. How the governing board holds the school leader, any charter partners
(ESP/CMO/EMO), and any independent contractors accountable; and
d. 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.
GLOBE’s governing board is made up of eleven elected members (bylaws allow up to 12 members) plus
the Executive Director, who is a non-voting ex-officio member. Officer positions on the board include
Chair, Vice Chair, and Treasurer. The current Board Secretary serves in an ex-officio capacity.
Committees of the board include Governance Committee, Academic Committee, Development
Committee, Finance Committee, Charter Renewal Committee, Facilities Committee, Diversity
Committee, and Communications Committee. The board sets monthly meetings for 10-11 months per
year.
Specific examples of decisions the governing board has made on behalf of the school.
The GLOBE Board of Directors works very closely with school leaders to set and guide the strategic
direction of the school in service to the school's mission. In addition to providing ongoing support and
expertise to the school through leadership and committee meetings, The GLOBE Board of Directors has
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either voted on or worked very closely with school staff on the following items which reflect ways in
which the GLOBE Board has made decisions on behalf of the school:
● Expanding Executive Director Role: The GLOBE Board recognized the need for the school
to establish an Executive Director position to serve as school leader across our Upper (middle)
and Lower (elementary) school campuses, with principals and assistant principals serving at
each campus. The GLOBE Board voted to create this change which has allowed our Executive
Director to focus their attention on critical strategic and long-term needs for the school
community.
● Real Estate: The GLOBE Board has worked closely with school leadership on facilities and
real estate opportunities to continue to strengthen the facilities needed to advance our school's
mission. In 2018, the GLOBE Board facilitated the purchase of one property adjacent to the
upper camps and in 2021 the GLOBE Board voted to purchase three additional conjoined lots
across Briarcliff Road from Upper Campus. These real estate purchases will provide much
needed space to improve and expand our facilities in service to our organization's mission.
How the governing board holds the school leader, any charter partners (ESP/CMO/EMO), and any
independent contractors accountable
● School Leader: The GLOBE Board has developed a formal annual evaluation process of the
Executive Director to hold the school leader accountable. This formal process is led by the
Board Chair and Evaluation Committee which includes the Chair of the Academic and
Diversity, Equity, and Inclusion Committees. Members of this committee meet annually to
provide written feedback on the Executive Director's progress toward meeting mutually agreed
upon goals. This committee also discusses this feedback with all Board members prior to
sharing with the Executive Director and solicits feedback prior to completing the final written
evaluation. Once the written evaluation is completed, the Board Chair meets directly with the
Executive Director to share feedback and, provided the Board is supportive of the Executive
Director's continuation in the role, to identify goals for the following year.
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● Charter Partners & Independent Contractors: The GLOBE Board works collectively with
school staff to ensure accountability with independent contractors. Typically, the Board
accomplishes this by working with external vendors to request regular presentations on their
work, either by the vendors themselves or by school staff. For example, the Board has received
regular updates on the work of Conscious Roots, a Diversity, Equity, and Inclusion consulting
group that the Board hired to support school DEI initiatives. In another example, the BOard
worked with an external vendor to provide plans and architectural renderings of proposed
facilities updates to Upper and Lower campuses. These plans were shared with the board and
made available to the school community in a public forum. 020, the GLOBE Board identified a
need to allocate budgeted funds for a sustained engagement with an external vendor focusing
on topics of diversity, equity, and inclusion in our school community.
● Coronavirus Response: In 2020-2021, school leadership worked collectively with staff,
public health experts, and Board Members to establish a committee to meet weekly over most
of the course of the 2020-2021 academic year to develop and implement a plan to re-open the
school safely during the coronavirus pandemic. The Board received regular updates and
provided expertise and guidance as needed to help craft the school's reopening plan.
● Annual Budget: Each year, our school works closely with leadership to approve and/or amend
as needed the annual budget. This process involves active engagement with GLOBE Board
Members, especially the Board Treasurer, to ensure that the annual budget is fiscally sound and
reflective of our school mission.
As with any new charter school, the governing board has had to make major decisions impacting school
operations. Some of the key decisions made by GLOBE’s board have included the following:
● Financial: Selection of auditor, approval of financial policies
● Resource allocation: Strategic goal to have 60 days of cash reserve, annual budget approval,
approval to budget changes
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The GLOBE Academy
● Personnel: Hiring a new HOS (renamed as Executive Director in 2019) before the start of Year 2
of the charter.
● School Operations: Initiating mold remediation in the school building in Year 1 of the charter,
securing modulars on the Lower Campus to support the growth of the school, and identifying a
second site location for the school’s Upper Campus to support the growth of the school.
● Curriculum and Instruction: Determining to offer three languages in all grades, resulting in a
need for 6 classes in each grade (two classes for each of the three languages)
● School Improvement: Updating the lottery policy to only accept new students in grades K, 1st and
6th due to the language immersion model and in the best interest of students, and developing and
implementing a strategic plan for the school
The board also empowers the ED with autonomy to support the school’s academic and day-to-day needs.
Examples of the decisions that the ED makes on behalf of the school are:
● Hiring teachers and staff including creating new positions as needed and expanding the student
support team.
● Directing the research and implementation of a revised social/emotional program for students
(Responsive Classroom).
● Establishing a set curriculum for the school compliant with state standards and consistent with the
school’s dual language model.
● Modifying the DLI model to be a half day language model for grades K-2 and alternate day
model for grades 3-5 and then moving to alternate day model for K-5.
● Approving cultural events and opportunities for students both on and off campus.
● Assessing and confirming usage of school campus space.
The board’s training program for the current and proposed charter term is available as Exhibit 6.
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8. Describe how the school provides state- and federally-mandated services to students 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 students with disabilities;
● Develop, review, and revise Individualized Education Programs (IEPs);
● Integrate special education into the general education program;
● 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.
Provision of services and due process procedures are implemented for students with disabilities in
accordance with all relevant Federal and State laws, rules, and regulations. GLOBE is open to all students
in kindergarten through 8th grade who live within the boundaries of DeKalb County, Georgia. GLOBE
complies with all special education requirements imposed by the Individuals with Disabilities Act
(IDEA), Section 504 of the Rehabilitation Act of 1973, and Title 11 of the Americans with Disabilities
Act (ADA), in addition to Georgia State Policy. Students with disabilities will be entitled to a free and
appropriate public education (FAPE) provided at no cost to the parents, determined on an individual, case
by case basis.
Evaluation and Identification of Students with Disabilities
GLOBE follows all DeKalb County School District (DSCD) directives as they pertain to the evaluation
and identification of students with disabilities. There is a Multi Tiered System of Support (MTSS) Team
in place to identify and plan alternative instructional strategies for students experiencing academic or
behavioral difficulties. The Student Support Team includes teachers, parents, administrators, the school
counselor, the school psychologist, LTSE and Special Education personnel. The Student Support Team
follows a problem-solving framework to address students with academic and behavioral difficulties that
do not respond to whole class/small group strategies and best practices (Tier 1). Student Support Team
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intervention begins in the classroom with standards-based instruction and research-based interventions
specifically designed to meet each student’s needs (Tier 2).
The evaluation and placement of students in special education programming complies with federal and
state regulations and is initiated immediately following referral from appropriate staff members (Tier 3).
An initial parent conference is conducted to inform parents of the reason for the referral, procedures that
are used in the evaluation, and the rights and responsibilities of the parent. Parents will receive a copy of
“Procedural Safeguards” upon a student’s initial evaluation, at each subsequent IEP meeting, upon re-
evaluation, upon receipt of a request for mediation or due process hearing, and/or when a change in the
student’s designation occurs. Students are evaluated on-site by the school psychologist provided by the
DCSD, and subsequent recommendations are immediately implemented. Any student who is designated
as a student with exceptionalities will have an initial meeting to develop the Individualized Education
Plan (IEP). Special Education personnel will work with the student and the student’s teachers to ensure
IEP compliance and monitor student progress.
Development, Review, and Revision of IEPs
IEPs are developed by a team according to federal and state regulations. The IEP includes annual goals,
necessary related services and environments, supports, accommodations, and parameters for participation
in state and local assessments. IEP meetings, which include at least one of the student’s general education
teachers, parents, the Special Education teacher, relevant service providers, and an administrator, are held
based on the IEP’s re-evaluation and review dates, as new developments in the student’s IEP require, and
as-needed based on classroom performance. An interpreter will be provided at no cost to families whose
home language is not English. The IEP is closely monitored by the Special Education teacher and
implemented by all staff members. Professional development and ongoing support from the Special
Education Department facilitates the involvement of all instructional staff in the tracking of all students
with IEPs. Quarterly progress reports are provided to parents and students reflecting progress on IEP
goals. Prior to the start of each school year, Special Education personnel and the School Psychologist
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review current and new student records and convene IEP teams as necessary to plan services for the
upcoming year.
Integration of Special Education into the General Education Program
GLOBE places a strong emphasis on early identification and intervention for learning and behavioral
differences. All efforts are made to serve exceptional students in the regular classroom to the maximum
extent appropriate in accordance with the least restrictive environment (LRE) guidelines mandated by
federal law. Students with IEPs are serviced within the general classroom setting with collaborative
support by Special Education personnel. Frequent, ongoing professional development and support for all
instructional staff includes strategies and modifications specifically designed to support these students. In
this manner, all students at GLOBE are able to take advantage of the school’s dual-language immersion
program and constructivist approach to learning.
Facility
GLOBE facilities comply with the ADA and Section 504, as well as any other related laws.
Supplemental Educational Services
Required Supplemental Educational Services (ex. Speech, Occupational Therapy, etc.) will be
implemented, monitored, and assessed according to federal, state, and local regulations, and will be
administered by a licensed staff member contracted through DSCD. Student progress will be monitored
by the staff member and required notices will be distributed to eligible students and their families. In
conjunction with DCSD, GLOBE will ensure that all necessary information is transmitted to the
appropriate local and state agencies.
Technical Assistance and Training
Ongoing professional development is administered to all staff reinforcing the tenets of IDEA, ADA,
Section 504, and related guidelines serving the needs of exceptional students. Applicable personnel
participate in state and district training as they become available in order to become familiar with all
relevant federal, state, and local reporting and recording software. GLOBE utilizes the GA DOE Special
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Education Rules Implementation Manual to ensure full compliance of all Special Education laws, rules,
and statutes.
Special Education Staff
GLOBE assesses its Special Education staffing needs often to ensure that all students are being served
according to the settings and services identified in the IEP. GLOBE’s comprehensive Special Education
program will continue to be fully compliant with all state and federal mandates at every step of the
process, from identification and eligibility to servicing, and will partner with DCSD to ensure that
compliance continues as students transition into, and out of, the school.
9. Describe how the charter school provides state- and federally-mandated services for English
Learners (ELs). Reciting the requirements of law and rule is insufficient. Your description must
include the diagnostic methods or instruments that are used to identify and assess those
students, as well as the instructional program that is provided to ELs.
GLOBE is committed to meeting the needs of its ELs, and particularly will recruit for ELs in the
languages taught at GLOBE. The school has a designated ESOL lead teacher to oversee all WIDA and
ACCESS testing. Each campus has a designated ESOL teacher who provides instruction to ELs through
the pull-out model. Many of the students are enrolled in immersion classes in their home language. For
these students, English language instruction is presented by a classroom teacher who is EL certified, and
50% of instruction is taught in the native language. Having native language speakers in the immersion
classes is beneficial to both the ELs and the students learning the native language, as conversation starts
to happen more readily among students and not just between students and teachers. The GLOBE
encourages and rewards its teachers who become ESOL endorsed in order to better serve all students in
dual language instruction using best practices for language acquisition. GLOBE uses pull-out and
collaborative models for EL students who are not enrolled in immersion classes in their native language.
Identification and Assessment of new ELs
GLOBE includes a home language survey in its registration materials for new students. If any family
identifies a language other than English in that survey, GLOBE administers the W-APT assessment (K
only) or a WIDA screener (Grades 1-8) to determine whether the student is eligible for language
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assistance. The only exception to this is if the student has previously been enrolled in DCSD and student
records indicate English proficiency or a current level of EL services. Students determined to be ELs
needing language assistance will be identified as such and reported on the next FTE count.
Instructional Program for ELs
Services are provided for ELs in accordance with all applicable federal, state, and local laws, rules, and
regulations. In the pull-out model, the ESOL teacher provides one-on-one or small group instruction.
Students with more intermediate and advanced English proficiency are served in a collaborative model
wherein the ESOL teacher assists the regular classroom teachers with English instruction for ELs. EL
students are exposed to all the same learning opportunities and activities as the entirety of the GLOBE
student population, and will not, at any time, be excluded from any curricular or extracurricular activities
because of the inability to speak or understand the language of instruction. GLOBE endeavors to provide
services for EL students and printed materials for their families in their native language wherever
possible. Interpreters will be made available at no cost to the students’ families for IEP or other meetings
containing critical information.
GLOBE assesses its ESOL staffing needs often to ensure that all students are being served as student
enrollment in the ESOL program increases. All teaching staff members participate in professional
development that bolsters their understanding and application of frameworks used to facilitate language
learning. GLOBE’s comprehensive ESOL program will continue to be fully compliant with all state and
federal mandates at every step of the process, from identification and eligibility to servicing, and will
partner with DCSD to ensure that compliance continues as students transition into, and out of, the school.
EL Progress Monitoring and Exit Criteria
The school monitors the progress of EL students through a variety of formal and informal assessments.
The ESOL teacher collaborates closely with the general education teachers to ensure that instruction is
aligned. All EL students are required to participate in standardized and periodic assessments, with
appropriate accommodations and/or modifications as necessary. The ACCESS test is administered to all
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EL students annually to determine progress in English learning, and the school follows district and state
guidelines regarding exit criteria. All students receiving an Accountability CPL score of 5.0 or greater
will be exited from the EL program.
Continued Student Monitoring Post-Exit
Students who have exited the EL program will continue to be monitored quarterly for academic success in
the school curriculum. If data (MAP/Milestones scores, Lexile rankings, and/or classroom performance)
reflect a need for further support, students will be serviced through the school’s Early
Intervention/Remedial Education programs.
10. 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?
The GLOBE Academy takes a positive approach to discipline that promotes teaching students to make
good choices. This approach helps children develop the intrinsic decision-making skills that will keep
them safe, happy, and successful in their life’s endeavors. We apply this approach through the following
strategies and tactics:
• Constructing a positive, mutually supportive classroom culture
• Positive reinforcement of healthy class norms
• Specific and authentic encouragement
• Natural consequences to unacceptable behavior
• Individual discipline plans for those students who need a little more structure
GLOBE also follows the DeKalb County School’s Code of Conduct.
Figure 3 demonstrates the total number of ISS and OSS suspensions over the four-year period of 2017-
2022. School year 2020-2021 was omitted as there were no disciplinary incidents during pandemic virtual
schooling. Data suggest a decreasing trend in numbers of ISS and OSS suspensions over the four-year
period, despite a growth in GLOBE’s enrollment. Closer analysis reveals that this decrease was most
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pronounced in the elementary (K-3) levels, where annual suspensions were reduced from 48 in 2017-2018
to 3 in 2021-2022. There were no student expulsions at GLOBE across the period.
Figure 3: ISS and OSS at GLOBE by year, 2017-2022
Table 5 describes the total number of in-school suspensions (ISS), out-of-school suspensions (OSS), and
expulsions at GLOBE from the 2017-2018 to the 2021-2022 school year (4 years total), by race/ethnicity.
