Charter School Renewal Application
For Schools Seeking Renewal from Both
DeKalb County School District and the
State Board of Education
to
Operate in SY24-25
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International Community School Charter Renewal Petition - November 2023
TABLE OF CONTENTS
Identify the appropriate page number in the application or appendix/exhibit
where the following information is located.
CHARTER APPLICATION REQUIREMENTS PAGE NO.
Table of Contents 2-6
How Do I Know Which Application to Submit? 7
Introduction 7
Submission Procedures 8
Application Package Checklist and Submission Sign Off Sheet
(Charter School Representative and DCSD Representative must sign when 9
application is submitted.)
CHARTER APPLICATION COVER PAGE AND APPLICATION CONTENTS
Proposed Charter School Information 10
Contact Information 10
Executive Summary 11
PAST PERFORMANCE
1. Complete and attach as Exhibit 5 the Accountability Report available on the 132
GaDOE’s Charter Schools Division website to show the school’s performance
during each year of your current charter term and include with your charter
school renewal application. This Accountability Report will be presented to the
State Board of Education with your charter petition, so please ensure it is
accurate.
2. Provide a narrative describing how the charter school performed in meeting 15
the academic and organizational goals set forth in its current charter
contract.
3. Describe the school’s current financial situation. 44
4. Provide a brief overview of the school’s current governance structure. 49
5. Describe how the school provides state- and federally-mandated services to 59
students with disabilities.
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International Community School Charter Renewal Petition - November 2023
CHARTER APPLICATION REQUIREMENTS PAGE NO.
6. Describe how the charter school provides state- and federally-mandated 69
services for English Learners (ELs).
7. Provide the number and percentage of students receiving In-School 72
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, 75
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 75
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
77
10. If the answers given above to questions 1 - 9 reflect a change to any of the
following, please provide the rationale for the change.
LOOKING TO THE FUTURE
78
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 81
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. 92
3. Attach a copy of the governing board’s Conflict of Interest Policy. 111
4. Attach a copy of the governing board’s Conflict of Interest Form. 115
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International Community School Charter Renewal Petition - November 2023
CHARTER APPLICATION REQUIREMENTS PAGE NO.
5. Attach a completed Accountability Report. 132
6. Attach a copy of the governing board’s Governance Training Plan using the 136
governance training memo available on GaDOE’s website.
7. Attach a completed Locally-Approved Charter School Partners Roles and 179
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 185
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 192
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. 197
school schedule.
Attach a copy of a sample scope and sequence for a proposed course/grade
11. 213
level.
12. Attach a copy of the charter school’s Student Code of Conduct. 221
13. Attach a copy of the charter school’s Student Discipline Policy and 334
Procedures, including any Positive Behavior and Intervention Supports (PBIS).
14. Attach a copy of the rules and procedures concerning how the school will 338
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. 368
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International Community School Charter Renewal Petition - November 2023
CHARTER APPLICATION REQUIREMENTS PAGE NO.
16. Attach proof of the school’s insurance coverage, including the terms, 433
conditions, and coverage amounts.
17. Attach a copy of any intended education service provider contracts or 436
arrangements for the provision of education management or support services,
including with any EMO, CMO, ESO, etc. Such contracts shall describe the
specific services for which the contracting organization is responsible. Such
contracts should clearly delineate the respective roles and responsibilities of
the management organization and the governing board in the management
and operation of the charter school. Such contracts must also include the fee
structure.
18. Attach a copy of any agreements with your local school district or Board of 437
Education. (Exhibit 18 – DCSD Assurances and Required Statements)
19. Attach a copy of any Letters of Intent and/or agreements detailing any 465
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. 472
21. Attach a copy of the school’s Certificate of Occupancy. 491
22. Attach a copy of the facility’s Emergency Safety Plan. 496
23. Complete and attach the budget template located on the Charter Schools 595
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. 596
25. Attach the charter school’s signed GADOE Assurances Form. 598
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International Community School Charter Renewal Petition - November 2023
CHARTER APPLICATION REQUIREMENTS PAGE NO.
26. Attach the charter school’s signed and notarized. 601
27. Attach the charter school’s signed Local Board of Education Resolution
approving the charter school’s application.
28. Attach the charter school’s signed Governing Board Resolution approving the 605
charter school’s application. This will serve as the formal petition to the SBOE.
29. For conversion schools only, attach the charter school’s Confirmation of
Teacher and Parent Vote.
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International Community School Charter Renewal Petition - November 2023
HOW DO I KNOW WHICH APPLICATION TO SUBMIT?
This Charter School Renewal Application form is for locally-approved start-up and conversion charter schools
seeking charter renewal from both a local Board of Education (BOE) and the State Board of Education (SBOE).
First submit their local application to your local BOE.
If the local Board Then submit to GaDOE a copy of the local
of Education HAS application you submitted along with this Charter
its own application School Renewal Application
If the Local Board
Submit to both your local BOE and to GaDOE a copy
does NOT have its
of this Charter School Renewal Application
own application
If your school is
applying for a
charter renewal to See the SCSC website at
the State Charter http://scsc.georgia.gov/petition-application
Schools
Commission
INTRODUCTION
A charter school renewal application is a legal petition to a local Board (or Boards) of Education and the State
Board of Education seeking renewal of a charter school contract.
There are two types of locally-approved charter schools – start-up charter schools and conversion charter
schools. This Charter School Renewal Application is for both start-ups and conversions.
• A start-up charter school was a brand new school that did not exist before it received your initial charter
school contract.
• A conversion charter school is an existing public school that became a charter school when it received its
initial charter school contract.
The evaluation of your application will focus on whether your charter school has achieved the academic,
organizational, and financial performance you promised in exchange for broad flexibility from Georgia’s
education rule and laws when you received your most recent charter contract. The evaluation will also
determine whether:
• The charter school has complied with all applicable laws, rules, regulations, policies and procedures
(including the Charter Schools Act of 1998, as amended [O.C.G.A. §§ 20-2-2060 through 20-2-2071] and
State Board of Education Rule 160-4-9-.04 et seq.);
• The academic, organizational, and financial plans are still viable; and
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International Community School Charter Renewal Petition - November 2023
• The charter school is still in the public interest.
Applicants are strongly encouraged to review all resources available on the GaDOE’s Charter Schools Division
website prior to drafting and submitting a charter school renewal application (http://www.gadoe.org/External-
Affairs-and-Policy/Charter-Schools/Pages/default.aspx), including the standard charter contract template, which
is what the State Board of Education will approve, and the most recent Charter School Renewal Memo.
Georgia has a commitment to ensuring all children receive quality educational opportunities. For this reason,
we prioritize approving and renewing charter schools that focus on serving at risk populations, including
students who are economically disadvantaged and/or live in rural communities.
SUBMISSION PROCEDURES
Before the State Board of Education can renew a charter contract for your locally-approved charter school, your
charter school renewal application first must be approved by your local Board of Education in accordance with
the rules and regulations of that local board. To facilitate the state’s review of your locally-approved application,
you must submit to GaDOE an exact copy of the application you submit to your local BOE.
GaDOE will review the charter school renewal petition you submitted locally at the same time that your local
BOE is reviewing it. If you agree to make changes to your application to obtain local BOE approval, you must also
submit to GaDOE a copy of the final version of the application that your local BOE approved. The final version of
your locally-approved application is the one GaDOE will share with the State Board of Education when
recommending approval or denial of your charter contract renewal.
A successful charter school renewal application approval process includes (1) your local BOE’s review and
approval, (2) GaDOE’s review, (3) a panel interview at GaDOE, (4) a recommendation from GaDOE’s Charter
Schools Division for State Board of Education approval, and (5) SBOE approval.
Please note that, while GaDOE does not have an application deadline, applications are processed and interviews
are scheduled by GaDOE on a first-come, first-served basis. This means that you must submit your application
early enough to obtain SBOE approval at least 6 months in advance of your upcoming academic year. Since it can
take up to 4 months to move through the various review processes, please plan accordingly.
Please also note that filing a charter school renewal application does not guarantee that a renewed charter school
contract will be granted. Failure of an applicant to adhere to any requirement may yield a defective application
that is rejected before consideration. In addition, complete applications that are not strong enough to guarantee a
continued successful charter school implementation will be recommended for denial.
Submission to GaDOE of the initial charter renewal application you submitted to your local BOE and, later, of the
final version of your application approved by your local BOE, must be by mail, UPS/FedEx, or hand-delivered to:
Georgia Department of Education, Charter Schools Division, 2053 Twin Towers East, 205 Jesse Hill Jr. Drive, SE,
Atlanta, Georgia 30334
Please note that faxed or emailed applications will not be accepted as your formal submission. Only complete
petitions that comply with these guidelines and the technical requirements below will be evaluated.
Applications will not be returned, so please keep a copy for your records. In addition, please note that all
information in applications submitted to GaDOE are subject to the Georgia Open Records Act.
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International Community School Charter Renewal Petition - November 2023
Applications will not be returned, so please keep a copy for your records. In addition, please note that all information in
applications submitted to GaDOE are subject to the Georgia Open Records Act. To fill in the check boxes, double click on the
check box; a dialog box will come up for you to choose checked; then click okay and the dialog box will close.
GADOE & DCSD CHARTER APPLICATION PACKAGE CHECKLIST
The Charter Application Package must comply with the following submission procedures.
An Application Package includes original and 2 copies of the following items:
APPLICATION COVER PAGE (Use the form on page 10 of this application; the form may not be altered in
any way.)
CHARTER APPLICATION (Answers to the questions posed on pages 11-14 of this application.)
The Application is limited to 75 double-spaced pages using an 11-point Times New Roman font
and one-inch margins with a header showing the school’s name and a footer showing
consecutive page numbers.
The original must be signed in blue ink. Stamped signatures will not be accepted.
ASSURANCES FORMS, SIGNATURE SHEETS, AND AFFIDAVIT (Use the Assurances Forms, Signature Sheets,
and Affidavit on pages 17-20 of this application; the forms and sheets may not be altered in any way.)
The original must be signed in blue ink; stamped signatures will not be accepted.
Electronic copy of assurances must be signed. Blank copies will not be accepted.
DOCUMENTATION OF VOTE – FOR CONVERSIONS ONLY (Use the form on page 21/Exhibit 29)
The original must be signed in blue ink; stamped signatures will not be accepted.
EXHIBITS (See list of required Exhibits on pages 15-16 of this application.)
Required Exhibits should be as limited in size as possible.
All Exhibits must be tabbed with a header showing the school’s name and a footer showing
consecutive page numbers.
The Application Package must be submitted electronically to charterschools@dekalbschoolsga.org via DropBox.
The Application Package must include a:
1. Microsoft Word version of the Application Cover Page (page 10)
2. Microsoft Word versions of the Application and Exhibits
3. PDF Version of the Complete Application Packet in the following order: Cover Sheet, Application,
signed Assurances Form(s), Affidavit, and Exhibits (including Exhibit 18 - DCSD Assurances and Required
Statements). Exhibit 18 – DCSD Assurances and Required Statements may not be altered in any way.
4. PDF version of the Locally-Approved Charter School Partners Roles and Responsibilities Chart
5. Excel version of the completed Budget Templates
Faxed or emailed copies will not be accepted. Only complete applications that comply with these guidelines will be
evaluated.
SIGNATURES REQUIRED UPON DELIVERY. COMPLETE APPLICATION MUST BE RECEIVED BY 12:00 P.M. ON TUESDAY,
October 17, 2023 IN ORDER TO BE IN THE 2023 REVIEW CYCLE FOR OPERATING IN 2024-2025.
Petition for (Name of School):
Delivered by (Charter School Representative):
Received by (DCSD Representative): Date and Time:
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International Community School Charter Renewal Petition - November 2023
CHARTER SCHOOL RENEWAL APPLICATION COVER PAGE
Check One: _X__ Start-up Renewal ___ Conversion Renewal
When was the original charter term start date? 2002
How many charter terms has the school been in existence? _7_____
Name of Charter School: International Community School
Name of the Georgia nonprofit corporation that currently holds the charter:
International Community School, Inc.
Local school system in which charter school is physically located: DeKalb County School District
Contact Information for the Governing Board Chair
Contact Person: Chanika Perry Board Chair
Name Title
Contact Address: 2418 Wood Trail Lane, Decatur, GA 30033
Telephone Number: 404-499-8969
Fax Number: 404-499-8968
E-mail Address: chanika.perry@icsgeorgia.org
Contact Information for the Person Filling out this Application
Contact Person: Fran Carroll Executive Director
Name Title
Contact Address: 2418 Wood Trail Lane, Decatur, GA 30033
Telephone Number: 404-499-8969
Fax Number: 404-499-8968
E-mail Address: fran.carroll@icsgeorgia.org
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International Community School Charter Renewal Petition - November 2023
CHARTER SCHOOL RENEWAL APPLICATION
EXECUTIVE SUMMARY
Name of Charter School: ___International Community School______________________________________
Proposed Charter Term Length: __5 Years____________
Current Grade Range: __K-5_______ Grade range at the end of the charter term: _ K-5________
Expected enrollment at the end of the charter term: __550__________
This application was approved by the DeKalb County School District Board of Education on ________________,
202_.
For each year of the NEW charter term, indicate the number of students the charter school plans to serve.
K 1 2 3 4 5 6 7 8 9 10 11 12 Total
Year 1 96 92 88 88 69 69 502
Year 2 96 92 90 90 88 69 525
Year 3 96 92 92 90 90 90 550
Year 4 96 92 92 90 90 90 550
Year 5 96 92 92 90 90 90 550
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)
The International Community School (ICS) is a public charter school in DeKalb County, Georgia
serving students in grades K-5. The mission of ICS is an International Baccalaureate World School
that educates refugees, immigrants and local children, and provides a rigorous and holistic education
in an intentionally diverse community of mutual learners.
“We will surely get to our destination if we join hands.” These poignant words, spoken by one of
our students during our 2022 United Nations Day program, are a beautiful reflection of the
interconnected culture that has been formed over the past 20 years of our school’s existence. Through
each year of operation, ICS has remained steadfast in ensuring that each component of our school
reaches beyond the physical structure in order to create a culture of limitless rigor, joy, confidence, and
connection for both students and families. We were founded in 2002 with the unique charge of bringing
together refugee, immigrant and local children to be immersed in an academically challenging and
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International Community School Charter Renewal Petition - November 2023
nurturing environment. We are proud to have been able to do this for our students, families and local
community for the past 20 years. For over two decades, ICS has served as a beacon of possibility and a
bridge into the future for our students, families, and community.
Today, our school serves more than 400 students annually representing more than 30
nationalities and 25 languages. We are honored to have a school inclusive of staff and families who are
committed to our vision of creating a supportive community of students, staff and parents, learning
from each other and celebrating diversity among us.
As we enter into the next charter term, we have the diverse perspective of a charter renewal
task force that was developed to ensure that various stakeholders had input on the renewal petition and
the implementation of our renewal petition commitments throughout the charter term. This group
included administrators with expertise of the school’s academic and operations teams, as well as our
governing board members, to guide our charter renewal petition.
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)
Since its founding 20 years ago, the mission and vision of our school has been to
intentionally build a community of refugee, immigrant, and American children where they can
learn together and from each other. In an in-depth research review of dozens of studies on diversity
conducted by The Century Foundation, researchers documented that students’ exposure to other
students who are different from themselves, and the novel ideas and challenges that such
exposure brings, leads to improved cognitive skills, including critical thinking and problem
solving. 1 Those outcomes can have benefits that reflect well beyond a student's graduation and can
impact their lives going forward. Our students’ being immersed in such a rich culture of diversity
A. 1
Wells, L. Fox, D. Cordova-Cobo. (2016) How Racially Diverse Schools and Classrooms Can Benefit All
Students. Retrieved from https://tcf.org/content/report/how-racially-diverse-schools-and-classrooms-can-
benefit-all-students/
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International Community School Charter Renewal Petition - November 2023
manifests itself through their critical thinking and creativity.
Waivers
Like other charter schools in Georgia, ICS leverages flexibility to increase student outcomes. One of
the key waivers the school utilizes is providing consistent professional development opportunities for staff as
well as support for our innovative academic program. We offer six career pathways for teachers from the
traditional teacher pathway through aspiring leaders who are developed to hold leadership positions
within our school.
Additionally, ICS has fiscal control over the budget and is able to allocate funding to directly support
the needs of students and staff. The school prioritizes funding that directly supports academic goals,
professional development, and a low student to teacher ratio to increase student impact.
The school has leveraged flexibility to hire classroom teachers who have experience that contributes
to the successful implementation of innovations. Additionally, through our partnership with AmeriCorps, we
have been able to leverage the partnership to fill teacher vacancies leading to full teacher certification within
our school. We currently have four AmeriCorps teachers serving in teaching roles within our school. Given
the challenges in teacher recruitment that have been experienced nationally, we value our partnerships and
diverse pipelines for attracting and retaining quality teachers who are aligned with our mission and vision.
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)
ICS greatly benefits from an engaged volunteer Board of Directors who represent a diverse set of
knowledge and skills that impact the mission and vision of our school. Our Board of Directors is responsible
for setting and monitoring the goals of the Executive Director. ICS does not use a charter management
organization (CMO) and does not plan to do so. Our collaboration with the DeKalb County School District
(DCSD), key community partners and our dedicated volunteers allows us to provide a robust academic and
community school model for our students.
The ICS Executive Director provides a leadership structure for both academic excellence and
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International Community School Charter Renewal Petition - November 2023
organizational strength. In addition to organizational duties such as strategic planning and fundraising,
this position creates and maintains lasting relationships with our partners, neighbors, and families. This
role is integral to our core vision of authentic community engagement by harnessing relationships to
support our mission and vision. Because of these relationships, more families can access the resources
they need to support their child(ren) succeed both at home and at ICS. Our robust team of staff, board,
local partners, and our amazing families and students ensures that ICS can address a critical
educational need in DCSD and Georgia. This is further evidenced through our yearly wait lists that
include over 100 families as illustrated in Figure 1 below.
Figure 1: ICS Waitlist Data for SY2022-23 and SY 2023-2024(YTD)
SY 2022-2023 SY 2023-2024 (YTD)
Kindergarten 44 38
1st Grade 35 34
2nd Grade 23 24
3rd Grade 15 21
4th Grade 19 18
5th Grade 11 10
As a result of the unique school culture and community at ICS, we are consistently fully enrolled
and saw an 8% increase in applications, indicative of the community’s need for the educational
experience that ICS provides. That transformative educational experience for ICS students and
families is the result of our charter flexibility that provides ICS the opportunity to address the
individual academic and emotional needs of our students. Students and families at ICS confidently
engage in an environment where there are translation and interpretation services for nearly all
languages spoken by our families. Flexibility to tailor curriculum and instructional strategies to
specific students and recruit staff with consideration of their cultural diversity and experience with
vulnerable student groups is crucial to the continued success and growth of ICS.
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International Community School Charter Renewal Petition - November 2023
PAST PERFORMANCE
1. Complete and attach as Exhibit 5 the Accountability Report available on the GaDOE’s Charter Schools
Division website to show the school’s performance during each year of your current charter term and
include with your charter school renewal application. This Accountability Report will be presented to
the State Board of Education with your charter petition, so please ensure it is accurate.
Exhibit 5 is attached hereto.
2. Provide a narrative describing how the charter school performed in meeting the academic and
organizational goals set forth in its current charter contract. In your narrative:
a. Address the school’s performance in each year of your current charter term.
b. You are urged to include any supporting charts, tables, or graphs that provide quantitative
data.
c. If your charter school did not meet all 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.
Summary
At ICS, the instructional model is student-centered, collaborative, and discovery driven. The
founding of our school was spurred by the action of dedicated educators, community members, and parents
who set out to create a school experience for students reflective of an inclusive and diverse school
community for students in Dekalb County. Their charge was for ICS to become the blueprint for academic
innovation. The three-pronged approach of our school is inclusive of high expectations that students from
diverse backgrounds can achieve rigorous academic gains through intentional student-centered instruction
and exposure to a curriculum that is culturally responsive.
ICS exercises the autonomy and full-flexibility provided by its broad waiver of Title 20 of the Official
Code of Georgia Annotated, as well as many rules and regulations of the State Board of Education and DeKalb
County School District. For example, ICS uses its freedom from state professional certification requirements to
implement a professional qualifications policy that allows professionals without traditional certification to serve
ICS and its students while they pursue state certification under the Georgia Professional Standards Commission.