Each number provides the total number of students in each category by discipline type. The percentage
indicates the percentage in the group of the disciplined population.
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Table 5: Total in-school suspensions, out of school suspensions, and expulsions from 2017-2022 (4
academic years) at The GLOBE Academy, compared to DCSD 2017
The GLOBE Academy 2017-20222 DCSD 2017
Ethnicity/Race ISS OSS EXP % SY 21-22 ISS OSS EXP % of SY 2017
Enrollment Enrollment
American Indian or 0 1 - 0.4% 0.3% 0.2% 0.0% 0.3%
Alaska Native (0%) (1.1%)
Asian / Pacific 1 1 - 6.8% 1.6% 1.3% 0.0% 6.7%
Islander (1.1%) (1.1%)
Black or African 37 (42.0%) 42 - 28.0% 78.5% 86.3% 100.0% 61.9%
American (44.7%)
Hispanic 10 (11.4%) 7 - 14.8% 14.5% 9.2% 0.0% 17.8%
(7.4%)
Multi-racial / Two or 8 12 - 7.9% 1.6% 1.3% 0.0% 2.0%
more races (9.1%) (12.8%)
White 32 (36.4%) 31 - 42.1% 3.6% 2.0% 0.0% 11.2%
(33.0%)
Total Population 88 94 - 100%
These data can be compared to county data, available from the Office of Civil Rights data. Comparisons
suggest that while GLOBE discipline data may indicate some racial disparities in disciplinary action,
these disparities are similar when compared to DCSD as a whole. For example, in 2017 Black/African
American students comprised 61.9% of the total DCSD population, but accounted for 78.5% of in-school
suspensions and 86.3% of out-of-school suspensions, and all (100%) of expulsions. Similarly,
Black/African American students comprise 28% of the GLOBE student population and 42.0% of in-
school and 44.7% of out-of-school suspensions.
These data reveal two key points: First, GLOBE has successfully reduced the overall number of
suspensions, particularly at the K-3 level, over the period of our charter term. However, there remain
racial disparities in the proportion of the disciplined population, with Black/African American students
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being somewhat overrepresented among the disciplined. To address this challenge, GLOBE intends 1) to
implement a restorative practices approach to school discipline that will focus on resolving conflict,
repairing harm, and healing relationships - both with disciplined students as well as across the school
community as a whole, and 2) to explicitly focus on using culturally responsive approaches to student
discipline that emphasize building positive relationships between students and teachers and the broader
school community. These approaches are rooted in evidence that suggests culturally-tailored approaches
coupled with alternative discipline approaches like restorative justice programs may help reduce racial
disparities in school discipline (Welsh and Little, 2018). Some of this work has already begun - and we
are also optimistic that we are on the right track: not only have disciplinary incidents decreased over time,
a chi-square analysis of our 2021-2022 student disciplinary data suggests that the relationship between
race/ethnicity and student discipline was not statistically significant ꭓ2 (4, N = 38) = 9.1, p > .05). We
hope to continue this trend over the next five years of our charter renewal.
Reference: Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of
disparities and alternative approaches. Review of Educational Research, 88(5), 752–794.
https://doi.org/10.3102/0034654318791582
11. 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 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).
The school has carefully identified skill sets needed on the board and recruits members with those skills.
The school’s governing board is currently comprised of eleven members and is 42% male/58% female,
8% Asian, 33% black, 42% white and 17% Hispanic, and skill sets include an attorney, and academic
consultant and director, a health analyst, experienced facilities managers, three members with financial
backgrounds, two members with development and marketing backgrounds, project management and
strategic development backgrounds, and members with communication and marketing backgrounds. The
school continues succession planning and board recruitment, with a vision and goal to reflect the socio
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demographic diversity of the community it serves. Below, two charts can be seen showing the
demographics of GLOBE’s Board of Directors and GLOBE’s student population between 2017- 2022.
The goal of having a diverse Board of Directors reflecting the sociodemographic diversity of the
community has been accomplished as seen in the chart below. Each year of the charter term, at least 50%
of GLOBE’s new governing board members will have experience serving the school's defined diverse
community or a community with similar socio-demographic diversity. In fact, GLOBE’s governing
board exceeds this goal by consistently mirroring the community.
Table 7: Current GLOBE Diversity Profile
Percent by Race/Ethnicity White Black Asian American Multiracial Hispanic
Indian
DeKalb County Census 2020 Census 29.3% 54.8% 6.5% .5% 2.2% 8.5%
GLOBE 2021-22 Student 48.8% 26.2% 4.1% .3% 7.9% 12.7%
GLOBE 2021-22 Faculty 48.9% 24.5% 10.2% 1% 2% 13.3%
GLOBE 2021-22 Staff 40.5% 35.7% 2.4% 4.8% 16.7%
GLOBE 2021-22 Board 41.7% 33.3% 8.3% 16.7%
Table 8: GLOBE Student Population by Race/Ethnicity and School Year
Student Population SY 17-18 SY 18-19 SY 19-20 SY 20-21 SY 21-22
API 4% 4% 5% 6% 6%
Black 27% 26% 27% 29% 28%
White 48% 49% 46% 42% 41%
Hispanic/Latino 12% 13% 14% 15% 16%
Two or more races 9% 8% 7% 7% 8%
The GLOBE Academy has attended the Teachers of Color Recruitment job fair since 2017. Additionally,
GLOBE ensures a diverse faculty population by attending GCSA job fairs & World Language job fairs
each year. We post all open positions on the GCSA job board, & GSU job board.
Starting in the first year of GLOBE’s previous charter term (students entering the 2019-2020 school year),
GLOBE implemented a targeted, weighted lottery to increase the proportion of students entering the
school who are economically disadvantaged, as defined by State Board Rule. With the formula below,
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GLOBE has successfully increased the number of students who receive Free and Reduced Lunch up to
20% of the student body.
Table 9: Lottery Results for incoming Kindergarten Classes - GLOBE Academy
Lottery year Kindergarten applicants Weight applied for Total GLOBE Free and
accepted/enrolled with ED status lottery reduced %
2017-2018
2018-2019 13%
2019-2020 22% 2.2 16%
2020-2021 25% 6.12 20%
2021-2022 20% 8.0
2022-2023 34% 4.11
Additional information for the weighted lottery is located in Exhibit 9.
1. 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.
This past five-year term held many challenges not only for GLOBE but for education as a whole. We
hope that we will not see another five years like this in education.
One of the challenges we have faced as a community has been our facilities. We did have some successes:
first, we were able to purchase our Briarcliff Road Campus so that we now own and maintain a permanent
home for our 4-8th grade school community. This building was renovated prior to entry and has served
our community well. We also purchased adjacent properties to this campus to expand our footprint and
capacity.
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We are also grateful to be currently occupying the Heritage Building from DCSD, which houses our K-3
grades. As this school building has aged, we have encountered challenging maintenance needs that
require long-term solutions. To address the long-term facilities needs at this campus, we have hired a
vendor to work with us to develop and implement a master plan for our facilities. We would welcome
conversations on how to partner in this effort, including accessing SPLOST funding to help support our
facilities investments.
COVID-19 was the biggest challenge of all. We are very proud of our school and the decision we made 4
years prior to the pandemic to have our Upper Campus be 1:1 for technology. We along with the whole
country had to turn on a dime to ensure we could continue to educate our students with quality instruction
while maintaining a dual-language immersion environment. We have learned a great deal from this
experience - and in particular how important it is to create a safe in-person learning environment for our
dual-language immersion model while using technology and virtual learning when necessary.
The pandemic also forced us into difficulties with staffing, nurses, and HR. We had to change HR
procedures for sick leave and remote working. We also had to navigate how to get subs in the building
and keep our community safe. We were grateful for the relationship and partnership we were able to build
with a team of epidemiologists from Emory and a team from the CDC, both of whom were very helpful as
we constructed our plans to safely reopen the school through our board-appointed reopening committee.
Moving forward, we will continue to consult external expertise to navigate potential future public health
challenges to ensure a safe learning environment for our students.
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2. If the answers given above to questions 1 - 9 reflect a change to any of the following, please
provide the rationale for the change:
FINANCIAL CHANGES:
The school’s financial structure. - None
The school’s CFO. - None
The school’s relationship with any major creditors (e.g., landlords, investors etc.) our main
banking partner, which owns the loan on our Upper Campus, was purchased by South State
Bank. We continue to bank with South State Bank. We have no investors or other creditors.
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LOOKING TO THE FUTURE
3. 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.
In a constructivist environment, GLOBE will continue to provide dual language immersion for grades K-
5 and a language credit program focused on students in grades 6-8 to earn high school and/or AP credits.
Regarding proposed changes, the Board will develop a new five-year strategic plan to guide GLOBE
through the next charter term. We anticipate that this strategic plan will have a similar focus to our prior
plan, which focused on four pillars: academic excellence in instruction, organizational capacity building,
facilities improvements, and diversity, equity, and inclusion. We highlight a few areas where we
anticipate focusing our efforts:
1. We will continue to invest in our academic programs, and work to reduce areas of disparity
among student subgroups. We have initiated work in this area in the coming academic year by
investing in two new positions - one curriculum coach and one data coach - to provide additional
support for students who may be struggling. Our Board will be reviewing our academic data to
examine additional investments we can make to improve academic learning for all our students.
2. For the upcoming charter term, GLOBE Board of Directors has initiated a Facilities Master
Planning Project led by a dedicated team of board and staff members to ensure it has a long-term
home. This facilities plan will ensure that we have a permanent and safe environment for our
students to learn and will also accommodate emerging needs for our academic programs.
3. GLOBE will also implement and monitor its committed plan to DEIAB - Diversity, Equity,
Inclusion, Accessibility, and Belonging - and anticipate that this work will form a core part of our
strategic plan. These five principles will help GLOBE nurture a better learning environment in
which all community members feel respected and welcome.
We look forward to serving our students and our community for the duration of our next charter term.
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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.
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2. Attach a copy of the by-laws for the nonprofit corporation.
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3. Attach a copy of the governing board’s Conflict of Interest Policy.
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4. Attach a copy of the governing board’s Conflict of Interest Form.
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5. Attach a completed Accountability Report.
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6. Attach a copy of the governing board’s Governance Training Plan using the governance training
memo available on GaDOE’s website.
The GLOBE Academy
Board of Directors Training Program
Version July 1, 2022
Overview
The Board of Directors of the GLOBE Academy (GLOBE) shall undertake annual training in accordance
with O.C.G.A. § 20-2-2072 and SBOE Rule 160-4-9-.06 and best practice of Charter School Governance.
The Board will provide guidance and assistance in orienting new Directors as the Board’s membership
evolves. It will help reinforce the Board’s commitment to adhere to its Bylaws, Mission, Vision and
Values.
The Board shall assure that all new board members receive the required new board member training
during their first year, as early in the year as possible.
The Board shall plan annual board member training to complete by October 31 of each school year
where this is feasible.
The Board will plan training topics in accordance with state law and with consideration for the
knowledge and experience of the current board.
The Board will report all training to the state and district per requirements.
The Board will obtain training from an authorized training provider for Georgia charter schools. Training
will generally be conducted in-person, but may be offered online, via webinars or other online
mechanisms.
All members on the board as of July 1, 2021 need to complete training by June 30, 2022 (9 hours)
Board members added after July 1, 2021 have one full year (from when they started) to complete 15
hours of training
The Board will use online tools such as Board on Track and GCSA training.
· GCSA Canvas: https://gcsa.instructure.com/courses/177/assignments
· Georgia School Boards Association (paid trainings): https://gsba.com/board-development/school-
board-u/
The Board will fund or reimburse board members for required training.
The Board will assure that training requirements for specific roles, such as the board chair, will be met.
It is the view of GLOBE that Board member training:
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· Assists Board members to be effective and having better skilled Board members assists the
organization as a whole;
· Assures that the school is compliant with state laws and regulations;
· Ensures that GLOBE remains current and engaged in best practices for charter school governance.
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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.
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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.
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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.
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10. Attach the charter school’s annual calendar and the charter school’s daily school schedule.
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11. Attach a copy of a sample scope and sequence for a proposed course/grade level.
1st Grade Curriculum Map 2021-2022
Fall Winter
Unit 1 Unit 2 Unit 3 Unit 4 Unit
Reading Building Good Reading Learning About the World: Readers Have Big Jobs Meeting Charac
Habits Nonfiction to do:
Fluency, Phonics, &
Comprehension
Read Aloud
Writing Small Moments: Writing NF Chapter Books Writing Reviews From S
with Focus, Detail, and
Dialogue
Phonics Fundations Fundations Fundations Fundations Fundati
Letter-Keyword-Sound for Spelling Rule: ff,ll,ss,zz Glued Sounds; ang, ing, Segmenting and blending Syllable divis
consonants; short vowels; ong, ung, ank, ink, onk, up to 5 sounds
Glued sounds: all, am, an Compound
letter formation for unk -ed, -ing with closed
lowercase letters syllables Suffix - s, -ing
-adding -s to words Consonant blends and
Alphabetical order Initial, digraph blends Vowel teams - oa, oe, ow,
HF Words: you, your, I, they, ou, oo, ue, ew, au, aw
final, & medial sound
was, one, said, from, have, do, Blending and reading up to HF Words: people
manipulation
does, were, are, who, what, four sounds CVC-e been, own, want,
when, where, there, here word, write, being,
Blending and reading three Long vowel sounds good, n
sound short vowel words R controlled vowels - ar, -
or, - er, -ir, -ur HF Words: any, many, how,
Segmenting and spelling 3 now, down, out, about, our,
Heggerty Closed syllable with short
sound short vowel words friend, other, another,
vowels none, nothing
Rhyming -Rhyme recognition; Hegge
Concept digraphs, ck at end rhyme production
of words Closed vs. open syllables
Rhyming -Rhyme rec
Onset Fluency -Consonants and
Vowel team sounds - ai, Heggerty product
HF Words; the,a, and,is,his, vowels & digraphs
of ay, ee, ea, ey, oi, oy Rhyming -Rhyme Blending - , 3-5 phon
as,has,to,into,we,he,she,be, Blending - Body-coda; 2 & 3 recognition; rhyme mixed vowels
HF Words: would, could,
me,for,or phoneme words; digraphs production
should, her, over, number,
Isolating Median and
Heggerty Isolating Final Sounds; medial say, says, see, between, Onset Fluency Consonant
sounds each blends, digraphs, consonants Segmenting - 3-5 p
Rhyming -Rhyme
Heggerty and vowels mixed vo
recognition; rhyme Segmenting - 2 & 3 phoneme
production words; digraphs Blending - - mixed blends, -r Adding -2nd letter
Rhyming -Rhyme
recognition; rhyme controlled vowels, 3-5 blend
Onset Fluency -Consonants Adding -Initial phonemes
production phonemes with mixed
and vowels Deleting ---2nd lette
vowels
Deleting --Initial phonemes blend
Blending - Compound Onset Fluency Consonant
blends, digraphs, Isolating Final Sounds;
words; syllables; onset-rime -Substituting --Initial phonemes
consonants and vowels medial sounds - r controlled;
aw, au, ow, oo, oi
Substituting --vowels
Blending - -L blends, -s
Isolating Final Sounds blends, -r blends; mixed Segmenting - -r controlled
blends vowels; 3-5 phonemes with
Segmenting - Compound mixed vowels
words, syllables, onset-rime Isolating Final Sounds;
medial sounds Adding -Final Phoneme and
Adding -Compound words, rime
syllables Segmenting - L blends, -s
blends, -r blends Deleting --Final phoneme
Deleting --Compound and rime
words, syllables Adding -Initial phonemes
-Substituting --final phoneme
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-Substituting --Compound Deleting --Initial
words, syllables phonemes
-Substituting --Initial
phonemes/ rimes
Math
Sums and Introduction to Ordering and Place Value Identify
Differences to Place Value Comparing Comparison, Composin
10 through Addition Length Addition and Partitioning
and Subtraction Measurements Subtraction to
Within 20 40
as Numbers
Social Studies Historical Figures
Continents and Oceans
Science Weather & Seasons Water Light and Shadows Sound Magne
Service ● ● ●
Project/Field ●
Trips
Performance MiniMar
Tasks
5th Grade Curriculum Map 2021-2022
Fall Winter
Unit 1 Unit 2 Unit 3 Unit 4 Unit
Reading Interpretation Book Clubs: Analyzing Theme Tackling Complexity: Argument & Advocacy: Fantasy
Moving Up Levels in NF Researching Debatable
)Possibly UTL NF) Issues
Read Aloud Frindle
Writing Narrative Craft Lens of History: Shaping Texts: From Essay Rese
Research Reports to Narrative to Memoir
Grammar/ Abbreviations, Subordinate Irregular verbs and Prepositions and Interject
Spelling prepositional phrases
Initials, Acronyms, Conjunctions verb tense
and Organizations
Math Place Value & Decimal Multi-Digit Whole Number Addition and Multiplication and Addition
Fractions and Decimal Fraction
Operations Subtraction of Division of Fractions Multiplication
Fractions and Decimal and Vol
Fractions
Social Studies Turn of the Century WWI and the Great World War II
Citizenship - (CREST) Econom
2 weeks (3 weeks) Depression (3 weeks) (During G
Some Economics here Cold War
(2 weeks)
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(4 weeks)
Science Earth and Changes Animal Classification Cells and Electricity, Constructi
over Time and Genetics Microorganisms) Magnetism and Destructive For
Changes in Matter
Service ● ● ● ● ●
Project/Field
Trips
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12. Attach a copy of the charter school’s Student Code of Conduct.