In fact, the school’s partnership with AmeriCorps provides ICS a pipeline of instructional talent that reflects the
mission of ICS and reinforces the school’s culture and identity. Moreover, ICS’ waiver of categorical expenditure
controls in law and rule allows the governing board and administration to budget and allocate resources to best
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International Community School Charter Renewal Petition - November 2023
meet student needs and the school’s mission, including through the school’s health initiatives and wraparound
services. Finally, ICS’ waiver of state and local class size restrictions allows ICS flexibility to schedule student
classes and services based on the needs of the school and its students, providing ICS a broader array of options for
its students with diverse language acquisition needs.
Performance in Innovations/Essential Features
Essential and Innovative Features
Goal 7: The Charter School shall implement all Essential and Innovative Features, as defined in
Section 5 of the charter in all material respects.
All innovative features from the current charter contract were implemented. Figure 2 below outlines the
specific features that were included in the charter contract. These features are integral to the ICS program and
unique within the DCSD system. Charter schools are founded on the premise that the implementation of
innovative educational practices can produce results superior to the local system and the State. The below chart
demonstrates the degree to which the various innovative features were implemented during the school’s charter
term.
Figure 2: ICS Essential and Innovative Feature Implementation
Innovative Feature Year 1 Year 2 Year 3 Year 4 Year 5
International Baccalaureate Programme Met Met Met Met On Track
Multi-cultural family-focus programming Met Met Met Met On Track
Maintain the mission to serve a diverse Met Met Met Met On Track
community of children from local, refugee,
and immigrant backgrounds by using a
weighted lottery for English Language
Learners
International Baccalaureate Primary Years Programme
This innovation was implemented in all years of the charter term. The IB Primary Years
Programme ("PYP") has provided a framework for instruction at ICS since its founding. As a core
component of our new teacher onboarding to ICS, 100% of new teachers are effectively trained in the
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International Community School Charter Renewal Petition - November 2023
quality implementation of the IB PYP through an IB orientation led at the school by the IB Coordinator.
During this orientation, teachers are exposed to effective components of IB planning, the Learner Profile,
and critical information needed for high-quality instructional planning following the IB framework. As a
continuation of the investment into staff being adequately trained, the summer after the teacher’s first year
at ICS entails the teacher receiving IB training through the school’s partnership with The Center for the
Advancement and Student of International Education (CASIE). As a result of this training, teachers
receive their Level 1 certification. There are additional opportunities for teachers to continue their IB
professional development such as receiving upper-level training. For the upcoming school year, we are
retraining all of our teachers in IB to ensure that we are continuing to execute the program’s framework
with fidelity. To accomplish that goal, we work closely with our IB renewal consultant for the most up-to-
date training scope and sequence for our staff. We have increased from 7.5% of staff trained in the last 2
years to 47.5% of staff trained. The goal is for our school to implement a professional development cycle
that will support teachers in implementing the IB PYP with fidelity and confidence.
The ICS curriculum follows the Georgia Standards of Excellence (GSE) taught within the
framework of the International Baccalaureate (IB) Primary Years Programme. The curriculum enables
students to employ an investigative, inquiry-based approach to learning – taught in an integrated
framework that emphasizes cross-disciplinary thinking, problem-solving and personal wellness. According
to studies, students who undergo the IB PYP are better at Math Literacy, Reading, Narrative Writing and
Expository Writing2 in the International Schools’ Assessment (ISA) compared to their non-IB peers across
Asia, Oceania, Europe, Americas and Africa. The PYP enables students to learn beyond traditional subject
boundaries. As the only charter elementary school in the district providing our students and families with
this educational experience, ICS is creating a transformational academic environment daily that will
translate into lifelong academic success.
At ICS, the PYP curriculum framework begins with the premise that students are agents of their
2
T. Ling, Y. Bibby (2010). PYP and MYP Student Performance on the International Schools’ Assessment (ISA)
Retrieved from https://research.acer.edu.au/monitoring_learning/14/
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own learning and partners in the learning process. It prioritizes people and their relationships to build a
strong learning community. PYP students use their initiative to take responsibility and ownership of their
learning. By learning through inquiry and reflecting on their own learning, PYP students develop
knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a
difference in their own lives, their communities, and beyond. The framework emphasizes the central
principle of agency, which underpins the three pillars of school life: the learner, learning and teaching, and
the learning community. Embedded in the framework is the recognition of the importance of fostering an
individual's self-efficacy. Students with a strong sense of self-efficacy are active in their own learning and
take action in their learning community.
The performance of ICS students, as measured by Milestones testing scores for the 22-23 SY,
demonstrates notable strengths in comparison to other IB PYP elementary schools within the DeKalb
County School District. In the assessment areas of 3rd and 4th-grade math and reading, as well as 5th-
grade science, ICS students have outperformed their peers at Midvale and Avondale.
In particular, ICS has a significant number of students who scored proficient or distinguished in
these key subjects, showcasing their academic excellence. This performance difference is especially
commendable considering the demographic differences between ICS and the other IB PYP schools in the
district. ICS serves a higher number of English language learners, making their achievements even more
impressive.
Furthermore, ICS is actively engaged in the IB PYP community and has recently presented at the
IB Global conference on the topic of Multicultural family engagement. This commitment to professional
development and collaboration with the IB community further demonstrates ICS's dedication to academic
excellence and the enhancement of its programs.
As illustrated by the 2023 Georgia Milestones results summarized in Figure 3 below, ICS students'
performance, as indicated by Milestones testing scores, is a testament to the school's commitment to
academic excellence and multicultural family engagement. Their success in comparison to other IB PYP
elementary schools in the district highlights the strengths of ICS and its unique ability to support diverse
learners.
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Figure 3: 2023 Georgia Milestones Content Mastery Student Proficiency Rates
3rd Grade ELA
Proficient and
Developing
Beginning Learner Distinguished
Learning
Learners
ICS 31% 24% 45%
Midvale 37% 25% 38%
Avondale 43% 31% 26%
Fernbank 16% 17% 67%
3rd Grade Math
Proficient and
Developing
Beginning Learner Distinguished
Learning
Learners
ICS 15% 45% 40%
Midvale 23% 38% 38%
Avondale 29% 35% 35%
Fernbank 8% 28% 63%
4th Grade ELA
Proficient and
Developing
Beginning Learner Distinguished
Learner
Learner
ICS 29% 33% 38%
Midvale 27% 45% 28%
Avondale 55% 30% 15%
Fernbank 7% 26% 66%
4th Grade Math
Proficient and
Developing
Beginning Learner Distinguished
Learner
Learner
ICS 26% 33% 41%
Midvale 32% 29% 40%
Avondale 38% 40% 23%
Fernbank 8% 25% 66%
5th Grade ELA
Proficient and
Beginning Learner Developing Learner Distinguished
Learner
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ICS 33% 30% 37%
Midvale 34% 26% 40%
Avondale 45% 36% 19%
Fernbank 12% 24% 64%
5th Grade Math
Proficient and
Beginning Learner Developing Learning Distinguished
Learners
ICS 31% 36% 32%
Midvale 29% 30% 40%
Avondale 62% 24% 13%
Fernbank 16% 23% 61%
5th Grade Science
Proficient and
Beginning Learner Developing Learning Distinguished
Learners
ICS 46% 21% 33%
Midvale 47% 25% 28%
Avondale 62% 28% 10%
Fernbank 18% 14% 68%
At ICS, our academic model focuses on the development of the whole child as an inquirer, both in
school and in the world beyond. Our instructional framework supports a transformative experience for
students, teachers and whole school communities while delivering excellent outcomes by providing an
education that is engaging, relevant, challenging and significant. At ICS, students know how to take
ownership of their learning, collaborating with teachers to deepen understanding and increase their
confidence and self-motivation. Through actively engaging in integrated ongoing assessment, they
become effective, self-regulated learners who can act on constructive feedback. Through this framework,
students respond to the teaching and learning of standards through overarching, trans-disciplinary themes
serving as vectors of questioning: 1) “Who We Are;” 2) “Where We Are in Place and Time;” “3) How
We Express Ourselves 4);” “How the World Works;” 5) and “We Organize Ourselves.” These issues
drive the inquiry and challenge the student to explore, research, analyze, and synthesize information. Each
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theme is addressed each year by all students.
The ICS Instructional staff convenes six times annually to collaboratively plan these units of
inquiry and create alignment while still being flexible enough to respond to topical issues and the unique
composition of students. Other school-wide IB strategies include monthly recognition of one student from
each class as a Global Citizen (because of their demonstration of the IB learner attribute for that month),
monthly learner attribute focus for the whole school, service learning projects and community events that
are connected to learner attributes, cumulative projects, and United Nations (UN) Day.
All 5th Graders culminate their PYP years research project with a mentor, rigorously studying an
issue they see in our own community. Our entire school enjoys learning from their exhibition, held in May
each year. Most notably, ICS was accredited by AdvancEd in 2018 and we were recently re-certified as an
International Baccalaureate PYP in 2022. This recertification speaks to the quality of our teacher training
and instructional implementation leading to a program reflective of global best practices for instruction.
Multi-cultural family-focused programming; linguistically and culturally responsive pedagogy
After-school Programming
After-school programming was a planned innovation that we used successfully during each year of
the charter term. During this charter term, the variety of before- and after-school options has continued as a
staple of ICS’s wraparound support for families. The after-school program is an option that all our families
can opt into from school dismissal until 6:00pm. The rich content of the current after-school options
available to families further connect to ICS’s vision of impactful, cultural exposure for all students. This is
an innovation that is unique to the student experience at ICS and results in a positive school-wide culture
for both students and families.
We are honored to have a partnership with New American Pathways, a member of the school’s Coalition
of Community Partners, who supports ICS’s community engagement work and also facilitates the after-school
tutoring programming for our refugee scholars, providing a culturally and linguistically responsive after school
option. The study, “Outcomes Linked to High-Quality After-School Programs: Longitudinal Findings from the
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Study of Promising Afterschool Programs3,” found numerous positive outcomes among youth who regularly
attend high quality afterschool programs in their neighborhoods, either alone or in combination with varied sets of
additional enrichment experiences. These findings suggest that plans for high-quality after-school programming
should span entire communities. When communities and program providers unite to recruit and engage young
people in high-quality after-school experiences, programs can provide the types of benefits described here for the
largest number of students. Approximately 40% of our student population participates in ICS’s afterschool
programming led by various long-standing community partners who have invested in the mission of ICS and the
educational experience cultivated for students and families.