The GLOBE Academy staff takes a positive approach to discipline that promotes teaching
students to make good choices. This approach helps children develop the intrinsic decision-
making skills that will keep them safe, happy, and successful in their life’s endeavors.
GLOBE applies this approach through the following strategies and tactics:
● Constructing a positive, mutually supportive classroom culture
● Positive reinforcement of healthy class norms
● Specific and authentic encouragement
● Natural consequences to unacceptable behavior
● Individual discipline plans for those students who need a little more structure
GLOBE also follows the DeKalb County School’s Code of Conduct.
Student and
Family
Handbook
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© The GLOBE Academy July 2022
Contents Volunteers 24 Grievances and Complaints 24
About The GLOBE Academy 3 Welcome 4 Vision, The Student Experience 25 Dual Language Immersion 25
Mission, and Values 5 Constructivism 25 Reading and Writing Workshop 26
Vision 5 Mission 5 Values 5 Grading 27
GLOBE at a Glance 6 Board of Directors 7 Charter Standards-Based Grading System 27 Grade Level
Information 7 Campus Locations and Hours of Retention 28 Uniforms 29 Supplies 31 Classroom and
Operation 8 School Technology 31 Technology 31 Acceptable Use
Lower Campus (K–3) 8 Upper Campus (4–8) 8 Policy 31 Nutrition Program 34 Movies in the
Classroom 34 Extended Care and Enrichment 35
The Parent Experience 9 Calendar 10 Communication 10
Before-Care Program: 7 a.m.–7:30 a.m. 35 After-Care
Newsletters 10 Text Reminders 10 Contact
Program: Dismissal–6 p.m. 35 Enrichment Programs
Information 10 Telephone Use 10
35 Activities and Field Trips 36 Student Electronics 37
Drop-off and Pick-up 11 Neighborhood Courtesy 11
Lost and Found 37 Discipline 38 Maintaining School
Morning Drop-Off: Lower Campus 11 Morning
Property 38 Support and Assessment 38
Drop-Off: Upper Campus 12 Pick-Up Protocols 13
ECP/Enrichment Pick-Up 13 Parking Protocols for Enrollment and Attendance 39 Enrollment and Attendance
Lower Campus - AM & PM Zones 40 Proof of Residency 40 Change in Student
14 Information 40 Lottery 41 Withdrawal From School 41
Lower Campus Pick-Up Zones 15 Upper Campus Pick- Attendance 42
Up Zone 16 Visitors 17 Pets 17 Parent/Teacher Absences 42 Late Arrival 42 Early Checkout 42
Conferences 17 Inclement Weather 17 Illness, Injury, Truancy 42
Health, and Wellness 18 Sick Policy 18 Immunizations
18 Hearing and Vision Screening 19 Medications at
School 19 Life-Threatening Allergies 19 Nut-Free
School Policy 20 Food in the Classroom 21 Healthy
Snacks 21 Safety 22
Fundraising 23 Parent Teacher Community Council
© The GLOBE Academy July 2022
(PTCC) 23 PAC (Parent Action Committees) 23
About The GLOBE Academy © The GLOBE Academy July 2022
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Welcome
Dear GLOBE community,
¡Bienvenidos! Bienvenue! 歡迎!
Welcome to The GLOBE Academy — and welcome home!
As we enter a new normal, after a year shaped by a global pandemic, all of us at GLOBE are laser-focused
on creating the best learning environment for our students, while protecting the health and wellness of our
whole community. We are eager to advance our aim of creating globally minded citizens, through a
successful language immersion program, a diverse and dynamic school culture, and a thoughtful plan for
ensuring the success of the school for the years to come.
Please take a look through this handbook for answers to your questions about how things work at GLOBE,
and keep it handy for easy reference throughout the year. (We’ll also have it available on our website.) If
you have any questions, please don’t hesitate to reach out to us.
We are thrilled to have you as part of our GLOBE family and hope you share in our excitement for the year
ahead.
Sincerely,
Christi Elliott-Earby
Executive Director
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Vision, Mission, and Values
The GLOBE Academy’s vision reflects the purpose of our academic endeavors and serves as our roadmap
to that purpose. Our core values drive our daily steps toward our ultimate goal: to create a vibrant, dynamic,
and unique learning experience that engages every student, stimulates their intellectual curiosity, and
facilitates academic excellence and achievement. To those ends, our vision and mission are:
Vision
To develop globally minded citizens who have the knowledge, skills, and attitudes to
effect positive change in our world.
Mission
The GLOBE Academy fosters Global Learning Opportunities through Balanced Education for
children of all backgrounds. With a focus on dual-language immersion, an experiential learning
model and a constructivist approach, GLOBE inspires students to be high-performing, lifelong
learners equipped to make a positive impact in the world.
Values
The GLOBE Academy’s core values are expressed in the acronym CREST: Community, Respect,
Empathy, Sustainability, and Trust. These values are expected of the governing board, faculty, staff,
parents, and students. They are woven into daily life at GLOBE and incorporated into the
curriculum.
• Community: We are inclusive, and we nurture and support one another.
• Respect: We treat ourselves and each other with kindness and dignity.
• Empathy: We strive to understand and share the feelings of others.
• Sustainability: We aim to conserve our resources for optimal use in the present and future. •
Trust: We are committed to honesty, transparency, and respectfully sharing our thoughts and
encouraging others to do the same.
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GLOBE at a Glance
● Opened: 2013–14 school year
● Type: Free public charter school in DeKalb County, Georgia
● Admissions: By random lottery for students in the DeKalb County School District
● Students: Approximately 1,100
● Grades: Kindergarten through 8th Grade
● Maximum Class Size: 24
● Maximum Student-to-Teacher Ratio:
excluding teaching assistants, who are shared among classes
Grade
Student-to-Teacher
K–2 Ratio 1:12
2–7 1:24
● Curriculum: Georgia Standards of Excellence, Georgia Frameworks ●
Instructional Approaches: Dual-language immersion, constructivism, reading and
writing workshop
● Languages Offered: French, Mandarin, and Spanish
● School Hours
Dismissal: 2:40 p.m.
Lower Campus
Drop-off: 7:30 a.m.
Upper Campus 7:30
Start Time: 8:10 a.m.a.m.
8:00 a.m.
3:15 p.m.
● Lunch Program: Healthy lunch program available to all students
● Parent Engagement: Active Parent Teacher Community Council (PTCC)
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Board of Directors
GLOBE’s Board of Directors is charged with the management of The GLOBE Academy and must pursue
such policies and principles in accordance with law, the provisions of the Articles of Incorporation, GLOBE
Bylaws, and any written charter entered into by the Board.
As trustees of public funds, the Board of Directors is responsible for ensuring the school’s long-term
financial stability and integrity of the charter. The board sets the strategic plan and is responsible for
overseeing the effective, faithful execution of the school’s mission. In order to fulfill these obligations, board
members pledge to contribute needed resources and talents.
Please visit theglobeacademy.org/board-of-directors for more specific information regarding the duties and
obligations of the Board of Directors, as well as a list of current members.
Charter Information
Georgia law grants groups the right (or “charter”) to start new public schools that report to the local
school district and to their own independent governing boards. By freeing charter schools from many of
the constraints of traditional public schools, charter school law in Georgia intends for charter schools to
“increase student achievement through academic and organizational innovation.” Charter schools are
public schools funded through state and local sources.
The current GLOBE charter agreement runs from July 2018 through June 2024. Please visit our website to
view the complete charter agreement.
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Campus Locations and Hours of Operation
Lower Campus (K–3)
2225 Heritage Drive NE, Atlanta, GA 30345
Phone: 404-464-7040
Lower Campus School Begins: 8:10 a.m.
Lower Campus Dismissal: 2:40 p.m.
Lower Campus Office Hours: 7:30 a.m.– 3:30 p.m.
Upper Campus (4–8)
4105 Briarcliff Road, Atlanta, GA 30345
Phone: 470-355-4422
Upper Campus School Begins: 8:00 a.m.
Upper Campus Dismissal: 3:15 p.m.
Upper Campus Office Hours: 7:30 a.m.– 4 p.m.
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The Parent Experience
© The GLOBE Academy July 2022
Calendar
The GLOBE Academy follows the DeKalb County School District calendar, with a few exceptions. Please
refer to our website for changes or updates in the school calendar.
Communication
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The most critical way parents and families can and should be involved in their students’ school experience
is through staying informed about school activities. Please read all correspondence sent from the school,
whether via the student, through the mail, or electronically.
Newsletters
Each week, a newsletter with important news and information is sent via email to the entire school
community; it is also posted on the school’s parent portal at theglobeacademy.org. Please subscribe to the
newsletter here.
Parents will also receive weekly classroom newsletters from each of their child(ren)’s teachers.
Text Reminders
Please join Remind, a texting service for critical reminders and emergencies. To join, simply end a
text message to 81010 with the message "@globers".
Contact Information
For staff contact information, visit theglobeacademy.org/staff. Please note it may take up to 24 hours to
receive a response from individual staff members. If the matter is urgent, please call the front office or
email lcfrontoffice@theglobeacademy.net or ucfrontoffice@theglobeacademy.net.
Telephone Use
Students may only use the school phones in case of an emergency and only with permission of faculty and
staff. Parents/guardians should not call school during the day with messages for students unless it is an
emergency.
© The GLOBE Academy July 2022
Drop-off and Pick-up
Please follow the following procedures in order to help drop-off and pick-up run safely and efficiently.
Neighborhood Courtesy
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Please respect GLOBE's neighbors in the community by obeying all speed and parking regulations and by
not blocking driveways or mailboxes.
Morning Drop-Off: Lower Campus
Morning drop-off at Lower Campus (LC) occurs from 7:30 a.m. to 8:10 a.m. at the main entrance.
For morning drop-off, please do not use Heritage Drive from the Briarcliff side (east of GLOBE).
Instead, approach the school as follows:
● From south of GLOBE, use Fisher Trail/Meadowvale Drive, which becomes Heritage Drive.
● From north of GLOBE, use Briarwillow or Oakawana to Heritage Drive.
Drop-off will close promptly at 8:10 a.m. After that time, parents must enter the school to sign students in
at the office as tardy. See Attendance section for more information.
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Morning Drop-Off: Upper Campus
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Morning drop-off for Upper Campus (UC) occurs from 7:30 a.m. to 8:00 a.m. at the gym entrance.
● Enter the lot at either the middle or far right driveway.
● Turn to the RIGHT to go around the parking lot and then along the back of the building.
● Pull forward to the sidewalk by the gym door.
● Turn RIGHT to exit the driveway and turn RIGHT on Briarcliff Road. No LEFT turns are permitted
onto Briarcliff.
Drop-off will close promptly at 8:00 a.m. After that time, parents must enter the school to sign students in
at the office as tardy. See Attendance section for more information.
© The GLOBE Academy July 2022
Pick-Up Protocols
• At Lower Campus, pick-up time is from 2:40–3:10 p.m. At Upper Campus, pick-up time is from
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3:15–3:35 p.m.
• If a child is being picked up before normal school dismissal, they must be picked up before 2:10
p.m. at Lower Campus and before 2:45 p.m. at Upper Campus; after this time, parents are
asked to wait until normal dismissal time to pick children up.
• All GLOBE families (walkers, drivers, Extended Care Program, and Enrichment) will be assigned a
pick-up number and a zone. They will also be issued a formal GLOBE Car Tag, which must be
presented at pick-up, regardless of whether the child is a walker, takes a bus, leaves by car, or
stays after school for Enrichment.
• If caretaker/family/bus does not have a GLOBE Car Tag, they will be required to park and enter the
main office to show identification. If the person’s name is listed as being allowed to pick up the
child, a sticker will be issued to show the staff that the student can be released.
• If the child is riding home with another family on a given day, their parent must notify the front office
and the child’s teacher by 2 p.m. that day. The family picking up the child must have the child’s
pick-up number. (Note: A GLOBE Car Tag is not required for a one-time pick-up, as long as written
permission has been provided.)
• If the child is not staying for ECP/Enrichment on a particular day and will be dismissed to their
assigned zone, parents must email their teacher and the front office by 2 p.m. that day. Should a
parent/guardian forget to do this by 2 p.m., they must park their car and come to the front office to
be cleared for pick-up.
For safety’s sake, it is critical that parents report any variation from a student’s normal pick-up routine to the
front office and the student’s teacher. Written permission from the parent/guardian must be provided if a
student is to leave school with anyone who is not the student’s parent or legal guardian; picture
identification may be required for verification before the student is released.
ECP/Enrichment Pick-Up
Parents must present their official GLOBE Academy Car Tag to pick up their child(ren) from Extended
Care or Enrichment.
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Parking Protocols for Lower Campus - AM & PM There is NO
PARKING in the following locations:
• On Heritage Drive, Briarwillow Drive, or Flagpole Roundabout from 2:00 p.m. to 3:10 p.m. • Directly in
front of the school on Heritage Drive
• In fire lanes in the main parking lot
• In “No Parking” zones
• In front of driveways
• Blocking mailboxes
If a parent/guardian is parking their car and walking to drop off or pick up their child, parking is permitted
along Fisher Trail or anywhere beginning at the corner of Sundown Drive and Meadowvale Drive in the
direction of Fisher Trail.
© The
GLOBE Academy July 2022
Lower Campus Pick-Up Zones
For Zone A (Blue) — that is, all carpools with a kindergartener — pick-up takes places at the main
entrance.
• Everyone must enter and exit via Heritage Drive.
• Turn right into the main entrance parking lot, and exit by turning left onto Heritage Drive. • Wait at
the entrance to the main parking lot until cued by staff to move into the parking lot. • Zone A (Blue)
walkers will pick up their child(ren) at the lower set of side doors on Heritage Drive.
For Zone B (Green) — that is, all carpools without kindergarteners — pick-up takes place at the
flagpole lot.
• Everyone must enter and exit from the direction of the park. Enter by turning left into the flagpole
parking lot; exit by turning right in the direction of the park.
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• Wait at the corner of Heritage and Briarwillow until cued by staff to move.
• Zone B (Green) walkers will pick up their child(ren) at the lower set of side doors on Heritage Drive.
© The GLOBE Academy July 2022
Upper Campus Pick-Up Zone
• Enter the lot at the middle driveway.
• Turn right to go around the parking lot.
• Pay attention to cones and to staff members, who will line up the cars in the main lot. •
The carpool line will form in single file at the gym entrance.
• At 3:15 p.m., the carpool line will proceed around the back of the building.
• Once loaded, cars will be dismissed to exit in groups of six.
• Parents should remain in line until their car is dismissed.
• Due to the large number of students at Upper Campus, GLOBE requests that all car riders be dismissed
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through the carpool line. There is not space in the parking lot for parents to “park and walk.” • Walkers are
dismissed from the double doors by the auditorium at 3:15 p.m. and walked to the crosswalk at Briarcliff
and Shallowford. Parents who want their children to walk must complete a walking release form each
school year.
© The GLOBE Academy July 2022
Visitors
The following is our normal visiting policy, but please see additional COVID guidance until further notice.
• At both campuses, all visitors and parents must enter through the main doors and are required to
sign in at the school front office and wear a visitor’s tag, which must be worn while on school
grounds.
• Parents are welcome to come and eat lunch with their child. However, parents and other visitors
may not visit the classroom without an appointment or a volunteer task.
• If you need to speak to a teacher or Head of School regarding your child, please email or send a
note to the teacher, or call or email the front office, asking for a conference.
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• Parents may escort children to the classroom on the first day of school only.
Pets
Animals are not permitted anywhere on either campus unless they are certified service animals.
Parent/Teacher Conferences
Conferences take place following the distribution of progress reports in October and March and provide an
opportunity to discuss students’ progress.
All elementary school parents are asked to have a conference during the first semester. During the second
semester, parents will be contacted to schedule a conference if their student is not meeting standards or if
there are other issues to address. Therefore, not all parents will be invited to have a March conference.
Middle school parents will have the opportunity to sign up for fall conferences, but time slots will be
prioritized for students in high need. All parents may request a conference with their child’s teacher at any
time by contacting the teacher via email or phone.
Inclement Weather
When severe weather creates hazardous conditions, the regular school schedule may be suspended to
ensure the safety of students and staff.
If a potentially hazardous event occurs prior to the beginning of the school day, parents are asked to listen
to radio or television broadcasts or to check the Internet (local news networks, school webpage, social
media, etc.) for further information. GLOBE follows DeKalb County decisions on weather emergencies. If
emergency early dismissal is necessary, the school will contact parents with dismissal instructions.
Weather notifications will be delivered via Remind, GLOBE’s text message notification service. To
enroll, simply text @globers to 81010.
© The GLOBE Academy July 2022
Illness, Injury, Health, and Wellness
Please see COVID protocols and communications until further notice.
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Sick Policy
When a child becomes ill at school, GLOBE contacts the parents immediately so that the child can be
picked up within one hour. This ensures prompt medical attention when necessary and minimizes the
spread of infection and communicable diseases. If the illness is contagious, per health department
guidelines, a doctor’s note is required before the student is allowed to return to school.
Please keep contact information updated on school records to include current phone numbers for home,
work, cell, and a nearby friend or relative. The child may return to school 24 hours after their symptoms
have subsided without the use of fever-reducing medication.
To prevent the spread of illness, please keep children at home if any of the following symptoms are
present:
• Fever – 100.4°F or greater.
• Vomiting – two or more occasions within the past 24 hours.
• Diarrhea – three or more watery stools, or any bloody stool, within the past 24 hours. • Cough
persistent, productive cough Rashes – especially with fever or itching.
• Eye discharge or conjunctivitis (pink eye) – eye is not clear or 24 hours has not passed since
antibiotic treatment began.
• Change in behavior – child expresses not feeling well and/or is not able to keep up with program
activities.
• Head Lice – Live bugs are present and/or head has not yet been treated (chemically or manual
extraction)
Immunizations
The GLOBE Academy follows DeKalb County requirements for childhood vaccinations.
Georgia law requires children attending daycare or school to be protected from certain vaccine preventable
diseases. The DeKalb County Board of Health offers vaccines to protect children and prepare them for
school at clinics throughout the county.
Georgia law states that parents who move to Georgia from another state and enroll their child in a Georgia
school for the first time must provide the child’s daycare center or school with a Certificate of Immunization
(Form #3231) within 30 days of enrollment. This certificate verifies that the child has received the
immunizations recommended for his/her age. Parents can obtain this certificate from the child’s private
physician or the DeKalb County Board of Health. Parents should bring a complete record of the child’s
immunizations in order to complete the certificate. For more details, call the DeKalb County Board of Health
immunization information line at (404) 294-3762 or call a local health center.
© The GLOBE Academy July 2022
Hearing and Vision Screening
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Periodically during the school year, students’ hearing and vision will be tested by qualified professionals.
If any screening indicates that further diagnosis is needed, parents/guardians will be advised immediately.
Medications at School
To ensure the health and safety of children requiring any medication during the school day, the
following procedures must be followed:
• Physician’s Request for Administration of Medication Form must be signed by the child’s physician
and parent/guardian. This form is necessary for all medications including over the counter and
prescription. The medication form should be taken to the child’s licensed prescriber (doctor, nurse
practitioner) for completion and returned to the school nurse. This order must be renewed as
needed and at the beginning of each academic year.
• All medication must be brought to school by an adult in a pharmacy or manufacturer labeled
container that is properly labeled with the child’s name.
No student may carry either prescription or over-the-counter medication, including inhalers and
EpiPens, at school without the permission of the GLOBE nurse/administration.
• Self-administration of inhalers and EpiPens are allowed when approved by the student’s physician,
parent(s)/guardian(s), and GLOBE office staff/nurse.
Life-Threatening Allergies
The parents of any student with a life-threatening allergy should inform the school nurse or administration
of the child’s allergies prior to the opening of school (or as soon as possible after a diagnosis). At that time,
the parents must meet with the school nurse or administration to develop an Allergy Action Plan/Individual
Health Care Plan for the student; the parents will also be asked to provide medical information from the
child’s treating physician to help formulate that plan.
The Allergy Action Plan/Individual Health Care Plan will be reviewed by the school nurse or administration,
the student’s parent(s)/guardian(s), and the student’s primary care provider and/or allergist. It will be signed
off on by the child’s physician, indicating that they deem it to be adequate. Multiple copies of the Allergy
Action Plan/Individual Health Care Plan will be kept readily available at the school, including in the clinic, in
the main office, in the student’s homeroom, and in the homeroom teacher’s emergency binder/backpack.
EpiPens will be available in the nurse’s office, and those prescribed for individual students will be kept in
that child’s homeroom emergency backpack or, with permission, carried by the child at all times.
Staff will be trained to identify and respond to reactions from life-threatening allergies, including the use of
EpiPens. Any staff involved with students who have life-threatening allergies will be informed of the
allergies by the parents and provided information from the Allergy Action Plans. These staff will take steps
to ensure that their classrooms and instructional areas are as allergen-free as possible.
During lunch, GLOBE will encourage “no food trading” and “no utensil sharing” to minimize
accidental exposure to allergens.
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In addition, parents should do the following:
• Provide the school nurse with sufficient up-to-date emergency medications (including EpiPens), so
they can be placed in all required locations for the school year.
• Complete and submit all required medication forms.
• Provide a Medic ALERT ID for their child.
• Notify the school nurse of upcoming field trips as soon as possible, and provide EpiPens to be
taken on field trips.
• Encourage their child to wash hands before and after handling food.
• Teach their child to recognize the first symptoms of an allergic/anaphylactic reaction and to, as soon
as they feel a reaction starting, communicate it clearly with a staff member.
• Encourage their child not to share snacks, lunches, or drinks.
• Encourage their child to take as much responsibility as possible for their own safety. • Help their child
understand the seriousness of allergies and the potential consequences of children with allergies by
being exposed to allergens.
While GLOBE cannot guarantee an allergen-free environment or prevent harm during an emergency,
GLOBE works diligently to minimize the risk of exposure to food allergens, educate the community of the
seriousness of the matter, and maintain school-wide protocols for handling emergencies.
Comprehensive school-wide efforts are designed to prevent any occurrence of life-threatening allergic
reactions, prepare for any such allergic reactions, and respond appropriately to any allergy emergencies
that arise.
Nut-Free School Policy
GLOBE is committed to offering safe educational environments for all students, including those with
life-threatening food allergies. Because many students have life-threatening anaphylactic allergies to
peanuts and tree nuts, nuts are not permitted at school.
Students who have documented anaphylactic reactions to peanut butter and other nut-related products can
react not only by ingestion but also by contact with nuts. This means that just by touching a small amount
of peanut or tree nuts, these children could suffer a severe or life-threatening anaphylactic reaction,
possibly leading to death. It is incumbent upon the whole GLOBE community to help minimize such risks.
Additional guidelines are as follows:
• No peanut butter or products containing peanuts or tree nuts will be permitted at GLOBE during
school, at before- and after-school functions, or on field trips.
• If a food containing peanut butter or nuts is brought in, the food will be Ziploc bagged, labeled with a
reminder, and sent home with the child at the end of the day to enjoy outside of school. • All food offered
at school activities (including extended care and enrichment) will not contain nuts. • Teachers will not be
doing any classroom projects that involve nuts or nut shells.
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Food in the Classroom
Food can be an important part of the curriculum for learning about other cultures, the environment, and
healthy lifestyles. If teachers include food as part of a lesson (e.g., planting vegetables and herbs in the
school garden and then sampling the produce), they will work to avoid known food allergens and will notify
all parents of the lesson at least one week in advance.
Birthday Parties
Teachers are encouraged to recognize student birthdays in a creative manner that is meaningful to the child
but does not infringe upon instructional time. Parents may not send sugary snacks like cupcakes to school
for birthday celebrations. Some teachers allow parents to bring in a healthy group snack, like fruit; other
teachers, because of food allergies, request non-food celebrations, like a piñata (with inedible prizes only),
a special book, a favorite song, etc. Parents must work with the teacher ahead of time to discuss what the
parent would like to bring and to get the teacher’s approval.
School-wide Celebrations
The GLOBE Academy hosts many school-wide celebrations involving food on evenings and weekends
(summer picnic, fall festival, family potluck, etc.). Both campuses continue to be nut-free campuses during
these events, so please do not bring food containing peanuts or tree nuts.
Healthy Snacks
Students are encouraged to bring healthy, non-sugary snacks with them to school daily to eat during times
designated by the teacher. Because sugary snacks have been proven to negatively affect children’s
attention, mood, and ability to focus, GLOBE does not allow children to bring such snacks to school. Please
see the student’s teacher for more specific guidelines.
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Safety
Security and Emergency Procedures
During the school day, at both campuses, one front door will be the sole entrance for students and
families. Visitors will need to ring the security buzzer to enter the school. All visitors must sign in and out.
Emergency exits have been identified for each room. Maps indicating these exits will be posted in the
rooms. Regular emergency drills—including fire, tornado, and lockdown drills—will take place during the
year at both campuses.
All areas of GLOBE campuses are on an intercom system. Teachers are issued walkie-talkies for daily
dismissal and emergencies.
Searches by School Personnel
In accordance with state and federal law, should a school staff member have reasonable suspicion that a
crime or violation of school rules has occurred, the school staff member has the authority to conduct an
appropriate search.
Reasonable suspicion is defined to mean that the person initiating the search has a well-founded suspicion
— based on objective facts that can be articulated — of either criminal activity or a violation of school rules.
Reasonable suspicion is more than a mere hunch or supposition.
If reasonable suspicion exists, and if the school staff can justify the search at its inception, a reasonable
search can be conducted to prove or disprove the stated suspicion.
Student lockers and desks may be searched by school administrators or staff who have a reasonable
suspicion that the lockers or desks contain drugs, alcohol, material that violates school rules, stolen
properties, weapons, items posing a danger to the health or safety of students and school employees, or
evidence of a violation of school policy. In addition, the school authorizes the use of trained dogs to sniff
lockers or other school property to assist in the detection of the presence of drugs, explosives, and other
contraband. The school does not need reasonable suspicion to utilize drug sniffing dogs.
Students or student property may be searched based on reasonable suspicion of a violation of school
rules, policy, or state law. The privacy and dignity of students shall be respected. Searches shall be carried
out in the presence of adult witnesses, preferably both the individual conducting the search and the witness
will be of the same gender as the student. Students may be asked to empty pockets, remove jackets,
coats, shoes, and other articles of exterior clothing for examination if reasonable under the circumstances.
No employee shall perform a strip search of any student.
Law enforcement officials shall be contacted if the search produces a controlled substance, drug
paraphernalia, weapons, stolen goods, or evidence of a crime, in any case involving a violation of law when
a student refuses to allow a search, or where the search cannot safely be conducted. Parents may also be
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contacted.
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Fundraising
Throughout the year, GLOBE conducts fundraising efforts to supplement the funding we receive from the
state and county. Such fundraising efforts also allow GLOBE to maintain GLOBE facilities and deliver an
exceptional educational experience for all students.
Fundraising opportunities take place throughout the school year and are led by the Board of Directors’
Development Committee and the PTCC, with a goal that 100% of families will contribute. What GLOBE
asks is that families give what they can, with the understanding that their child’s education is the best
investment they will make.
Visit the fundraising section of GLOBE’s website for the various ways families can give to GLOBE.
Parent Teacher Community Council (PTCC)
The PTCC’s vision is to be an engaged community that supports the learning environment and unique
culture of GLOBE. Participation in the PTCC is open to any parent/guardian with children attending
GLOBE, GLOBE faculty and staff, and members of the greater community who are supportive of the vision
and mission of The GLOBE Academy. All are welcome and encouraged to get involved.
The PTCC is supported by a non-for-profit foundation and as such is entrusted with fundraising and event
responsibilities on behalf of GLOBE. The PTCC leadership team consists of four officers (two co-chairs, a
secretary, and a treasurer), two representatives of each of the five Parent Action Committees (PACs), two
teacher representatives, and two community stakeholders appointed by the Head of School. The PTCC is
empowered to raise and spend raised funds for sustaining and improving GLOBE. The PTCC provides
resources for improvements to The GLOBE Academy including but not limited to, faculty,
facilities, technology, teacher, and program improvements.
The PTCC aggregates reports of the activities and plans of each PAC and reports them to the Governing
Board for appropriate evaluation and action. The PTCC is not empowered to enter The GLOBE Academy
into contracts of any kind, represent GLOBE in any official communications through any media format, or
make any substantive change to any school activity governed by the school’s charter. Please see the
PTCC section of GLOBE's website for more information.