ICS After-School Programming Options
The Club Afterschool
New American Pathways
Kilometer Kids
Engineering
Kids TV
Creative Dance
UN Day Latin Dance
UN Day African Dance
Soccer
ICS Dragon Chorus
Chess
Community Partnerships
Community Resource Center
The mission of our school is lived out in our classrooms as well as through our wraparound services
provided for our families and local community. Through our Community Resource Center, we provide classes
3
D. Vandell, E. Reisner, K. Pierce. (2007) Outcomes Linked to High-Quality Afterschool Programs: Longitudinal
Findings from the Study of Promising Afterschool Programs. Retrieved from
https://www.purdue.edu/hhs/hdfs/fii/wp-content/uploads/2015/07/s_iafis04c04.pdf
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and workshops aligned to the relevant needs of our community such as health, social media, and finances.
Additionally, we provide the following health services to our families and community: mental health, telehealth,
as well as our mobile dentist program.
Health Initiatives
One of the Statements of Understandings at ICS is “As a beloved community, we approach complex
issues with strong communication, collaboration, perspective, respect, and active listening.” In January 2022, ICS
collaborated with several community partners to provide DeKalb County’s first COVID-19 vaccination clinic
held at a school to help address healthcare barriers faced within our school’s community. We partnered with
Refugee Women’s Network, CORE Response, GSU, and DeKalb County Board of Health to administer first,
second, and booster doses. As a result of key partnerships built, ICS families receive a $100 gift card and free
vaccinations for each family member. ICS looks forward to the impact of these partnerships into the next charter
term.
Refugee Women’s Network
Refugee Women's Network (RWN) is a nonprofit organization in the state of Georgia. The purpose of
RWN is to inspire and equip refugee and immigrant women to become leaders in their homes, businesses, and
communities. For more than 20 years, they have continued to be the only organization in Georgia that specifically
serves refugee women. Through our partnership with RWN, we are able to empower refugee women to navigate
the path to a full-time career in education. Many of these women have work experience and higher education in
their home countries and are uniquely situated to address the teacher shortage in Georgia. Through this
collaboration, we seek to assist refugee women to overcome barriers to employment and help each aspiring
teacher meet their individualized career goals. RWN helps recruit, screen, and identify candidates for this
program. The program is a 2- to 3-year commitment for each participant. It is our goal to ensure careers in
education that are lasting and have meaningful impact. Currently we have 3 participants in the program and an
interest list of other candidates who are waiting to participate when we introduce our next cohort. This pilot
program has been featured by our local NPR station and can be viewed at: https://www.wabe.org/teaching-
program-gives-refugee-women-opportunity-to-rebuild-careers-in-atlanta/. We are working to document this
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program so that it can be replicated in other schools/districts/states. We are excited by the success we have
experienced so far and look forward to continued collaboration with RWN.
Maintain its mission to serve a diverse community of children from local, refugee, and immigrant
backgrounds by using a weighted lottery for English Language Learners.
Weighted Lottery
The addition of a weighted lottery starting in the 2018-2019 school year allows us to maintain the
intentional diversity contained in our mission. The staffing, instructional program, and school structures
have all been developed in response to the school’s uniquely inclusive approach and vision for a Beloved
Community. In addition to the support provided to immigrant and refugee students and their families, the
ICS model prepares all students to engage respectfully in a diverse community and serve as collaborators
within an increasingly globalized environment.
Academic Performance
First Look: School-District Comparison
First Look: School Performance Gap Closure. The primary academic outcome Georgia seeks
from its local charter schools is that they increase their College and Career Readiness
Performance Index (CCRPI) score each year until they reach 90 in each grade band. The School
Performance Gap Closure standard measures growth in CCRPI and its major academic
components, including Content Mastery, Progress, and Closing Gaps scores within each grade
band served. Our “First Look” at annual charter school performance is to see if the school has
met the following standard.
a. Within each grade band served, increase the CCRPI, Content Mastery, Progress, and/or
Closing Gaps scores by at least 5%, 10%, or 20% of the gap between 100 and the respective 2019
score until it reaches 90 and maintain each respective score at 90 or above once it reaches 90.
ICS is a school focused on data-driven informed instruction and decision-making in order to ensure that
students are achieving high academic mastery and growth. ICS maintains a commitment to academic excellence,
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while also providing extracurricular and athletic offerings that enhance the social development of students. Key
components of our data-driven instructional environment are as follows: reliable baseline data, SMART
instructional goals, regular formative assessments, professional learning communities, and targeted intervention.
Our instructional program is reflective of each of the most effective components in being data-driven to inform
how to most effectively impact student growth and learning.
Students entering ICS in Kindergarten and First Grade enroll with varying levels of abilities and school
experience. For the 2023-2024 school year, 13 of 85 ICS students enrolled in Kindergarten participated in a Pre-
K program. Similarly, 14 of 93 ICS students enrolled in First Grade participated in a Pre-K program. Figures 4
and 5 below illustrate the growth of ICS Kindergarten and First Grade students compared to Indian Creek
Elementary, Dunaire, Elementary, and Jolly Elementary.
Figure 4: 2023 Spring Math MAP – Grades K &1
Figure 5: 2023 Spring Math MAP – Grades K &1
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In 2017, only 27.7% of students were on grade level in reading. Our May 2021 data showed that 63% of
students were on grade level in reading, and we expect over 70% to be on grade level in reading by the end of the
2022-23 year. This phenomenal growth in reading achievement has earned ICS the Governor’s Office of Student
Achievement Silver Award for Student Achievement. Over the past 3 years, English Language Learners have
consistently met or exceeded their growth goals for English Language proficiency as compared to their peers
across the state. As a result, ICS earned 92+% of our CCRPI progress points for these gains each of the past 3
years. This data is a clear indicator of ICS’s transformational impact on the lives of its students. They result from
our intentional student level data analysis, the quality of the curriculum that students are exposed to during daily
instruction, and the targeted student body population at ICS.
Based on data from the Governor’s Office of Student Achievement (GOSA), ICS has continued to
achieve high academic results with students resulting in outperforming both the state of Georgia and the district.
ICS’s overall performance was reported as being higher than 56% of schools throughout the state and on par with
the district. For student growth, student academic growth was reported as higher than 97% of schools throughout
the state and district. This high growth outcome accurately shows how well we are meeting our students where
they are academically. According to key takeaways from Great Schools, experts believe that progress is a more
accurate measure of the ways a school contributes to student learning. Because students start each year with
different levels of knowledge or skill, measuring growth can shine a light on how well the school is helping each
of its students learn, whether they are ahead of or behind their peers. Given the targeted focus on addressing
learning loss and student academic gaps coming out of the pandemic, ICS is best positioned to effectively impact
student learning given our track record of results from pre-Pandemic data reporting, which captured ICS’s student
achievement at the beginning of the current charter term.
The Georgia Department of Education (GaDOE) received a waiver on the CCRPI calculation, although
mandated assessments were not waived. Given the impact of pandemic-related data limitations on states’
accountability systems, the U.S. Department of Education approved Georgia’s modifications to CCRPI which
include no Summative Ratings (no overall 0-100 CCRPI or Single Score reported); for Progress, no ELA and
math progress (SGPs) reported; no Closing Gaps reported; and for Readiness, no Student Attendance at
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International Community School Charter Renewal Petition - November 2023
elementary, middle, and high school reported and no College and Career Readiness at high school reported.
Beating the Odds
The “Beating the Odds” (“BTO”) analysis is a cross sectional, fixed effects regression model that uses the
following factors from the College and Career Readiness Performance Index (CCRPI) school-level dataset,
GaDOE student record file, and GaDOE Certified Personnel Information (CPI) data. There are three BTO
designations, 1) Beating the Odds, 2) Within Expected Range, and 3) Below Expected Range. During the years
of the prior charter term (2019), ICS performed Within Expected Range. During years one and two (2020 and
2021) of the charter term, there will be no CCRPI calculation due to the COVID 19 health crisis and the waiver
granted, by the United States Department of Education, to the State for both of those years. Without the CCRPI
calculation, BTO similarly will not be calculated for 2020 or 2021.
Figure 6: ICS’s Beating the Odds Performance
School Year ICS BTO Status
2018-2019 Within Expected Range
2019-2020 N/A
2020-2021 N/A
2021-2022 N/A
2022-2023 TBD
Source: https://gosa.georgia.gov/accountability/beating-odds-analysis/beating-odds-archives
ICS’s CCRPI Score
ICS’s impact on academic progress and growth is a positive reflection of the rigorous learning
environment and quality academic preparation embedded in the learning experience at ICS each day. The data-
driven focus on individual-level student progress is an anchor of the school’s instructional program.
2019 CCRPI
For the 2018-2019 school year, ICS met its target scores for CCRPI content mastery targets for ELA and
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Math, but we did not meet the target scores for Science or Social Studies. ICS exceeded its target Content
Mastery Score of 52.12 in ELA with an actual score of 65.47. ICS exceeded its Content Mastery Score of 58.52
in Math with an actual score of 58.82. ICS did not meet its target Content Mastery Score of 44.90 in Science
with an actual score of 38.89. ICS did not meet its Content Mastery Score of 39.78 in Social Studies with an
actual score of 33.34. It is important to note that ICS’s 2019 CCRPI performance, according to reporting from the
Georgia Department of Education, showed an overall increase as well as categorical increases across all four
measures: Content Mastery, Progress, Closing Gaps, and Readiness when compared to 2018 CCRPI data. The
following figure shows ICS’s increase of each component of CCRPI from 2018.
Figure 7: ICS 2019 CCRPI Increase
Content Progress Closing Gaps Readiness
Mastery
2019 Score 55.5 99.1 56.8 84.0
Point Increase +6.2 +7.0 +27.2 +5.5
from prior year
(2018) +7.03 in ELA +16.0 in Literacy
+8.58 in Math +0.08 attendance
Overall and Subgroup Performance SY 2020-2021, SY 2021-2022
In Figures 8 and 9 below are ICS’s English and Mathematics content mastery scores by
subgroup for SY 2020-2021 and SY 2021-2022. We are unable to report on content mastery scores
data for the 2020 and 2021 school years due to COVID’s disruption of the Georgia Milestones and
CCRPI data reporting. The U.S. Department of Education approved a waiver for the state in regard to
accountability, school identification, and related reporting requirements for the 2020-2021 school year,
pursuant to the authority in section 8401 of the Elementary and Secondary Education Act of 1965
(ESEA).