PAC (Parent Action Committees)
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PACs are workgroups of the Parent Teacher Community Council (PTCC). PACs are narrowly focused
groups of parents charged with tackling specific challenges or planning specific aspects of GLOBE growth
and development. PACs meet regularly and are open for any parent to join. PACs are dynamic and subject
to change in response to changing conditions. Please consult the PTCC section of GLOBE's website for
more information on joining a PAC.
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Volunteers
Research has shown that children who see their parents and guardians engaged in their school perform
better in school. Family involvement, therefore, is a critical element of the GLOBE experience.
Participation at every level is welcome, but each family at GLOBE is requested to perform a minimum of 10
volunteer hours per year. This includes, but is not limited to, helping the teacher with class projects,
chaperoning field trips, volunteering at school events, helping at school grounds workdays, serving on
PTCC planning committees, and more. Many volunteer opportunities can be done from home, in the
evenings, or on weekends.
After you volunteer, please log your hours at theglobeacademy.org/volunteer. Families will receive an
updated volunteer hours report at the end of each semester. Grandparents, nannies, etc. are welcome to
participate and will count towards the family’s 10 volunteer hours.
Grievances and Complaints
When any member of The GLOBE Academy community has a complaint or grievance, the Grievance and
Complaint Policy and Procedures are to be followed in order to best resolve the conflict. The GLOBE
community includes but is not limited to students, parents, employees, and independent contractors.
Complaints or grievances could include a matter of school policy or procedure, concern over the actions of
another community member, or a serious misunderstanding that develops between or among parties at
The GLOBE Academy.
A detailed description of The GLOBE Academy’s Grievance and Complaint Policy and Procedures can be
found here.
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The Student Experience
Dual Language Immersion
The GLOBE Academy is a dual language immersion school which means that half of a student’s instruction
time is in English, and half is in a foreign language. Children are assigned to a homeroom with other
classmates and have a "partner" class. In Grades K–5, children spend the entire day in English or the
foreign language and switch every other day.
GLOBE offers three language tracks: French, Spanish, and Mandarin. Upon enrollment, each student is
assigned to a language track and stays in that language track throughout their time at GLOBE. Families
who speak the foreign language at home or children who have attended a language immersion preschool
are considered heritage speakers and are given preference for that language.
In middle school, the dual language immersion model ends. Students switch classes for all subjects, taking
a high-level language course for high school credit.
In addition to learning another language, students are introduced to life in other countries through regular
interaction with teachers, parents, and community members from other cultures, as well as through
school-wide cultural celebrations and service-learning projects.
Constructivism
Teaching and Learning practices at GLOBE are guided by a constructivist theory of learning that places
students at the center of their learning in a hands-on way. Students are active participants in their learning
experiences, which guide them toward demonstration of mastery of higher-order concepts and skills. This
approach does not rely on textbooks, worksheets, or ample homework; rather, it is driven by rich and
engaging standards-driven projects and learning experiences that help students demonstrate
understanding and develop meaningful skills.
Constructivist Theory is grounded in the work of developmental psychologist Jean Piaget and requires a
student-centered approach to teaching and learning. According to Black and Ammon (1992), constructivism
in the educational area is “more concerned with understandings achieved through relevant experience than
with accumulated facts received from others.” Thus, students learn by engaging in their environment and
with adults and peers. Instructional activities are relevant and varied, encouraging active participation as
teachers serve primarily as facilitators and conduct questioning sessions to encourage student inquiry, elicit
student responses, and probe for deeper understanding.
One way to understand constructivism is to distinguish it from a traditional learning environment, in which
students are considered receptacles of information. In such settings, teachers are the keepers and
disseminators of information. Teachers in constructivist settings, on the other hand, present children with
tools for inquiry and teach them to link their individual interests and affinities to learning. This allows
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children to construct their own knowledge base. GLOBE believes that this is the proper foundation for
lifelong learning. The faculty encourage children to be curious, critical thinkers equipped to advance their
learning within or outside of any structured learning environment.
© The GLOBE Academy July 2022
Reading and Writing Workshop
The GLOBE Academy uses best practices of the Reading and Writing Workshop developed by Lucy
Calkins at Teachers College, Columbia University.
GLOBE's students are involved in authentic reading and writing experiences that focus on the strengths
and needs of each child.
Teachers use a "mini-lesson" to introduce new concepts in reading and writing skills. Students then work
individually or in small groups on assignments specific to their reading and writing level. The act of reading
independently and writing independently in the classroom is key to developing literacy skills. During work
time, teachers work with students one-on-one or in small groups, guiding the work and providing feedback.
Teachers closely monitor each student's individual progress in order to select books and assignments that
are appropriate for their level.
Not only are students developing their reading and writing skills through these workshops, but they are also
actively engaging in the learning process and well on their way to becoming lifelong readers and writers.
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Grading
GLOBE does not use numbers, ranks, or traditional A–F grades for grades K through 5. Instead, student
academic performance is documented in relation to a student’s progress towards the standards for each
performance area at each grade level.
As students transition to middle school (grades 6–8), standards-based assessments are concurrently
scored with letter grades. This allows grades to be entered into the county grade recording system, Infinite
Campus*, in preparation for high school. Detailed information regarding the breakout of GLOBE’s grading
system is communicated to families prior to the first reporting period.
Four times a year — in October, December, March, and May — students and families in grades K–5
receive standards-based reports. These reports provide academic and related information on a student, so
that support and attention may be enhanced, maintained, or altered to help the student maximize their
growth and learning. They deliver a detailed picture of a student’s performance in each subject area or
class, through a narrative that describes the student’s skills and habits relative to the class and/or the
Common Core Georgia Performance Standards (CCGPS) for the course.
Reports sent home in October and March are progress reports, while those sent in December and May
reflect the entire semester.
*Please email registrar@theglobeacademy.net for information regarding parent access to Infinite Campus.
Standards-Based Grading System
Standards-based assessment provides an accurate snapshot of student abilities based on the standards
for which they are accountable at their grade level. The following scale is used:
• 4 – Has demonstrated advanced, in-depth understanding of the standard. (I know it even better
than my teacher taught it.)
• 3 – Has demonstrated a complete understanding of the target learning goal. (I know it just the way
my teacher taught it.)
• 2 – Has demonstrated a simple understanding of the target learning goal. (I know some of the
simpler stuff but can’t do the harder parts.)
• 1 – Is able to partially demonstrate understanding with assistance. (With some help, I can do it.) •
0 – Is not successful with the learning goal, even with assistance. (Even with help, I can’t do it.)
In order to report grades to the school district and for traditional transcript purposes, the school reports
Meets Expectations (M), Exceeds Expectations (E), or Needs Improvement (N) to the county and state.
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Grade Level Retention
The purpose of promotions and retention is to provide maximum consideration for the long-term welfare of
the student and to provide an opportunity for each student to progress through school according to their
own needs and abilities.
It is expected that most students will be promoted annually from one grade level to another, upon
completion of satisfactory work; however, a student may be retained when their standards of
achievement or social, emotional, mental, or physical development would not allow satisfactory progress
in the next higher grade. Retention typically occurs before the student leaves the primary grades.
Parents/guardians who wish to appeal the decision for retention must first contact the Head of School. If
parents/guardians do not agree with the decision of the HOS, an appeal may be made in writing to the
Board. All appeals must be requested within two (2) weeks after the close of school.
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Uniforms
Students at The GLOBE Academy are required to wear uniforms. School uniforms provide a sense of
community and help ensure safety by making it easier for faculty and staff to identify students. GLOBE's
uniform policy does not require uniforms to be purchased from a particular vendor.
Any item worn in the building during the school day must comply with the uniform policy. A student arriving
at school out of dress code will be held in the school office until appropriate clothing is brought to school for
them.
The details of the uniform policy are on the chart that follows. Additionally, note that all clothing items
must be solid color and free of wording, designs, stripes, or patterns. Logos may be no larger than 2” x 2”.
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Uniforms
ACCEPTABLE COLORS ACCEPTABLE STYLES
TOPS Navy
Short- or long-sleeved polo shirts.
White
Light blue
If a child is cold and requires an extra layer in class,
that garment must be solid grey, navy, white, or light
Spirit wear
blue.
• K–5: Fridays only
• 6–8: Every day
BOTTOMS Navy
Jumper or collared knit dresses* Shorts*
Khaki
Pants**
Light blue – dresses only
Skirts/skorts*
Blue jeans
HOSIERY *Shorts, skirts, and dresses must be no shorter than the
• K–5: Fridays only; must be paired
longest fingertip when a student's arms are fully
with spirit wear top
extended at the sides of the body.
• 6–8: May be worn daily; jeans may
not have lace, rivets, patches, or
**Avoid excessively tight or baggy pants.
other
Jeggings/leggings may not be worn as pants.
adornments, and may not be torn
or ripped.
Navy
Tube or knee socks
White
Tights
Black
Leggings (as under layer)
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SHOES White
Canvas or leather sneakers (preferred)
Black
Saddle shoes
Gray
Boat shoes/Merrill-type Mocs
Brown
Mary Janes
Navy
Boots (winter)
Backless shoes (clogs, Birkenstocks, Crocs, etc.),
beach shoes, flip-flops, sports sandals, Heelys, and
light-up shoes are not permitted.
Shoes must have non-marking soles.
ACCESSORIES Small necklace
Simple ring
Wristwatch
Tiny, plain, non-dangling earrings (no larger than ear
lobe, no hoops)
No hats.
© The GLOBE Academy July 2022
Supplies
Parents/guardians should refer to GLOBE’s website or consult with their child’s teacher for information
about the school supplies they are expected to provide. Such supplies will need to be brought to school by
the first day of school.
If the cost of school supplies presents a financial hardship, parents or guardians may confidentially
email The GLOBE Academy Executive Director Christi Elliott-Earby at celliott-
earby@theglobeacademy.net.
Classroom and School Technology
Technology
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Technology is used as a learning tool throughout The GLOBE Academy. Monitored computer access is
available to students in the library media centers, in labs, and in the classroom through laptops, tablets, and
Smart Boards.
By virtue of using a school computer, network, or online tool, GLOBE students and parents agree to abide
by GLOBE’s acceptable use policy.
Acceptable Use Policy
GLOBE offers Internet access for student and staff use at school, and various online tools for staff, student,
and parent use. This policy is the Acceptable Use Policy for use of online tools and Internet use at GLOBE.
The Internet system and online tools have been established for a limited educational purpose to include
classroom activities and limited high quality, self-discovery activities as well as research. It has not been
established as a public access or public forum, and GLOBE has the right to place reasonable restrictions on
the material students access or post, the training students need to have before they are allowed to use the
system, and enforce all rules set forth in the school code and the laws of the state of Georgia. Further,
students may not use this system for commercial purposes to offer, provide, or purchase products or services
through the system or use the system for political lobbying.
Access to the Internet is available through this school only with permission of the Head of School or their
designee and the student's parents. This policy applies to the use of school equipment at school, or the use
of services established or maintained by the school which may also be used off property.
Personal Safety
• Students will not post contact information (e.g., address, phone number) about themselves or any
other person.
• In general, students will not interact online with anyone they do not know personally. They will not
agree to meet with someone they have met online without their parents' approval. Any contact of
this nature or the receipt of any message a student feels is inappropriate or makes them feel
uncomfortable should be reported to school authorities immediately.
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Illegal Activities
• Students will not attempt to gain unauthorized access to GLOBE's computer system or go beyond
their authorized access by entering another person’s account number or accessing another
person’s files.
• Students will not deliberately attempt to disrupt the computer system or destroy data by spreading
computer viruses or by any other means.
• Students will not use GLOBE's system to engage in any other disruptive or illegal act, such as
cyberbullying, arranging for a drug sale or the purchase of alcohol, engaging in criminal gang
activity, threatening the safety of a person, etc.
System Security
• Students are responsible for their individual accounts and should take all reasonable precautions to
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prevent others from being able to use their accounts. Under no condition should students give their
password to another person.
• Students must immediately notify a teacher or the system administrator if they identify a possible
security problem. They should not look for security problems; this may be construed as an illegal
attempt to gain access.
• Students will avoid the inadvertent spread of computer viruses by following virus protection
procedures when downloading software.
Inappropriate Language
On all uses of the Internet, whether in application to public or private messages or material posted on web
pages, students will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or
disrespectful language. Students will not post information that could cause danger or disruption or engage
in personal attacks, including prejudicial or discriminatory attacks. Students will not harass another person
by a persistent action that distresses or annoys another person, and they must stop if asked to do so.
Respect for Privacy
• Students will not repost a message that was sent to them privately without permission of the
person who sent the message.
• Students will not post private information about themselves or another person.
Respect for Resource Limits
• Students will use the system only for educational and career development activities and limited,
high quality, self-discovery activities.
• Students will not post chain letters or engage in “spamming” (that is, sending an annoying or
unnecessary message to a large number of people).
Plagiarism and Copyright Infringement
• Students will not plagiarize materials that they find on the Internet. Plagiarism is taking the ideas or
writings of others and presenting them as if they were yours.
• Students will respect the rights of copyright owners. Copyright infringement occurs when work that is
protected by copyright is inappropriately reproduced. If a work contains language that specifies
appropriate use of that work, students should follow the expressed requirements. If they are unsure
whether they can use a work, they should request permission from the copyright owner. Direct any
questions regarding copyright to a teacher.
Inappropriate Access to Material
• Students will not use the organization’s computer system to access material that is profane or
obscene (pornography) or that advocates illegal acts or violence or discrimination toward other
© The GLOBE Academy July 2022
people (hate literature). A special exception may be made for hate literature if the purpose of the
access is to conduct research with both teacher and parent approval.
• If a student mistakenly accesses inappropriate information, they should immediately tell their
teacher or another staff member. This will protect them against a claim of intentional violation
of this policy.
• Parents should instruct their child(ren) if there is additional material they think would be
inappropriate for him or her to access. The school fully expects that students will follow their
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parents’ instructions in this matter.
Students' Rights
• Free Speech: Students' right to free speech, as set forth in the school disciplinary code, applies
also to their communication on the Internet. The Internet is considered a limited forum, similar to
the school newspaper, and therefore the school may restrict students' rights to free speech for
valid educational reasons. The school will not restrict rights to free speech on the basis of its
disagreement with the opinions expressed.
• Search and Seizure: Students should expect no privacy of the contents of their personal files on the
school system. Routine maintenance and monitoring of the system may lead to discovery that
they have violated this policy, the school code, or the law. An individual search will be conducted
if there is reasonable suspicion that a student has violated this acceptable use policy, the school
disciplinary code, or the law.
• Due Process: The school will cooperate fully with local, state, or federal officials in any investigation
related to illegal activities conducted through the organization’s Internet system. In the event of a
claim that a student has violated this policy, the school disciplinary code, or the law in a student's
use of GLOBE's system, they will be given written notice of suspected violations and an opportunity
to present an explanation according to school code and/or state and federal law. Additional
restrictions may be placed on their Internet use.
Other Acknowledgments
The school makes no guarantee that the functions or the services provided by or through the system will be
error-free or without defect. The organization will not be responsible for any damage a student may suffer
including, but not limited to, loss of data or interruptions of service. The school is not responsible for the
accuracy or quality of the information obtained through or stored on the system. The school will not be
responsible for financial obligations arising from unauthorized use of the system.