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Figure 8: English SY 2020-2021
Subgroup Participation Beginning Developing Proficient Learner
Rate Learner Learner
All Students 50.78 41.05 30.53 22.11
American N/A N/A N/A N/A
Indian/Alaskan
Asian/Pacific 60.29 52.50 25.00 22.50
Islander
Black 35.62 36.00 40.00 24.00
Economically 51.75 50.00 33.33 16.67
Disadvantage
English Learners 59.79 55.36 32.14 12.50
Hispanic Too Few Students Too Few Students Too Few Students Too Few Students
Multi-Racial Too Few Students Too Few Students Too Few Students Too Few Students
Students with Too Few Students Too Few Students Too Few Students Too Few Students
Disability
White 57.90 28.57 28.57 14.29
Throughout the past charter term, ICS has seen an overall improvement in reading level for the
number of students who are reading on/above grade level, and it has increased each year of charter
term. Currently, 64.4% of students are reading on grade level. This percentage is a direct reflection of
the school’s priority on implementing and embedding effective small group instruction throughout the
school’s daily instructional schedule for all grade levels through guided reading, intervention, and the
addition of ESOL endorsed teachers which have led to an increase in small group instruction.
Figure 9: Mathematics SY 2020-2021
Subgroup Participation Beginning Developing Proficient
Rate Learner Learner Learner
All Students 50.26 57.45 28.72 11.70
American N/A
Indian/Alaskan
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Asian/Pacific 60.29 60.00 27.50 12.50
Islander
Black 34.25 62.50 25.00 12.50
Economically 51.05 64.79 25.35 9.86
Disadvantage
English Learners 58.76 69.09 27.27 3.64
Hispanic Too Few Too Few Too Few Students Too Few
Students Students Students
Multi-Racial Too Few Too Few Too Few Students Too Few
Students Students Students
Students with Too Few Too Few Too Few Students Too Few
Disability Students Students Students
White 57.90 47.62 28.57 14.29
ICS students continue to demonstrate greater proficiency rates than DeKalb County in content mastery in
mathematics. As further evidenced in the more detailed data discussed below, ICS’ dedication to its IB PYP and
other essential and innovative features contributes to our students' proficiency in mastering the Georgia Standards
of Excellence.
2021-2022 Content Mastery Scores
Based on 2021-2022 Georgia Milestones Content Mastery data results, ICS increased in the level of
Proficient Learners for English by +5.16 points. ICS’s data results show that student achievement outperformed
the district in Reading Level Status and 5th grade student achievement specifically outperformed the district in all
three content areas of Reading, Math and Science as illustrated by Figures 10 and 11 below.
Figure 10: English SY 2021-2022
Subgroup Participation Beginning Developing Proficient Learner
Rate Learner Learner
All Students 100.0 37.88 29.80 27.27
American N/A N/A N/A N/A
Indian/Alaskan
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Asian/Pacific 100.0 48.28 25.29 22.99
Islander
Black 100.0 35.94 31.25 32.81
Economically 100.0 42.31 31.54 23.08
Disadvantage
English Learners 100.0 55.24 28.57 13.33
Hispanic Too Few Students Too Few Students Too Few Students Too Few Students
Multi-Racial Too Few Students Too Few Students Too Few Students Too Few Students
Students with Too Few Students Too Few Students Too Few Students Too Few Students
Disability
White 100.0 26.67 33.33 23.33
Figure 11: Mathematics SY 2021-2022
Subgroup Participation Beginning Developing Proficient Learner
Rate Learner Learner
All Students 100.0 32.32 38.38 22.22
American N/A N/A N/A N/A
Indian/Alaskan
Asian/Pacific 100.0 35.63 44.83 16.09
Islander
Black 100.0 37.50 34.38 21.88
Economically 100.0 38.46 38.46 19.23
Disadvantage
English Learners 100.0 55.24 28.57 13.33
Hispanic Too Few Students Too Few Students Too Few Students Too Few Students
Multi-Racial Too Few Students Too Few Students Too Few Students Too Few Students
Students with Too Few Students Too Few Students Too Few Students Too Few Students
Disability
White 100.0 20.00 30.00 30.00
Year 3 and Year 4 Georgia Milestones Proficiency Comparison Data
Based on Year 3 and Year 4 Georgia Milestones Proficiency Data, Figure 12 below captures the increase
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of proficiency in Reading, Mathematics and Science.
Based on data for Reading/English, ICS’s overall reading proficiency increased by +4% and in 2022,
ICS’s proficiency was equivalent to that of the district and had an overall greater year-over-year increase in
reading proficiency compared to the district.
Figure 12: Reading Year-Over-Year Growth Between SY 2021 and SY2022
Based on data for Mathematics, ICS’s overall proficiency in 2022 increased by +15% which is more than
doubled the school’s proficiency in 2021. ICS’s math proficiency was higher than that of the district by +4%
points and had an overall greater year-over-year increase in math proficiency compared to the district.
Figure 13: Math Year-Over-Year Growth Between SY 2021 and SY2022
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Based on data for Science, ICS’s overall proficiency in 2022 increased by +24% points which is more
than triple the school’s proficiency in 2021. In 2022, ICS’s science proficiency was higher than that of the district
by +8% points and showed the greatest increase in scores compared to both the district and state comparison
between the years of 2021 and 2022.
Figure 14: Science Year-Over-Year Growth Between SY 2021 and SY2022
Second Look: School-District Comparison
Second Look: School-District Comparisons. The secondary academic outcome
Georgia seeks from its local charter schools is that they do better than the district
schools their students would otherwise attend. If a charter school does not achieve
standard “a” in a particular grade band, it may satisfy Goal 1 for that grade band in
a given year by meeting the following School-District Comparison standard.
b. Within each grade band that “a” was not met, exceed the CCRPI, Content
Mastery, Progress, and/or Closing Gaps scores in that grade band at those district
schools that at least two-thirds of its students would otherwise attend.
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Comparison to District and Comparison School - Jolly Elementary
Figures 15-21 show the comparison data for Beginning Learner, Developing Learner, Proficient Learner,
and Distinguished Learner between ICS, the district, and the most local DCSD traditional public school, Jolly
Elementary. The data reflected shows student achievement results from Spring 2022 for 3rd, 4th, and 5th grade
for Reading, Math, and Science.
Figure 15: 3rd Grade Reading
Figure 16: 4th Grade Reading
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Figure 17: 5th Grade Reading
Figure 18: 3rd Grade Mathematics
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Figure 19: 4th Grade Mathematics
Figure 20: 5th Grade Mathematics
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Figure 21: 5th Grade Science
Figure 22 below illustrates the 2022 CCRPI Content Mastery and Readiness scores as compared to three
additional charter schools nearby in DeKalb County.
Figure 22: DeKalb County Charter School Comparison - 2022 CCRPI
2022 CCRPI
School
Content Mastery Readiness
International Community School 50.5 71.0
DeKalb Agriculture Technology & 63.6 75.3
Environment, Inc.
DeKalb Preparatory Academy 45.8 69.2
Leadership Preparatory Academy 49.0 69.6
iReady Growth Data: 2022-2023
The iReady assessment system provides an adaptive diagnostic tool that allows for maximum
differentiation, by breaking down student performance into great detail. This makes the tool particularly valuable
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in a charter environment where students represent a range of learning styles, capacities, prior educational
experiences, and talents. The iReady growth trends, even in the face of an unprecedented health crisis and
prolonged school shutdown, demonstrate that ICS’s program can and will achieve consistent, measurable results
as shown in the assessment scores below.
At the beginning of the year baseline assessment administration, iReady generates student-level
achievement goals to be met by the end of the academic year. Each student receives a typical growth goal and a
stretch growth goal. Typical Growth is the average annual growth of students at each grade and placement level.
Typical Growth allows you to see how a student is growing compared to average student growth at the same
grade and placement level. Stretch Growth is the growth recommended to put below-grade level students on a
path to proficiency and on-grade level students on a path to advanced proficiency. Students who are further
behind have larger growth benchmarks to catch up, and it will likely take many students more than one year to
achieve proficiency.
With rigorous instructional priorities identified focusing on a universal bar of excellence for instruction,
data-informed instruction and operating mechanisms as well as effective teacher coaching, there has been
continued improvement in student achievement for Year 5 of the charter term based both on the iReady baseline
and mid-year data.
The effectiveness of the school’s instructional program and implementation led to student outcomes for
students to move from being below grade level to on and above grade level in one semester of instructional time
compared to the typical timeline of growth observed of students who are below grade level. Based on the latest
data confirmed from Curriculum Associates 4, the following groups of students need additional support to not only
get back to pre-pandemic performance but also to exceed pre-pandemic performance in order to get to grade level:
students in schools serving a higher proportion of Black and Latino students, students in schools in lower-income
neighborhoods, and students who were already two or more grade levels behind. Furthermore, based on data from
4
Curriculum Associates (2022). Annual Report: The State of Student Learning in 2022. Retrieved from
https://www.curriculumassociates.com/research-and-efficacy/annual-report-the-state-of-student-learning-in-
2022
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Curriculum Associates, upper elementary and early middle school students appear to have suffered the greatest
setbacks relative to pre-pandemic levels. Given that the aforementioned unfinished learning trends reflect the
student demographic of ICS, the growth progress demonstrated in the following tables are even more indicative of
the upward trajectory of ICS’s student achievement.
To address learning loss, ICS implemented a Summer Bridge Program, which prioritized students across
the grades K-5 that did not make adequate reading growth and/or achievement. The program was refined over
the years to include more flexible groupings and incorporate more science content.
Additionally, when we returned from virtual learning, we implemented a daily intervention block for all
students K-5. We then developed an Intervention Task Force. This task force developed instructional priorities
and frameworks for the intervention block. From this task force, a new position, MTSS Coordinator, emerged.
We also decided to use the i-Ready platform as an intervention and provide additional data.
We have also received data from Rebecca Braaten that shows our students with the most learning loss
according to MAP. We are sharing this information with homeroom teachers and the MTSS coordinator to
develop plans as needed.
Additionally, Promising Leadership Practices of Schools that Exceeded Expectations during the
Pandemic 5 lists six key indicators of effective leadership practices and actions taken in response to the pandemic
to most effectively address unfinished learning in students. The table below outlines the six core practices of
effective leaders addressing learning loss observed in students as a result of the pandemic.
Figure 23: Promising Leadership Practices of Schools That Exceeded Expectations During the
Pandemic
Promising Leadership Practices of Schools That Exceeded Expectations During the Pandemic
Key 1 Cultivate educator mindsets that support student success.
Key 2 Create a culture of data.
5
A. Pope, O.Leach. (2022). Keys to Unlocking Success: How Schools Exceeded Expectations in 2020-2021.
Retrieved from https://www.curriculumassociates.com/-/media/mainsite/files/corporate/keys-to-unlocking-success-
2022.pdf
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International Community School Charter Renewal Petition - November 2023
Key 3 Prioritize meeting the needs of the whole child.
Key 4 Create a school environment that engages and inspires students.
Key 5 Enhance teacher practice with more resources and support.
Key 6 Strengthen connections with families.
Based on the leadership practices listed above in the table, ICS has instructional practices and strategies in
place reflective of the core characteristics of schools adequately responding to the academic impact of the global
pandemic. The ICS instructional practices aligned to the Promising Leadership Practices include, but are not
limited to the following:
Key 1- Cultivate educator mindsets that support student success –
• Encouraging teachers to take ownership of student learning, both within and beyond their own
classrooms (e.g. home visits, Title I events, CRC).
• Establishing a schoolwide commitment to do whatever it takes—with available resources—to
support the success of every student (reiterating mission, vision, and theme at all meetings,
innovative budgets to allow for resources like grade-level budgets, staffing for MTSS)
Key 2- Create a culture of data -
• Professional development opportunities (we offer a ton of professional development
opportunities, including all staff having access to an individual PD budget, embedded staff led
PD,
• Clear norms and expectations around using data to drive improvements (using I-Ready and MAP
data as universal screeners for MTSS and midyear data is used to tweak Roadmap as needed)
Key 3- Prioritize meeting the needs of the whole child -
• Community Resource Center
• Workshops
• Food Co-op
• SEL Coach and Second Step Curriculum
Key 4- Create a school environment that engages and inspires students -
• IB Curriculum and Project Based Learning
• IB Character Traits
Key 5- Enhance teacher practice with more resources and support -
• Dedicated Professional Development budget
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International Community School Charter Renewal Petition - November 2023
• PLC
• Committees
Key 6- Strengthen connections with families -
• UN Day
• Title 1 Programs
• Language Line (interpreters and translators)
The school’s administration is also continuing to strengthen its core academic and instructional
development in response to the unique challenges faced in the post-pandemic era of education. Figure 24 shows
the comparison data between BOY and MOY Reading and Math student achievement data and progress.
Figure 24: Reading: Fall 2022 to Winter 2022 Growth on iReady
Fall 2022
Winter 2022
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International Community School Charter Renewal Petition - November 2023
i-Ready Winter 2021 to Winter 2022 Comparison Data
Below in Figure 25, the three following grade levels Kindergarten, First Grade, and Third Grade all
showed a positive increase in Reading data based on year-over-year growth in i-Ready proficiency progress data.
Figure 25 Reading Year-over-Year Growth (SY 2022-SY 2023)
21-22 Green/Blue 22-23 Green/Blue Difference
K 39 50 11
1 31 42 11
2 35 31 4
3 24 31 7
4 21 17 4
5 34 26 8
Figure 26: Math Fall 2022 to Winter 2022 Growth on iReady
Fall 2022
Winter 2022
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International Community School Charter Renewal Petition - November 2023
iReady Winter 2021 to Winter 2022 Comparison Data
Below in Figure 27, Kindergarten through 4th Grade iReady data showed a positive increase in Math data
based on year-over-year growth in iReady proficiency progress data.
Figure 27: Math Year-over-Year Growth (SY 2022-SY 2023)
21-22 Green/Blue 22-23 Green/Blue Difference
K 50 59 9
1 34 40 6
2 31 42 11
3 22 30 8
4 6 29 23
5 22 19 3
Goal Attainment in the Next Charter Term
The State Charter Schools Commission (SCSC) undertook a research study through Vanderbilt
University, Peabody College, entitled, “Starting Strong-Best Practices in Starting A Charter School.” The study
documents several case studies from charter schools that had a strong implementation phase and identifies key
elements to a strong start or implementation.
Figure 28: Starting Strong - Key Elements of a Strong Start
Focusing on the Mission Managing Business Operations
Establishing Effective Governance Acquiring and Allocating Resources
Establishing Effective Leadership and Culture Acquiring Facilities
Developing the Academic Program Managing Talent
Managing External Relations Performance Monitoring and Accountability
Recruiting Students
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International Community School Charter Renewal Petition - November 2023
Based on this study, ICS serves as a model for a strong start after 20 years of effectively implementing
the essential elements of starting strong as a charter school. Through their long-standing tenure of educating
students throughout their community, we have codified the core elements of providing and sustaining a high-
quality school option for students throughout our district. Most importantly, through our model of rigorous, data-
driven instruction, we have established a high-quality educational option for our students, families, and our
surrounding community.
3. Describe the school’s current financial situation. In your description:
a. Include an explanation of financial results.
b. Detail any financial successes or struggles the school experienced during the current charter
term. Include any instances of fraudulent behavior or accusations of fraudulent behavior by
school staff, governing board members, or anyone else associated with the school.
c. Explain how the school will address any struggles discussed above as well as any outstanding
debts. Explain how the school will allocate any surplus funds.
We have experienced several financial successes during this current charter term. We are pleased
to have increased our teacher salaries to be on par with the DCSD teacher salary scale in a fair manner.
We have also added long-term disability insurance as a benefit for our ICS staff. Additionally, our school
has received financial support through the investment of our vested corporate sponsors, CSP grant
funding, ESSER funding, as well as our Giving Tuesday proceeds.
Figure 29 highlights the amount of funds that we have raised per year in our current charter term:
Figure 29: Amount of Funds Raised During Charter Term
Year 1 Year 2 Year 3 Year 4 Year 5
2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Fundraising $133, 319.00 $153, 812.00 $96, 328.00 TBD
Paused During
Pandemic
Financial Performance Standards
Goal 2: During each year of its charter contract term, the Charter School shall demonstrate its
financial viability and stability by achieving all five of the following financial performance
standards.
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International Community School Charter Renewal Petition - November 2023
For the full charter term, ICS has demonstrated financial viability and stability based on the 5
financial performance standards:
1. Maintain a Current Ratio (Working Capital Ratio) that is 1.0 or greater and a one-year trend
that is positive;
AND
2. Maintain a Debt to Asset Ratio that is less than 95 percent;
AND
3. Maintain Unrestricted Days of Cash (Total Expenses/365) greater than 45 days with a one-year
positive trend;
AND
4. Be neither in default of loan nor bond covenant(s) nor delinquent with debt service
payments; AND
5. Submit to GaDOE by November 1 an annual independent audit with an opinion of the auditor
as regards the accuracy of the Charter School’s accounting records, financial position,
change in financial position, compliance with rules of various governing entities, including
GAGAS (Generally Accepted Government Auditing Standards (the "Yellow Book") or, for
those schools not yet converted to GAAS, compliance with GAAP (Generally Accepted
Accounting Principles) that includes:
• An unmodified audit opinion;
• An audit devoid of significant findings and conditions, material weaknesses, or significant
internal control weaknesses;
• An audit that does not include a going concern disclosure in the notes or an explanatory
paragraph; and
• No other adverse statement indicating noncompliance with applicable laws, rules,
regulations, and provisions of the charter contract relating to financial management
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International Community School Charter Renewal Petition - November 2023
and oversight.
ICS performed well on the sustainability metrics included in the charter contract. In all years of
the charter term, the school met all of the financial metrics as illustrated by Figure 30 below.
Figure 30: ICS’s Sustainability Metrics
Metric per Charter Contract 2018-2019 2019-2020 2021-2022 2022-2023 2023-2024
Section III. Financial Performance
Standards.
Goal 5: During each year of its charter
contract term, the Charter School shall
achieve all six of the following financial
performance standards.
a. Not be in default of loan or bond MET MET MET MET Expected
covenant(s) and/or not delinquent with debt to Meet
services payments. AND TBD
b. Achieve a Current Ratio (Working MET MET MET MET Expected
Capital Ratio) that is greater than 1.0 or to Meet
greater and a one-year positive trend. AND TBD
c. Possess a Debt to Asset Ratio that is MET MET MET MET Expected
less than 95 percent. to Meet
TBD
d. Unrestricted Days Cash (Total MET MET MET MET Expected
Expenses / 365) is greater than 45 days and to Meet
the one-year trend is positive. TBD
e. Financial Efficiency Rating is 4 stars MET MET MET MET Expected
or above. to Meet
TBD
f. Annual Independent Audit All FY19 All FY20 All FY21 All FY22 Expected
Audit Audit Metrics Audit Audit to Meet
Metrics were were Met Metrics were Metrics TBD
Met Met were Met
The school has complied with budgetary finance goals and successfully submitted an on time audit
each year of the charter term. ICS’s conservative budgeting and strict adherence to its budget, financial
policies, and operating procedures established ICS’s healthy and robust financial outlook. ICS consistently
meets its annual performance and contractual measures for short-term and long-term financial viability. ICS
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International Community School Charter Renewal Petition - November 2023
maintains a healthy fund balance and cash reserves with consistent positive annual net positions. ICS does
not carry any long-term debt, which helps the school maintain fluidity and adapt to the changing needs of the
school.
ICS has experienced strong financial results during the current charter term, and preliminary,
unaudited financial statements indicate that ICS continued to strengthen its financial position during FY23.
ICS’s current ratio has been greater than 1.0 throughout the current charter term and ICS ended FY23 with a
current ratio of 9.48. The current ratio measures whether or not ICS has enough resources to meet short-
term financial obligations. This metric is determined by dividing the school’s current assets by its liabilities.
The debt to asset ratio has been less than 95% throughout the charter term and is currently at 0% given its
lack of debt. The low debt to total assets ratio is an indicator of ICS’s strong financial leverage, and ICS far
exceeded the metric of unrestricted days cash with a total of 217 days of operating expenses in reserves at the
close of June 2023. ICS’ charter contract requires 45 days of cash on hand. ICS has a healthy reserve fund due to
careful financial oversight and strategic allocation of resources.
ICS received an unmodified audit opinion in FY22, and expects an on-time, unmodified FY23 audit
opinion to be submitted on or before the deadline of November 1, 2023. The FY22 audit contained no findings,
material weaknesses, internal control issues, or areas of non-compliance. The independent audit metric was fully
met in FY22.