Anyone caught breaking these rules will be subjected to disciplinary procedures depending upon the
severity of the infraction. Additionally, any student caught intentionally damaging or vandalizing a school
computer may be disallowed from utilizing computer resources. Any such act may also result in partial or
full restitution being required by the student and/or family.
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Nutrition Program
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This year, all GLOBE students are eligible to receive lunch free of charge.
Families may also elect to pack a lunch for their child. In an effort to promote healthy eating, fast food
should not be provided. All food must also comply with the school’s nut-free policy.
Typically, parents and guardians are welcome to come eat lunch with their children; they simply need to
sign in at the front desk and receive a visitor’s badge at the designated lunchtime. Until further notice,
however, Covid-related restrictions on school visitors are in place.
Please note: Even though free lunch will be provided to all who want it this year, GLOBE still must collect
forms assessing families’ official eligibility for the free and reduced lunch program. Regardless of your
eligibility, every family is expected to complete and return the form. (Plus, doing so earns you credit for one
volunteer hour.)
Movies in the Classroom
GLOBE emphasizes engaging the multiple intelligences of students, and as such, will use various media to
educate students. Teachers are welcome to occasionally use videos in the classroom and at school
sponsored events, providing that the following policies are followed:
Copyright
Teachers are required to follow the legal copyright requirements of videos and media within the classroom.
Elementary Students
Elementary students may be shown G-rated movies without parental permission. Movies that are rated PG
require that the teacher notify parents at least one week in advance using the school’s online
communication system, giving parents the option to opt their students out of watching the video.
Middle School Students
Students in grades six through eight may be shown G- or PG-rated movies without parental permission.
Movies rated PG-13 require that the teacher notify parents at least one week in advance using the school’s
online communication system, giving parents the option to opt their students out of watching the video.
R-rated Movies
No R-rated movies may be shown to students during school events.
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Extended Care and Enrichment
The GLOBE Academy’s Extended Care Program (ECP) comprises 3 programs: Before-Care Program
(BCP), After-Care Program (ACP), and Enrichment Program. GLOBE's goal is to offer a balanced program
that provides mental, emotional, and physical enrichment opportunities for the GLOBE family. For detailed
information on the Extended Care Program, please visit GLOBE’s website.
Before-Care Program: 7 a.m.–7:30 a.m.
This option is for families that need an earlier drop-off. Students will be released to their classroom at the
appropriate time.
After-Care Program: Dismissal–6 p.m.
The after-care option provides students with a safe and comfortable environment to grow and play. Our low
student-to-teacher ratio enables us to provide more individualized attention for special art projects and
activities, homework, and playground time.
Enrichment Programs
Enrichment programs are offered in eight-week sessions. We have partnered with vendors from the
community to provide fun and exciting educational options; details and registration information will be
available at GLOBE’s open house or shortly thereafter. All enrichment fees are paid directly to the
vendors.
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Activities and Field Trips
Classes will participate in field trips throughout the year. Parents will be notified of each trip in advance, and
permission slips will be sent home with students.
Financial Limitations: Many field trips have a fee, either for the event the students are attending, for
transportation, or both. It is GLOBE’s policy that any student with a financial need should not have a barrier
to attending school-sponsored activities. If assistance is needed with any fees, please contact the Head of
School or Assistant Head of School before the permission slip is due.
Behavioral Exclusion for Field Trips: Field trips can be a valuable learning opportunity for students;
behavioral expectations, however, are even more important when students are taken off campus. As a
result, if a child has demonstrated an inability to control their behavior in school, extra steps may need to
be taken to ensure the student has a successful experience.
• The school reserves the right to require parents or guardians of some students to attend the field
trip to provide supervision for their child. In such cases, if a parent is unable to attend, the student
will be required to remain at school.
• If a student has received a referral or has demonstrated unsafe behavior, the student’s parent or
guardian may be required to attend as a chaperone.
• End-of-year class field trips are reserved for students who meet school expectations during the
school year.
o Students who have been issued a suspension during the year will not be allowed to attend.
o Parents or guardians of students who have received only one suspension may ask the staff
behavioral team for an exception to this rule, presenting the reasons they feel their child
should be allowed to attend. The staff behavioral team can decide whether to
1) disallow the student from attending, 2) allow the student to attend unaccompanied,
or 3) allow the student to attend with conditions, such as being accompanied by a
parent.
Student Counts: Before transporting students to or from any field trip, the teacher and at least one other
adult will do a roll call to ensure all students are accounted for. At any given time, each staff member and
chaperone should know the number of students they are responsible for.
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Student Electronics
Students may have in their possession a personal cell phone for emergency use only. • The phone must
be turned completely off and kept out of sight during school hours. Any infraction will result in
confiscation and the phone returned to parents/guardians.
• Repeated violations of this policy may result in disciplinary action.
• The school is not responsible for student cell phones which may be lost or stolen. •
Parents/guardians needing to contact a student at school should not call or send text messages to the
student’s cell phone.
Students should not bring their own personal electronic devices, including smart watches, to school, except
if permission has been given by a teacher for a specific project. Any devices used without such permission
will be confiscated and returned to the parents.
Lost and Found
We strongly encourage parents/guardians to label all personal possessions with their child’s name.
Clothing or items lost at school are taken to the school lost-and-found until claimed. All unclaimed articles
will be donated to a charitable organization at the end of each 9 weeks. The GLOBE Academy will not be
held liable for loss or damage of any property belonging to the student.
GLOBE PTCC has a partnership with Mabel’s Labels. Visit the Mabel's Labels fundraising site to learn
more.
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Discipline
The GLOBE Academy staff takes a positive approach to discipline that promotes teaching students to make
good choices. This approach helps children develop the intrinsic decision-making skills that will keep them
safe, happy, and successful in their life’s endeavors.
We apply this approach through the following strategies and tactics:
• Constructing a positive, mutually supportive classroom culture
• Positive reinforcement of healthy class norms
• Specific and authentic encouragement
• Natural consequences to unacceptable behavior
• Individual discipline plans for those students who need a little more structure
GLOBE also follows the DeKalb County School’s Code of Conduct.
Maintaining School Property
Students are expected to assist in maintaining cleanliness in the classroom, lunchroom, corridors,
restrooms, and outside grounds and to exercise proper care in the use of school furniture and equipment.
Students will be expected to make financial restitution for the deliberate damage of school property.
Support and Assessment
For students with identified learning disabilities, GLOBE’s special education program works with students
and their families to meet students’ individual needs. This may involve accommodating and/or modifying
curriculum and instruction, and/or Individualized Education Plan (IEP) assessment.
A Lead Teacher for Special Education (LTSE) works with a team of special education teachers to
oversee the services provided to students with IEPs so that students make progress towards their goals.
Through the immersion model, students with identified disabilities are included in classes with their peers,
with classroom teachers working in consultation with special education teachers, and/or with students
working directly with special education teachers.
A broad spectrum of special education services is available to support the specific learning needs of
students with IEPs; there are, however, instances where, based on the needs of the student, a more
appropriate placement for a student may be at either the student’s zoned school or at a DeKalb County
School District (DCSD) school with programs designed to meet the needs of students with certain types of
disabilities. Parents of students with special needs should speak with the school’s administration to discuss
the language immersion program and how their child might best be served.
The GLOBE Academy has been assigned a consultative school psychologist who will facilitate any
evaluation of students who have been referred for special education services. GLOBE staff includes a
school counselor to work with students both in one-on-one and group settings to address social and
emotional issues. Parents/guardians of students will be notified of consultations.
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Enrollment and Attendance © The GLOBE Academy July
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Enrollment and Attendance Zones
The GLOBE Academy accepts applications for kindergarten, 1st grade, and 6th grade.
In accordance with guidelines set forth by the Georgia Department of Education (SBOE Rule 160- 4-9-
.05), The GLOBE Academy can also accept students for enrollment in 2nd through 5th, and 7th and 8th
grade who meet proficiency standards in Spanish, French, or Mandarin Chinese (simplified) through the
Standards-Based Measure of Proficiency (STAMP) language assessment.
Applicants must reside within the DeKalb County School District (DCSD).
Enrollment numbers are at the discretion of the Executive Director, with Board approval, as long as class
sizes remain within legal limits.
Proof of Residency
Proof of residency within the DeKalb County School District attendance zone is required.
Property owners may establish residency with one of the following:
• Current mortgage statement
• Current utility bill — gas, water, or electric only (We cannot accept phone or cable bills.) In
the case of a lease, provide both of the following:
• Current lease
• Current utility bill – gas, water or electric ONLY
If the parent is not the property owner/lessee, but the parent and student reside with a relative or other
person who is a property owner/lessee within the DeKalb County School District, an Affidavit of Residency
must be completed, notarized, and submitted with the application. In such a case, the parent AND the
owner/lessee of the residence must both be present to submit the lottery application during Open
Enrollment.
If a parent/guardian prefers not to submit their child's Social Security card or if the child does not have
one, they can submit a SSN waiver. Please note that the child will not be eligible for the Hope Scholarship
if a Social Security number is not provided to DeKalb County School District by 12th grade.
Change in Student Information
It is imperative that the school office be notified immediately if a family has a change of address, telephone
numbers, or emergency information during the school year. Please email registrar@theglobeacademy.net
with updates to this information.
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Lottery
The GLOBE Academy will accept applications for kindergarten through eighth grade. In accordance with
guidelines set forth by the Georgia Department of Education (SBOE Rule 160-4-9-.05), 2nd–5th and 7th–
8th grade applicants must meet proficiency standards in Spanish, French, or Mandarin Chinese
(simplified) through the STAMP language assessment.
If the number of timely applicants received by The GLOBE Academy exceeds the capacity of a program,
class, grade level or building, The GLOBE Academy shall ensure that such applicants have an equal
chance of being admitted through a random-selection lottery. To participate in the lottery, a student’s
application must be received during the Open Enrollment period and prior to the enrollment application
deadline as established by the school’s Board. The lottery will take place on the last Friday in February at
noon. An unbiased third party will witness and certify the validity of the lottery.
A detailed description of the lottery policy and procedures can be found on GLOBE’s website under
Admissions.
Withdrawal From School
In the event that a student needs to withdraw from school, their parent or guardian should email
registrar@theglobeacademy.net several days in advance. The email should indicate the child’s last day in
school, new address (if applicable), and new school. This will allow the office to prepare the necessary
forms, so the child’s records can be sent to the new school. All school-issued supplies must be returned
before the child withdraws.
Additionally, The GLOBE Academy is authorized to withdraw a student who has missed more than 10
consecutive days of school due to unexcused absences or is no longer a resident of the local school
system.
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Attendance
Punctual and regular attendance is the joint responsibility of the student and their parent(s) or guardian(s).
If a student must be absent, their parent must notify the school’s front office prior to 7:45 a.m. on the day of
the absence.
Students of school age have a right to a free public school education; they have a responsibility to attend
school. Regular attendance is essential if students are to benefit fully from the educational opportunities
provided for them.
The State Legislature has recognized the importance of regular attendance by enacting a compulsory
attendance law for students under the age of 16. This law requires parents or guardians to see that their
children attend school, and it provides penalties for failure to do so. Penalties are also given to anyone,
including other students, who encourages or induces students to be absent or who employs or harbors a
student who should be in school.
Additionally, student attendance rates impact the school’s College and Career Readiness Performance
Index (CCRPI), GLOBE’s performance on charter goals, and other accountability reports.
Absences
If a student is going to be absent due to illness or an unexpected situation, their parent or guardian should
email Lower Campus at lcfrontoffice@theglobeacademy.net or Upper Campus at
ucfrontoffice@theglobeacademy.net.
Upon returning to school, the student should bring a note to their teacher explaining the absence.
If a student is going to be absent for medical appointments or family-related reasons, the main office
should be notified prior to the absence. Any prolonged absences should be communicated to office
staff and/or the student’s classroom teacher.
Late Arrival
Students are tardy when they arrive at school after the beginning of the official school day or are not in their
assigned class at the official beginning of the class period. Habitual tardiness is disruptive to the
instructional process.
Students who arrive at Lower Campus after 8:10 a.m. or Upper Campus after 8 a.m. must be signed in by a
parent or guardian. The office assistant will issue them a late pass.
Early Checkout
Any child who must leave school prior to regular dismissal time must check out with the main office staff.
Parents/guardians or authorized caregivers must come in person to the main office to check the child out;
they must arrive prior to 2 p.m. at Lower Campus and prior to 2:45 p.m. at Upper Campus.
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Please note: Parents should notify the front office if an authorized caregiver is going to pick a child up
early. They must provide the authorized caregiver’s name, phone number, and their approximate arrival
time.
Authorized caregivers who arrive to pick up children early must show a photo ID, which will be photocopied. ©
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Truancy
Any child subject to compulsory attendance who has more than five days of unexcused absences during
the school year will be considered truant. Truancy is a serious offense that requires stern corrective action
on the part of the school and the parents.
Consequences of unexcused tardies are as follows:
UNEXCUSED CONSEQUENCES
TARDIES PER OCCURRENCE
5 Parent and student receive an email reminder from the school.
6–9 Parents will receive a call from the school counselor.
10–14 Parent/counselor conference required. Attendance contract developed
and signed.
15 Contact with social worker.
16 Withdrawal from The GLOBE Academy.
Consequences of unexcused absences are as follows:
UNEXCUSED CONSEQUENCES
ABSENCES PER OCCURRENCE
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3–5 School notifies the parent of absences and refers parent to the
counselor. Counselor will meet with the parent to discuss the reasons
for absences. Parent will sign attendance contract.
6–7 Letter sent to parent informing them of the student’s absences and the
administrative and legal consequences of continued absence from
school.
8–9 Counselor will make a referral to the school social worker, who will
arrange a conference with the parent for assessment and/or referral to
Juvenile Court, Solicitor-General’s Office, DFCS, or other agency.
10 Withdrawal from The GLOBE Academy.
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13. Attach a copy of the charter school’s Student Discipline Policy and Procedures, including any
Positive Behavior and Intervention Supports (PBIS).
Discipline is covered in the enclosed Family & Student handbook on page 39.
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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.
The GLOBE Academy GRIEVANCE & COMPLAINT
POLICY & PROCEDURE
When any member of The GLOBE Academy community, including but not limited
to, students, parents, or
employees/independent contractors, have a complaint or grievance about a matter of school
policy or procedure, concern over the actions of another community member, or a
serious misunderstanding which develops between or among parties at The GLOBE
Academy, the following procedures are to be followed in order to best resolve the conflict, and
are classified into PART ONE, Student/Parent/3rd Party Informal Complaints and Formal
Grievance Procedures, and PART TWO, Employee (Certified & Uncertified) and Independent
Contractor Grievance Procedures: Note: Any health and/or safety issue may be taken
directly to the Administrator.
PART ONE STUDENT/PARENT/3RD PARTY
SECTION INFORMAL COMPLAINTS PROCEDURE
Informal concerns are complaints that represent activities or behaviors reflecting
a need for directed communication among the parties, but that do not represent
allegations of significant breaches or violations of school policy or procedure,
and do not represent public safety issues, or personal endangerment to others.