Financial Monitoring
ICS’s Governing Board requires the school to adhere to Generally Accepted Accounting Principles, and
standards of accounting established by the Governmental Accounting Standards Board (GASB). ICS established
its financial policies and procedures to implement the obligations of its charter contract, mitigate risk, and align
the management of its finances to the requirements of the DeKalb County School District, Georgia Department of
Education, and State of Georgia. The ICS Finance Committee oversees the financial direction in accordance with
the school’s overall mission and vision. The Finance Committee meets regularly to monitor the school’s
adherence to its financial obligations, including the school’s internal policies and procedures, review the financial
transactions of the school, and assess the school’s ability to meet its future obligations. The Finance Committee
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International Community School Charter Renewal Petition - November 2023
reviews financial reports and holds the finance team accountable for the school’s adherence to the board’s short
and long-term financial strategies and legal compliance. The Finance Committee reviews the balance sheet,
budget to actual reports, cash flow, and reconciliation reports and information each month to monitor the school’s
financial performance and health.
The Finance Committee collaborates closely with the Executive Director and the whole governing board
to ensure ICS adopts an annual budget in accordance with O.C.G.A. § 20-2-167.1. The Finance Committee
reviews and analyzes the proposed budget and its alignment with the board’s expectations as well as the school’s
charter contract and legal obligations prior to recommending a proposed budget for approval by the ICS
Governing Board. Prior to adopting its annual operating budget, the ICS Governing Board provides at least two
opportunities for the public to provide input on its budget at separate governing board meetings held at least a
week apart. Should the need arise for ICS to amend its budget during the fiscal year, the Governing Board
ensures that the budget is amended and adopted in accordance with adopted school policies.
ICS operates as a tax-exempt non-profit corporation under IRS Code Section 501(c)(3) and follows all
requirements to maintain such status. The ICS Governing Board reviews and approves all annual tax returns and
reports and ensures that the school completes a timely and accurate independent financial audit prior to November
1 following the close of its fiscal year. ICS ensures that this audit complies with GAAS standards and is
conducted by an independent auditor with knowledge of charter school finances and operations.
Financial Efficiency Star Rating
The Financial Efficiency Star Rating provides a comparison of per-student spending and overall student
performance. A five-star rating represents strong student outcomes with lower levels of expenditures
(proportionate to district size) in comparison with other districts. On the most updated Financial Efficiency Star
Rating reported by the Georgia Department of Education for FY2019, ICS received a four-star rating which is a
reflection of sound fiscal performance of the school. Due to the State’s waiver of CCRPI in the past two years of
the charter term, the Financial Efficiency Rating was not calculated for years two through four of ICS’s charter
term as a result of changes in the availability of data due to COVID-19.
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International Community School Charter Renewal Petition - November 2023
Figure 31: ICS’s Economic Sustainability Metrics
Ending Fund
Fiscal EOY Operating Ending Fund
Balance as % Notes
Year Income Balance of Expenses
Includes $376K of QBE
2018-2019 $708,320 $2,974,287 59% funding as a correction for
prior years
Includes $819K adjustment
2019-2020 $1,994,169 $4,968,456 101% by auditors for QBE
accrual
Includes $723K in PPP
2020-2021 $1,300,709 $6,269,165 136%
funding
Includes offsetting $-902K
2021-2022 -$267,804 $6,001,361 111% adjustment by new auditors
to reverse QBE accrual
Does not include $1.3M in
CARES funding included
2022-2023 -$7,460 $5,993,900 83% in the budget - funding will
be recognized in the 2024
school year
Financial Successes and Struggles
The school has not had any financial struggles during this charter term. There has not been any fraudulent
behavior (or accusations of fraudulent behavior) by school staff, governing board members, or anyone else
associated with the school.
4. 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.
Overview of the Governance Structure
Charter schools were founded on the premise that increased flexibility in exchange for more
accountability leads to better student outcomes. Accountability begins with the governing board and permeates
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International Community School Charter Renewal Petition - November 2023
the organization. In order to set the tone for accountability, the board must have an effective structure upon which
they build strategy, set policy and oversee the organization to ensure continuous academic improvement and
organizational effectiveness.
The ICS board is responsible for setting the school’s strategic direction, overseeing school performance,
managing the Chief Executive, and allocating and monitoring resources. As a party to its contract, ICS is subject
to the management and control of the DeKalb County School District as provided in the Charter and in a manner
consistent with the Constitution. The duties of the governing board are to: (a) serve as the policy-making body of
the corporation within the limitations of the Charter and consistent with federal and state law, (b) set goals for the
current fiscal year and long-range plans and goals for future development, and (c) establish, and nominate clerks
(chairs) of, various committees the governing board may find useful.
Each board member is responsible for attending a minimum of 80% of board meetings annually, an
annual retreat when offered, and all board training sessions. All board members are also required to serve on or
lead a committee or task force each year. ICS’s board and its meetings, including emergency meetings, have
complied with the Open and Public Meetings Act, O.C.G.A. § 50-14-1 et seq., and any subsequent amendment
thereof. The board has conducted regular meetings consistent with principles of transparency and avoidance of
actual or apparent conflicts of interest in the governance of ICS. Moreover, the board has complied with the
Georgia Open Records Act, O.C.G.A. § 50-18-70 et seq., and any subsequent amendment thereof. The board has
maintained its adopted policies, budgets, meeting agendas, and minutes, and shall make such documents available
for public inspection. The Charter School shall make the minutes of all Governing Board meetings available on its
website within ten (10) business days after governing board approval and for the duration of the charter. The ICS
board has fulfilled both the Open and Public Meetings Act, O.C.G.A. § 50-14-1 et seq., and any subsequent
amendment thereof and he Georgia Open Records Act, O.C.G.A. § 50-18-70 et seq., and any subsequent
amendment thereof throughout its full charter term.
All board committees represent and implement activities related to the continuing mission of ICS as well
as the goals and objectives of the strategic plan. Each standing committee shall have a board liaison, and such
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International Community School Charter Renewal Petition - November 2023
committee shall report directly to the board through this liaison. Standing committees include Finance,
Governance, and Teaching and Learning. Special task groups may be established by the board as needed. All
committees comply with the Georgia Open Meetings (O.C.G.A. 50-14-1) and Open Records Act (O.C.G.A. 50-
18-70).
The governing board follows a strict conflict of interest policy and requires board members to
disclose all affiliations and sign a conflict of interest agreement annually. The Governing Board has
established a formal policy to prevent and disclose conflicts of interest. Members of the board and
all individuals employed at ICS are held accountable for adhering to the policy. If requested, ICS
is able to provide conflict of interest forms to DCSD or state of Georgia demonstrating that
governing board members are in compliance with the conflicts of interest policy.
It is also critical that our board reflects the diversity of the local community and draws members from a
wide range of neighborhoods, ethnic and racial backgrounds, and age groups. ICS is committed to making sure
the board’s diversity is reflective of the school’s community. The more diverse the composition, the more
rigorous and robust the decision-making process will be. Figure 32 shows the current board members and their
term limits. Board member resumes are located in Exhibit 6.
Figure 32: ICS Governing Board Composition
Board Member Role Term Limit
Chanika Perry Chair Oct 2020-June 2024
Bailey Maxwell Vice Chair March 2022-March 2025
Natalie Olubuyide Secretary May 2021-June 2024
Chervickia Roberts Treasurer Sep 2022-Sep 2025
Ashley Perry Board Member Feb 2020-October 2023
Kyra M. Caldwell Templeton Board Member June 2022-June 2025
Brittany Cunningham Board Member July 2021-July 2024
Xavier Flores Board Member Jan 2023-Jan 2026
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International Community School Charter Renewal Petition - November 2023
Troy Covington Board Member May 2019-December 2024
Julie McFaddin Board Member June 2022-June 2025
Melissa Cantrell Board Member Aug 2022-Aug 2025
Lexie Linger Board Member Sep 2022-Sep 2025
Joshua Mayes Board Member June 2023-June 2026
Jonah Bushell Board Member June 2023-June 2026
Board Decisions
The board is responsible for compliance with the charter contract, which entails oversight of the school’s
performance metrics, stewardship, and advocacy of the school to the community and authorizers. As fiscal and
organizational stewards, board members are expected to leverage their professional and personal networks in
order to further the ICS mission and vision. General patterns of decision-making are outlined in Exhibit 8, in the
Roles and Responsibilities Chart.
Executive Director Decisions
The relationship between ICS’s Governing Board and Executive Director is vital to the success of the
organization. The school’s leadership team handles daily operations and policy implementation while ensuring
school operations and the instructional delivery models are consistent with the charter goals. The Executive
Director is empowered to recommend personnel actions, curricular materials, and adjustments to policies, school
improvement plans, and financial plans. Specifically at ICS, the Executive Director oversees all external
community partnerships to enhance and strengthen the school’s mission of deep community engagement. The
Executive Director oversees ICS’s Coalition of Community Partners which is a newly formed coalition of internal
school partnerships formed by the current Executive Director. The Coalition of Community Partners is one aspect
of how ICS creates wraparound services and deepens community engagement through partnerships that reflect
investment from key community stakeholders who are invested in providing a holistic approach to educating
students.
Figure 33 below, includes a chart highlighting examples of specific decisions of the governing board on
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International Community School Charter Renewal Petition - November 2023
behalf of the school as well as examples showing decisions of the school leader on behalf of the school:
Figure 33: ICS Example Decisions
Decisions of the Governing Board Decisions of the School Leader
● Approved contract for naming the Interim ● Redesigned EIP to effectively support students
Executive Director as Executive Director for ● Added in an intervention period in the school’s daily
the 2023-2024 school year. instructional schedule
● Approved board member expectations as ● Redesigned gifted services to effectively meet the needs of
amended to state that volunteer hours will students
count toward the minimum raise of $500 ● Added ESOL Teacher Assistants (TAs) to increase the
annually after fulfilling the personal amount of small group learning opportunities
contribution and volunteering commitments.
● Planned for all teachers to receive IB training resulting in
● Revised board recruiting policy
100% of teachers receiving relevant and current IB training
● Approved onboarding checklist and onboarding
practices
email template for new board members
● Streamlined vendor process so that we are able to get
● Approved the proposal from Georgia Charter
competitive bids on a lot of the operational financial
School Association for the facilities master
functions of the organization
plan
● Outsourced Work which has helped more funds to be
● Approved up to $100,000 of previously allocated to instruction/the classroom. ICS also leverages
awarded facilities grant be used for the bartering with key community organizations such as the
facilities master plan YMCA, Emory, Friends of Refugees as they will often use
● Approved a $15,000 line of credit application the school in kind in exchange for leveraging resources that
for Divvy to fund credit card purchases via they have.
automatic bank draft with assumption of ● Developed an Employee Life Cycle Model that
liability/credit card authorization form to be informs each stage of the employee's tenure at ICS.
signed by card users. ● Created an intentional focus on staff wellness through
● Approved the updated contract for renewal of the following supports:
transportation services with DeKalb County provide childcare support on PD days; 6 weeks of self-care
● Approved updating the financial policies and led by our staff between Thanksgiving and Christmas
procedures manual to include the following that includes healthy snacks, Zumba classes, and
massages; a substantial professional development
language: “signatory authority will be granted
budget which encourages teachers to get training
to the Executive Director, Treasurer, and one
externally; up to $3,000 tuition reimbursement;
additional leadership team member.” volunteer day at an organization of their choice (e.g.
their child’s school or a partner organization); potluck;
service recognition of milestone years which includes
being gifted a pin or plaque.