1. If the complaint involves school personnel, the concerned party is to request a
meeting with the school personnel to communicate and discuss their concerns. A
scheduled appointment is necessary. The school personnel will schedule an appointment in
a timely manner.
a. The meeting shall openly address the party's concern or complaint, but shall be conducted
without resorting to personal affronts to any party. Any party who feels threatened, intimidated,
or personally offended may terminate the meeting and pursue resolution through step 3. b. The
concerned party shall determine whether the meeting is to be documented by the taking
of notes by the school personnel or by voice recording. In the event that note taking is selected
as the means to document the meeting, the concerned party is to review, sign and date the
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writings, along with the school personnel, at the completion of the meeting. If the meeting is
telephonic, the concerned party again may elect either written or recorded documentation of the
meeting by the school personnel. In the event that written documentation is elected, the
concerned party will review, sign and date the documentation at their earliest convenience." c.
Copies of written or recorded documentation will be made available to all parties involved.
2. In the event that the expressed concern is not resolved through step 1 the student,
parents, or school personnel will schedule a meeting of all parties with the Administrator. The
notes from the first meeting will be shared with the Administrator in advance of this meeting, and
the meeting will be scheduled for the first available time convenient to all parties. The expressed
purpose of this meeting is to bring about a resolution to the concern or complaint in a timely
non-adversarial fashion. If the concern or complaint is not resolved, or in the event that
the issues require further investigation or assessment, he/she may proceed to step
4.
a. Again, notes should be taken or voice recordings will accompany the meeting as set forth in
step 1, with all parties present to review, sign and date any written documentation. b. Copies of the
written or recorded documentation will be made available to all parties involved.
3. If no resolution is reached in steps 1 and 3, the concerned party or the
Administrator may request that the concern be placed on the next Governing
Board agenda.
a. In the event of a health or safety concern, the Administrator may request either a special or
emergency Governing Board meeting, as appropriate. b. Matters of personnel performance or
behavior shall be shared in closed session of the Governing Board with all parties present.
Matters of school policy or procedures, or clarification of an issue, will be discussed in
open Board session per the agenda.
SECTION II FORMAL GRIEVANCES PROCEDURE
Formal Grievances represent serious allegations of improper activities or behaviors
reflecting a need for the timely and direct intervention of the site Administrator with all
involved parties. Such grievances would likely involve, but would not be
limited to, allegations of significant breaches or violations of school policy
or procedure, and any actions or behaviors that may, in any way, create a condition of
public safety concern, or the possibility of personal endangerment. Formal Grievances
relate to matters of a serious nature, and the following process is to be reserved with
such instances. The following is the procedure for addressing a Formal Grievance:
1. A written grievance is to be filed with the site Administrator, by the concerned party The
Administrator shall attempt to informally resolve the grievance, when he/she feels that such
informal resolution of the grievance is both appropriate and in the best interest of the school and
its community, within Five (5) Working Days from the time of the filing.
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2. In the event that informal resolution of the grievance is attempted but not successful,
the Administrator shall respond to the grievance with written recommendations Fifteen (15)
Working Days from the date of the initial filing.
3. In the event that any party is dissatisfied with the Administrator's written recommendation,
the matter may be placed, by the dissatisfied party, on the next Governing
Board agenda.
a. If the grievance is a matter of school policy or procedure, or clarification of an issue, it will be
discussed in open Board session per the agenda. b. If the grievance is a personnel
matter, including but not limited considerations for disciplinary action of a staff
member, student, or admonition of a parent or community member, the concerns
will be shared in closed session of the Governing Board with all concerned parties present, as
set forth in PART TWO, Section III, Governing Board Hearings.
4. At any time, during this process, the Administrator may elect to refer the grievance, at
his/her sole discretion to the Governing Board for its consideration.
5. If the matter is not resolved to the satisfaction of both parties, either party may at their
own expense choose to pursue outside mediation, arbitration, or litigation as
set forth below in the "Role of the Governing Board".
SECTION III ROLE OF THE GOVERNING BOARD
1. Individual Board members do not have the authority to resolve
complaints. However, Board members will, if requested by any party, listen to the
concern or complaint of the party, but will not act independently of the protocol established
above.
2. The decision of the Governing Board is final
a. In the event that any party wishes to contest the decision of the Board, it
is recommended that such contestation be through private mediation. In the event that the
conflict is not resolved through mediation, it is further recommended that all parties agree
to submit their case to binding arbitration.
b. The acceptance of these conditions are voluntary and do not prevent any party
from pursuing their due process rights through litigation if they decline this
mediation/arbitration agreement, as set forth below. c. The Governing Board of The GLOBE
Academy will assume no liability or cost in this event.
SECTION IV The GLOBE Academy DISPUTE RESOLUTION DOCTRINE In any dispute or
conflict, The GLOBE Academy protects its right to interpret school rules, guidelines, policies,
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and personnel issues fairly based on truth and justice. The ultimate goal is the
child's well-being and the provision of an optimal learning environment for all students.
PART TWO EMPLOYEES (CERTIFIED & UNCERTIFIED) &
INDEPENDENT CONTRACTORS
SECTION PROFESSIONAL PERFORMANCE, CONDUCT
AND JOB DESCRIPTED
COMPLAINTS & GRIEVANCES
1. The Administrator is authorized to evaluate, and act upon, the performance of
professional duties, conduct or job descripted services of The GLOBE Academy
employees and independent contractors, including but not limited to: disciplinary
actions, dismissals, progress and status reviews, monitoring, and cautions. Any and all
such decisions and actions taken by the Administrator are to be at the sole discretion of the
Administrator and are final.
2. The Administrator shall, prior to the dismissal of any employee, but only when the
situation does not represent health or safety concerns for the employee/contractor, students or
others, endeavor to pursue remedial recommendations and strategies for performance and/or
conduct concerns, in a timely fashion, and to aid in the implementation of such adaptations.
3. Conflict Resolution
a. Although individual Board members may, at their discretion, discuss with an
employee/contractor their concerns over the decision of the Administrator
appertaining to the employee's/contractor's performance and/or conduct, the
Governing Board will not attempt to resolve disputes arising from
performance/conduct actions taken by the Administrator or hear such disputed claims in
either open or closed session meetings. b. In the event that any party wishes to contest the
decision of the Administrator, it is recommended that such contestation be through private
mediation. In the event that the conflict is not resolved through mediation, it is further
recommended that all parties agree to submit their case to binding arbitration. c. The
acceptance of these conditions are voluntary and do not prevent any party from
pursuing their due process rights through litigation if they decline this
mediation/arbitration agreement, as set forth below.
SECTION II NON-PROFESSIONAL PERFORMANCE & CONDUCT
COMPLAINTS &
GRIEVANCES
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Any complaint or conflict asserted, by an employee or contractor, that is based on allegations of
wrong doing, outside of the sphere of professional performance and conduct, including but not
limited to claims of: harassment, sexual misconduct, behavior not becoming a professional,
racial or ethnic bias, or threats, shall be addressed procedurally, as follows:
1. Complaints and Grievances between or among Employees and/or Independent
Contractors:
a. A complaint or grievance that represents a potential, yet not imminent, risk to
the safety, health and well-being of an employee or independent contractor shall
be addressed by the Administrator within Twenty-Four (24) Hours of notice to the
Administrator. With the exception of expedited
timing for addressing this classification of a complaint or grievance, the
Administrator and grieving party shall proceed as set forth in PART ONE, Section II.
Formal Grievance Procedures, of this Complaint and Grievance Policy & Procedurę
document.
1. Any employee or independent contractor who believes that there is imminent
risk of harm to his/her safety or well-being, shall report the matter to the appropriate
authorities,
immediately. b. Any complaint or grievance that does not represent a risk to the
safety, health or well-being of an employee or independent contractor shall be
addressed as set forth in PART ONE of this Complaint and Grievance Policy &
Procedure.
2. Complaints and Grievances between an Employee or Independent Contractor (or a
group of the same) and Administration/Governing Board member(s), shall be addressed
as follows:
a. Any complaint or grievance that represents a risk to the safety, health or well-
being of an employee or independent contractor shall be addressed through a closed session
meeting of the Governing Board, at a Special Meeting of the Board following notice of said
complaint or grievance. Any members of the Board who are party to the complaint or grievance
shall recuse themselves from participating on the Board for this matter. The Board shall hear
testimony of the parties and witnesses and make its determination as set forth in Section III,
Governing Board Hearings, below. b. All other complaints and grievances, that do not
represent significant risk to the safety, health or well-being of an employee or
independent contractor, that are asserted toward the Administration or the Governing Board,
shall be addressed as follows:
1. Allegations against Administration: The complaining party shall attempt direct
communication with the Administrator, in a timely fashion, unless the party believes such
interaction would endanger their safety, health or well being; in which case the party may,
through written request, proceed to Governing Board assessment, as set forth in Section II,
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Governing Board Hearings, below. The Administrator and grievant shall make a good faith effort
to promote a non-adversarial resolution to the issues at hand. This communication process
shall be conducted and documented in the manner set forth in PART ONE, Section
li, Formal Grievance Procedures, of this Complaint and Grievance Policy & Procedure. In
the event that a resolution is not realized through informal communications, either
party may request, in writing, a closed session Governing Board review, as set forth in Section
III, Governing Board Hearings, of the matter to be held at the next regularly scheduled meeting,
unless the complaining party believes it necessary to schedule a Special meeting, prior to that
time. 2. Allegations against Governing Board Members: Any and all allegations of wrong
doing, outside of the sphere of professional performance and conduct shall be
addressed as set forth in Section III, Governing Board Hearings, below.
SECTION III GOVERNING BOARD HEARING PROCEDURE
The Governing Board shall meet in either Regular or Special Meeting Closed Session, as set
forth in Section Il of PART TWO of this Complaint and Grievance Policy & Procedure document.
This meeting shall be conducted as follows: 1. All parties to the complaint or grievance shall be
present at the Governing Board closed session for all employees and in open
session for Governing Board members.
2. The Board shall hear the allegations of the grieving party (Complaintant) and
the responses to these allegations by the Administrator or Governing
Board Member(s) accused of the wrong-doing (Respondant).
3. The Board will, at its sole discretion, utilize whatever format it
determines most effective to garner information from all parties,
including but not limited to: joint and caucus sessions.
4. The Board will hear testimony from any and all individuals called forth by the
parties, as witnesses. All parties to the complaint or grievance will be present for
the testimony of witnesses, unless they expressly request to be absent.
5. The Board, following the presentation of all pertinent information, will make its
determination and present its decisions to the parties.
6. The decision of the Governing Board is final.
a. In the event that any party wishes to contest the decision of the Board, it is
recommended that such contestation be through private mediation. In the
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event that the conflict is not resolved through mediation, it is further
recommended that all parties agree to submit their case to binding arbitration. b.
The acceptance of these conditions are voluntary and do not prevent any party
from pursuing their due process rights through litigation if they decline this
mediation/arbitration agreement, as set forth below.
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15. Attach a copy of the charter school’s Employee Policies and Procedures.
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16. Attach proof of the school’s insurance coverage, including the terms, conditions, and coverage
amounts.
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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.
NOT APPLICABLE
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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.
NOT APPLICABLE
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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.
NOT APPLICABLE
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20. Attach a copy of any MOU/lease/proof of ownership for the school’s facility.
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21. Attach a copy of the school’s Certificate of Occupancy.
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22. Attach a copy of the facility’s Emergency Safety Plan.
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 1 080321 TIME 9:09
AM SAFE SCHOOL PLAN
School Year 2021-2022
SAFE SCHOOL STUDENT & FACULTY POPULATION
Student(s) Population: 1095
Faculty/Staff Population: 137
Transportation: 25 (Buses Needed to Evacuate)
Exceptional Ed Student(s) Population: 81
Exceptional Ed Student(s) Transportation:2 (Buses
Needed to Evacuate) Primary Relocation Site: Lakeside
High School
Secondary Relocation Site: Shallowford Prebyterian Church
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 2 080321 TIME 9:09
AM SAFE SCHOOL PLAN
School Year 2021-2022
SAFE SCHOOL EMERGENCY PLANNING COMMITTEE
Principal : Christi Elliot-Earby Phone No.: 404-446-7953
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Asst. Principal: Cutia Blunt Phone No.: 404-467-7953 Asst.
Principal: Judy Limor Phone No.: 404-580-1568 Other Staff
: Denise Clayton-Purvis Phone No.: 404-327-7754 Other
Staff : Mark Bollinger Phone No.: 404-277-0471 Counselor
: Ashley Church Phone No.: 404-216-1789 Teacher : N/A Phone
No.: N/A
Teacher : N/A Phone No.: N/A Custodian : Cleve Craddock
Phone No.: 404-314-8139 Student : N/A
Parent : N/A
Law Enforcement: N/A
Fire Department: N/A
Community Leader:N/A
Other : N/A
Other : N/A
Other : N/A
Other : N/A
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 3 080321 TIME 9:09
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School Year 2021-2022
SCHEDULE OF EMERGENCY DRILLS
Primary and secondary reunificatio Primary and secondary
reunification sites have been identified and p n sites have
been identified and posted: osted: Yes Yes Each classroom has
primary and sec Each classroom has primary and secondary
evacuation routes posted: ondary evacuation routes posted: Yes
Yes
Primary and secondary relocation s Primary and secondary
relocation sites within the building have been ites within the
building have been posted: posted: Yes Yes
Fire/Evacuation Drill Dates:
State law requires 2 drills within first 10 days
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of school and at least one drill for each
subsequent month.
August(1): 08/13/2021 August(2): 08/16/2021 September:
09/14/2021 October : 10/13/2021 November : 11/15/2021
December : 12/07/2021 January : 01/13/2022 February :
02/08/2022 March : 03/16/2022 April : May : 05/05/2022
Identify primary and secondary relocation
sites if evacuation from the campus is
necessary:
Primary: Echo ridge Grades: K-3 Primary: Shallowford
Prebyterian Grades: 4-8 Secondary: Lakeside High
School Grades: K-3 Secondary: Lakeside High School
Grades: 4-8
Tornado Drill(s):
First Semester Date: 11/02/2021 Second Semester
Date: Second Semester Drill is the Statewide
Drill in February of Each Year.
Intruder (Lockdown) Drills:
First Semester Date: 11/08/2021 Second Semester Date:
03/28/2022 Type of Lockdown: LEVEL 3 Type of Lockdown:
LEVEL 3 Safe Schools Audit Score: N/A Safe Schools
Audit Score: N/A
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 4 080321 TIME 9:09
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School Year 2021-2022
STAFF EMERGENCY ASSIGNMENTS
Designated staff to prepare and ma
Designated staff to prepare and maintain the
Emergency Kits: intain the Emergency Kits:
Keyana McGlatherly Mary Boyaijian
Designated staff to contact Region Designated staff to contact
Regional Superintendent: al Superintendent:
Jen Parker Christi Elliot-Earby
Designated staff to identify missi Designated
staff to identify missing/absent students and
staff: ng/absent students and staff: Christina
Cattinella Judy Limor
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Tamiko Walker Alisha Freeman
Designated staff to locate and ide Designated staff to locate
and identify the injured/sick: ntify the injured/sick:
Lindsay Reese Cherrie Morgan
N/A N/A
N/A
Designated staff to accompany inju Designated
staff to accompany injured/sick to medical
facilities: red/sick to medical facilities: Lisa
Dibble Sandra Daniel
Zakia Funchess N/A
N/A
Identifed staff trained in First A Identifed staff trained in
First Aid and CPR: id and CPR:
Cherrie Morgan Anthony Delevoe
Lindsay Reese Melissa Lewis
Designated staff to handle telepho Designated staff to handle
telephone calls: ne calls:
Mary Boyajain Keyana McGathery
N/A
Designated staff to receive parent Designated staff to
receive parents/quardians at reunification site(
s/quardians at reunification site(s): s): NOTE: All
students must be signed out by a parent or guardian.
Please keep sign-out logs.
Ashley Witechezk Ashley Church
Scott Lawerence N/A
N/A
Designated staff to show emergency Designated staff to show
emergency personnel utility and ventilation personnel utility
and ventilation shutoffs: shutoffs: Bill Robinson Cleve
Craddock
Designated staff to assist with pe Designated staff to
assist with pedestrian traffic and on-campus veh destrian
traffic and on-campus vehicle icle traffic:
Mark Bollinger Michael Sanders
Nick Towns
Designated staff to make temporary Designated staff to make
temporary ID badges for staff and emergency ID badges for staff
and emergency personnel: personnel: Megan Cottrell Kate Allen
Name(s) of person(s) to contact af Name(s) of person(s) to
contact after hours for after-school/extra c ter hours for
after-school/extra curricular urricular activities and
programs:
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Mark Bollinger N/A
N/A
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 5 080321 TIME 9:09
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EMERGENCY KITS CHECKLIST ANSWER
A copy of the DCSD Emergency Response Procedures and
Protocols Manual Protocols Manual Yes A copy of
the Safe School/Crisis Management Plan 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 and contact(s) information Yes
Current list of all staff members including phone numbers
and contact information and contact information Yes
Copy of school or district personnel directory with phone
numbers and contact information numbers and contact
information Yes 10 writing tablets and pens/pencils
10 writing tablets and pens/pencils Yes 10 working
magic makers 10 working magic makers Yes Signage for
Staging Area Signage for Staging Area Yes
500 plain white peel-off name tag stickers (used
to identify students, staff or Crisis Team)
students, staff or Crisis Team) Yes
Student release/sign-out sheets Student
release/sign-out sheets Yes Staff sign-in/sign-out
sheets Staff sign-in/sign-out sheets Yes List of
students on off-campus trips List of students on off-
campus trips Yes Five sets of safety gloves 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) instruction on
disablement) Yes Copies of photographs of the
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building(interior and exterior) Copies of
photographs of the building(interior and exterior)
Yes
Copies of student and staff emergency contact/release
information information Yes
Emergency Medical Information for the students & staff
(Info. regarding students & staff with medical problems
that may be impacted by evacuation/emergency) that
may be impacted by evacuation/emergency) Yes Most
recent yearbook Most recent yearbook Yes Flashlight
and extra batteries Flashlight and extra batteries
Yes Bullhorn and extra batteries Bullhorn and extra
batteries Yes Cell phone and/or walkie-talkie Cell
phone and/or walkie-talkie Yes
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 6 080321 TIME 9:09
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School Year 2021-2022
EMERGENCY KITS CHECKLIST ANSWER Basic First-Aid Kit
Basic First-Aid Kit Yes Emergency phone numbers of
assistance agencies Emergency phone numbers of
assistance agencies Yes Set of master keys Set of
master keys Yes Bus routes and driver contact
information Bus routes and driver contact information
Yes
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 7 080321 TIME 9:09
AM SAFE SCHOOL PLAN
School Year 2021-2022
ATTENDANCE AND DISCIPLINE ANSWER
Student and parents are informed of student behavioral
expectations and school discipline procedures. expectations and
school discipline procedures. Yes
All students and parents receive and sign
for a copy of the current Code of Student
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Conduct - Student Rights and
Responsibilities and Character Development Handbook.
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.
Development Handbook. Yes
Grade-appropriate Code of Student Conduct - Student Rights
and Responsibilities and Character Development Handbook
tests are administered to all students. 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. and Character Development
Handbook. Yes
Weapons, Drugs, Safe School Zone, and Bullying Signs are
posted. posted. Yes
The state-sponsored Weapons and Drugs reporting number
1-877-SAY-STOP is posted. 1-877-SAY-STOP is posted. Yes
A daily record of student absences is maintained
and parents are contacted. are contacted. Yes
Students may be checked out of school ONLY by a parent or
guardian. guardian. Yes
The county-sponsored Alert Line reporting number
1-888-475-0482 is posted. 1-888-475-0482 is posted. Yes
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 8 080321 TIME 9:09
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School Year 2021-2022
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. enforcement agency. Yes
A record is kept of disruptive, dangerous incidents on
school property or at school events. school property or at
school events. Yes
Administrators are designated to complete and file
accident and incident reports. and incident
reports. Yes
All staff members are aware of child abuse/neglect
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reporting requirements. reporting requirements. Yes
All staff members are told to report unsafe
and potentially unsafe situations and/or
conditions to the administrative
staff. staff. Yes
All staff members are told to report incidents of bullying
and any other types of harassment. and any other types of
harassment. Yes
At least one hour of personal safety instruction is
scheduled for the staff. scheduled for the staff. Yes
Each teacher receives a copy of the Emergency Response
Procedures and Protocols manual. Procedures and Protocols
manual. Yes
All staff members have or will receive information on the
policy relative to student restraint. 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. informed
and are expected to participate in training. Yes
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 9 080321 TIME 9:09
AM SAFE SCHOOL PLAN
School Year 2021-2022
SAFETY AND SECURITY CHECKLIST ANSWER
All windows are in good repair with no broken or missing
windows. windows. Yes Surveillance cameras and
monitors are in good working order. Surveillance
cameras and monitors are in good working order. Yes
Staff members are trained on the proper use and
maintenance of surveillance cameras. of
surveillance cameras. Yes
All cameras are operable and the monitors are placed where
staff can see them. staff can see them. Yes Glass
in entrance doors is safety glass. Glass in entrance
doors is safety glass. Yes Door-locking hardware is
in proper working order. Door-locking hardware is in
proper working order. Yes Door panic bars are
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operable and in good working condition. Door panic
bars are operable and in good working condition. Yes
Handrails and non-slip steps are provided in
stairways. Handrails and non-slip steps are provided
in stairways. Yes Access to electrical panels in all
areas is restricted. Access to electrical panels in
all areas is restricted. Yes All portals/hatches are
secured with hasps and padlocks. All portals/hatches
are secured with hasps and padlocks. Yes
Mobile classrooms, outbuildings, and storage sheds are
secured and locked. secured and locked. Yes
Building access control is assigned to an
administrator. Building access control is assigned to
an administrator. Yes Keys and duplicates are kept
in a locked key cabinet. 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. system is monitored. Yes
Keys and employee IDs are collected from employees who no
longer work in the office. longer work in the office. Yes
All keys are checked in and accounted for at the
end of the school year. school year. Yes
Areas around the building and mobile classrooms are lighted.
Areas around the building and mobile classrooms are lighted. Yes
Chemical storage areas are locked and inventoried on a
regular basis. regular basis. Yes
Science lab equipment and chemicals are secured and
inventoried on a reqular basis. inventoried on a
reqular basis. No Response: Not Applicable
Access to bus loading areas is restricted during arrival
and dismissal. and dismissal. No Response: Not
Applicable
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Staff members are assigned to student parking areas at
arrival and dismissal. arrival and dismissal. Yes
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 10 080321 TIME 9:09
AM SAFE SCHOOL PLAN
School Year 2021-2022
SAFETY AND SECURITY CHECKLIST ANSWER
Parking areas are supervised during the school day or can
be seen from the school. be seen from the school. Yes
An area is designated as the pick-up/drop-off area for car
riders. riders. Yes Exterior and interior walls
are free from graffiti. Exterior and interior walls
are free from graffiti. Yes
Graffiti is reported to the school police immediately and
not cleaned until cleared by police. not cleaned until cleared
by police. Yes
School personnel know locations of shutoffs for
water, gas, HVAC vents. HVAC vents. Yes
Hallways are clear of travel impediments during the school
day and during night activities. day and during
night activities. Yes Vehicle access to
playground/athletic areas is restricted. Vehicle
access to playground/athletic areas is restricted.
Yes
All playground/athletic areas are fenced and are
supervised when students are present. when
students are present. Yes
Playground and athletic equipment is in good repair and is
inspected frequently. inspected frequently. Yes
Visitor policy signs and trespassing signs are
displayed in plain view and are in good repair.
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.
the front office and wear an ID badge. Yes
All visitors check out upon leaving the building
and turn in their ID badge. their ID badge. Yes
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Visitor parking is clearly marked. Visitor parking is clearly
marked. Yes
All employees wear ID badges at all times during
work/school hours. hours. Yes
All commercial deliveries are made at one designated
entrance. entrance. Yes All commercial deliveries
are inventoried by an employee. All commercial
deliveries are inventoried by an employee. Yes
Delivery persons are accompanied by an employee.
Delivery persons are accompanied by an employee. Yes
All food deliveries are inspected and inventoried by food
service personnel. service personnel. Yes
Students are issued parking permits for school
parking only upon proof of a valid driver's
license. upon proof of a valid driver's license.
No Response: Not Applicable
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 11 080321 TIME 9:09
AM SAFE SCHOOL PLAN
School Year 2021-2022
SAFETY AND SECURITY CHECKLIST ANSWER
Student access to parking areas during the school day is
restricted. restricted. No Response: Not
Applicable
Student drivers are aware that vehicles are subject to
search when on school property. search when on school property.
Yes
Employees are aware of their responsibility for items in
their vehicle while on DCSD property. their
vehicle while on DCSD property. No Response: Not
Applicable
Students are restricted from entering or remaining in
vacant classrooms. vacant classrooms. No
Response: Not Applicable
At the end of the work/school day, all exterior doors and
restrooms are checked. restrooms are checked. Yes
Classroom-to-office communications is operable and
routinely tested. routinely tested. Yes
Walkie-talkies are strategically located throughout the
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building and are in fair working condition.
building and are in fair working condition. Yes
All school equipment has been labeled and
inventoried. All school equipment has been labeled
and inventoried. Yes
An updated equipment inventory is maintained
throughout the school year. school year. Yes
All fundraising money or checks are given to the
bookkeeper daily. daily. No Response: Not
Applicable
All fundraising money or checks are placed in the school
vault daily. vault daily. No Response: Not
Applicable
Building vault has controlled access and can be
opened from the inside. the inside. No Response:
Not Applicable
School cafeteria daily receipts are transported with an
escort to the office/vault area. escort to the office/vault
area. Yes
Cafeteria is arranged so tables and chairs do not block
access to doors. access to doors. Yes
Fire extinguisher, First Aid Kit, and Choking
Posters are in the break-area/cafeteria. the
break-area/cafeteria. Yes
Student medicine procedures are available to student and
parents. parents. Yes
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School Year 2021-2022
SAFETY AND SECURITY CHECKLIST ANSWER
Student medicine is identified by name, doctor, dispensing
instructions, and is dated. instructions, and is dated. Yes
Student medicine is secured (locked) with
controlled access at all times. at all times. Yes
Students sign and date each time they take their medication.
Students sign and date each time they take their medication. Yes
Students take their medication in the
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office area. Students may keep asthma
medication or Epi-Pen with them if they
have a doctors note. have a doctors note. Yes
All student medication is picked up by parent at
the end of the school year. the school year. Yes
School staff is aware of proper response to blood
and other body fluid spills. body fluid spills.
No Response: Not Applicable
Students/staff use lab/science safety equipment
at all times during experiments and lessons.
during experiments and lessons. No Response: Not
Applicable
Science/lab safety procedures are posted, reviewed, and
practiced. practiced. Yes
Fire extinguishers are located throughout the building and
are routinely inspected. are routinely inspected. Yes
The locations of fire extinguishers are clearly marked and
fire extinguishers are accessible. fire extinguishers are
accessible. Yes
Staff members have been trained on proper use of fire
extinguishers. extinguishers. Yes
Mechanical rooms and other hazardous material
storage areas are locked. are locked. Yes
Area at and near the dumpster is clean and free of
flammables. flammables. Yes All vehicles are kept
out of all fire lanes at all times. 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. storage. Yes
Access to boiler room is restricted and the boiler room is
routinely inspected. routinely inspected. Yes
Restrooms are clean and are inspected on a regularly basis
throughout the day. throughout the day. Yes
Procedures are in place to evacuate disabled students and
staff/visitors. staff/visitors. Yes
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SAFETY AND SECURITY CHECKLIST ANSWER
Copies of the Emergency Response Procedures and Protocols
manuals are distributed to all staff members. manuals are
distributed to all staff members. Yes
New and temporary staff members are informed of emergency
and safety procedures. and safety procedures. Yes
The staff is trained in Intruder Alert Procedures,
including the alert and clear signals. including
the alert and clear signals. Yes School bus safety
rules are distributed to all students. School bus
safety rules are distributed to all students. Yes
All students participate in school bus emergency
evacuations drills twice per year. drills twice
per year. No Response: Not Applicable
For every field trip, a complete manifest of students and
staff is on each school bus and a copy is left at the
school. school. No Response: Not Applicable
The intrusion alarm system and fire alarm system are
operational and are periodically inspected and tested.
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.
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. operational. No Response: Not
Applicable
All students and staff members are brought into
the building from mobile classrooms during storm
warnings. from mobile classrooms during storm
warnings. Yes
Emergency early dismissal procedures are in place and
practiced. practiced. Yes
Staff members are designated to secure the building after
school hours. school hours. Yes
A list is maintained of after-school/extra-curricular
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activities and programs. 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. 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. at all times. Yes
CGIW1197 GLOBE ACADEMY CHARTER SCHOOL PAGE 14 080321 TIME 9:09
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School Year 2021-2022
SAFETY AND SECURITY CHECKLIST ANSWER
The school has implemented an anti-bullying and
anti-harassment program/strategy. anti-harassment
program/strategy. Yes
A procedure has been established to track reports made by
students and staff of bullying and harassment incidents.
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. by victims of bullying or
reports made by their parents. Yes
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. prevention activities and
strategies. Yes
Elementary Schools: The school has
implemented or has plans to implement the
DeKalb County Fire Departments Risk Watch
Program. Program. Yes
Procedures have been developed for two-way communication
with portable classrooms/modules. with portable
classrooms/modules. Yes Portable classrooms are
locked when unoccupied. Portable classrooms are
locked when unoccupied. Yes
Portable classroom doors are locked when class is in
session. session. Yes
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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
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24. Attach the résumé for the charter school’s Chief Financial Officer.
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25. Attach the charter school’s signed Assurances Form (see below).
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26. Attach the charter school’s signed and notarized Affidavit (see below).
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27. Attach the charter school’s signed Local Board of Education Resolution approving the charter
school’s application.
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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.
BOARD RESOLUTION
At the meeting of the Board of Directors of the GLOBE Academy on June 21, 2022, the following
resolution was proposed and approved by the board:
Resolved:
WHEREAS the GLOBE Academy is a DeKalb County, Georgia Charter School with current
contract expiring on July 31, 2023
WHEREAS the GLOBE Academy is requesting approval of a new five-year contract term from the
DeKalb County Board of Education and the Georgia Department of Education
WHEREAS the Board of Directors of the GLOBE Academy fully supports and approves the
renewal petition to be submitted to the DeKalb County Board of Education and the Georgia
Department of Education.
Signed:
Drew Reynolds
Chair, Board of Directors
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29. For conversion schools only, attach the charter school’s Confirmation of Teacher and Parent
Vote.
NOT APPLICABLE
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