● Revamped school leadership structure to be streamlined in
order to support collaboration and allow each leadership
team member to have their focus area within the
school/organization, streamline processes and allow for
equitable decision-making within each stream of work.
● Continued expansion of partnerships with community
members/orgs
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International Community School Charter Renewal Petition - November 2023
Accountability
The ICS Board understands that it has a legal and moral responsibility to fulfill the goals and objectives
outlined in the charter contract. To maintain a culture of continuous improvement, the ICS Board holds the
Executive Director accountable annually for goals in the areas of operations, finance, and organizational
effectiveness. The Executive Director uses the LKES evaluation to measure performance and provide feedback to
the principal. The Executive Director sets goals through a collaborative process with the Board.
Governing Board Training Program
Charter school boards in Georgia are legally required to participate in annual governance training. The
ICS governing board annually adopts a training program for its board members that complies with SBOE-
approved requirements and is provided by an SBOE-approved vendor through the Georgia Charter Schools
Association. The governance committee oversees this requirement. The ICS governing board has had a strong
track record of participation in annual training with all members meeting requirements on an annual basis. The
board has consistently engaged the Georgia Charter Schools Association to meet its governance training
requirements and continuously improve its practices. The Governance Committee schedules, monitors, and
supports board members in mapping out annual training hours for all board members, including the additional
hours for new board members. Each training program must include curricula that are aligned with the following
standards.
● Domain I - Governance
● Domain II - Strategic Planning
● Domain III - Board and Community Relations
● Domain IV - Policy Development
● Domain V - Board Meetings
● Domain VI - Personnel
● Domain VII - Financial Governance
● Domain VIII - Ethics
The board has also implemented annual summer retreats to review the prior year’s outcomes, complete a
self-evaluation, determine goals for the following year, and participate in applicable training. During the current
charter term, the board received training related to transparency, governance best practices, board recruitment,
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International Community School Charter Renewal Petition - November 2023
onboarding, and evaluation, the effective use of committees, academic monitoring, charter renewal, financial
oversight, and strategic planning.
Board Composition
The ICS Board of Directors is currently composed of fifteen Board members, not including the Executive
Director who is an ex-officio member. The role of the Board is to govern the school and hold the Executive
Director accountable for the effective management of the school. The Board does this through regular, formal
collaboration with the Executive Director to examine data and strategies, problem-solve, and identify resources
for the school leader.
The board’s ability to maximize the broad flexibility granted in the charter contract is directly linked to
the quality of the board’s oversight and decision-making processes. Board work is led by officers who are elected
annually. The ICS board maintains the following officer positions; chair, vice chair, secretary and treasurer, as
outlined in the ICS bylaws, which are attached as Exhibit 2. In addition to the officer structure, the board has
standing committees that are designed to provide more in-depth analysis of results and assist the board with the
due diligence required to vet issues for future action. The ICS board further ensures that its primary
responsibilities of sound fiscal oversight, academic oversight, and overall compliance are executed through its
established committee structure. ICS’s board is inclusive of the following active committees: Finance Committee,
Teaching & Learning Committee, and the Governance Committee.
Finance Committee
The Finance Committee is responsible for providing financial analysis, advice, and oversight. Committee
members do this through reviewing financial reports and working closely with the Executive Director and
school’s finance team. The Committee also provides regular reports to the full board and brings key items for
discussion and, when needed, vote.
Teaching & Learning Committee
The principal regularly reports school specific data and updates to the board through both the Teaching
and Learning Committee meetings as well as general governing board meetings. The monthly principal reports
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International Community School Charter Renewal Petition - November 2023
include the following information provided to the board as oversight of the school’s performance: relevant, recent
student assessment data outcomes based on progress-to-end of year goals; charter compliance reporting on
progress-to-goal; current status based on the measures outlined in the ICS charter contract; and overall school
community updates. The Teaching and Learning Committee leverages the committee structure to analyze the data
and updates shared by the principal as an example of the board’s responsibility in the oversight of academic
performance of the school. Additionally, the board conducts an annual formal evaluation of the Executive
Director.
Governance Committee
The Governance Committee oversees the board and ensures the board and its members are compliant with
federal, state, local, and school laws and policies. This includes tasks such as managing new member recruitment
and onboarding, supporting board members to meet performance expectations (including required trainings),
collecting and tracking conflict of interest forms, etc.
II. Governance Performance Standards
Goal 3: During each year of its charter contract term, all Charter School governing board
members act in accordance with the Standards for Effective Governance of a Georgia Non-Profit
School Governing Board as sworn to in the Effective Governance Affidavit included in the
Annual Report and as evidenced by the lack of any verifiable contrary information received by
GaDOE and the authorizing district(s).
During each year of the current charter term, ICS’s governing board and its members have
acted in accordance with the Standards for Effective Governance of a Georgia Non-Profit School
Governing Board. Figure 34 shows an overview of the ICS’s performance against each governance
performance standard.
[Figure 34 is on the Following Page]
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International Community School Charter Renewal Petition - November 2023
Figure 34: ICS Governance Performance Standards Outcomes
Metric per Charter Contract 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024
Section IV. Governance Performance
Standards.
Goal 6: During each year of its charter
contract term, the Charter School shall
achieve all six of the following governance
performance standards.
Georgia Open Meetings Act Compliance MET MET MET MET Expected
AND to Meet
Open Records Compliance AND MET MET MET MET Expected
to Meet
All governing board members attended all MET MET MET MET Expected
required training, including all training required to Meet
for any new governing board members, AND
The Board met a minimum of seven (7) times, MET MET MET MET Expected
AND to Meet
Successful implementation of the Teacher and MET MET MET MET Expected
Leader Keys Effectiveness System as verified to Meet
by GADOE, AND
All governing board members acted in MET MET MET MET Expected
accordance with the Standards for Effective to Meet
Governance of a Georgia Non-Profit School
Governing Board as sworn to in the Legal
Compliance Affidavit included in the Annual
Report, and as evidenced by a lack of any
evidence to the contrary received by GADOE
and the authorizing district(s), AND
The Board reflects the sociodemographic MET MET MET MET Expected
diversity of the community it serves. to Meet
Legal Compliance Performance Standards
Goal 4: During each year of its charter contract term, the Charter School shall implement
all legal requirements included in federal and state law, rules, and regulations, and in this
charter contract in all material respects, including but not limited to such things as the
Georgia Open Meetings Act and open records requirements, charter school governing board
members training requirements, implementation of the Teacher and Leader Keys
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Effectiveness System as verified by GaDOE, and implementing all Essential or Innovative
Features included in Section 5 of this charter in all material respects.
ICS met all legal requirements during the current charter term. The school was not placed on probation
during the current term and all legal requirements for locally authorized charter schools were met. During each
year of the current charter contract term thus far, ICS has implemented all legal requirements included in
federal and state law, rules, and regulations. The following chart in Figure 35 outlines the requirements
that have been met for each year of the charter term.
Figure 35: ICS Legal Compliance Results
Legal Compliance Goals Year 1 Year 2 2020- Year 3 2021- Year 4 Year 5
2019-2020 2021 2022 2022-2023 2023-2024
Goal 8: During each year of its MET MET MET MET Expected to
charter contract term, the Charter
meet. TBD
School shall implement all legal
requirements included in its
federal and state law, rules and
regulations and in its charter in all
material respects.
Goal 9: The Charter School shall MET MET MET MET Expected to
not do anything which results in
meet. TBD
GADOE and the authorizing
district(s) placing it on probation
more than two times in a single
school year (July 1 to June 30).
Goal 10: The Charter School MET MET MET MET Expected to
shall not do anything which
meet. TBD
results in GADOE and the
authorizing district(s) placing it
on probation more than three
times during its charter contract
term.
Goal 5: The Charter School shall not do anything which results in GaDOE and the authorizing
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district(s) placing it on probation more than one time in any 12-month period or more than two
times during the charter contract term.
In no year of the current charter contract term has ICS done anything which has resulted in GaDOE
or the DCSD placing it on probation.
5. 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.
Students with Disabilities
Currently, roughly 5% of ICS’ population receives special education (SPED) services. We are aware
that this is below the national average of 10% of the school population and are currently working to better
identify students who may have disabilities. ICS works to make data-based decisions regarding student
progress to filter between disabilities, general lack of growth and ESOL acquisition to create a complete
picture of whether evaluation of Special Education is appropriate for a student. Students' intervention lessons
are reviewed weekly for progress and are adjusted if a student continues to struggle with a concept. ICS
focuses on strategy based interventions that provide supports to students who are able to complete the work
but need additional help with problem solving. Since a large portion of our students are also English
Language Learners, the process of identifying students has looked slightly different than it has for their
native English-speaking peers. However, due to the school’s increased effectiveness of its Multi-Tiered
System of Supports (MTSS) and an expansion of our Special Education department, we have better
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supported and identified students to meet their needs as evidenced by the increase of seven students receiving
special education services to 22 students in the 2022-2023 school year. As our population of students with
disabilities grew, we added a coordinator position. This position is a hybrid position that fills in service gaps
when needed, supports Special Education Staff, serves as a liaison with the district, and ensure compliance.
The Special Education Coordinator looks at the big picture of students returning to address the amount of
students that will be moving to the next grade level as well coordinating with the MTSS chair to get a projected
number of students that are in Tier 3 that may be given consent for eligibility.
ICS is committed to meeting the needs of a diverse student body, which includes students with
disabilities. The school maintains a Special Education Unit, inclusive of a member of the administrative
team, a Lead Teacher Special Education (LTSE), the certified Special Education staff who provide
instruction, and paraprofessionals. This team meets regularly to review the progress and needs of students
both in the referral process and with IEPs to ensure adequate support and staffing are in place and to review
each student’s progress throughout the program. Oversight of this unit by the principal creates clear
accountability for implementation of services and student growth.
Evaluation and Identification of Students
The ICS Student Support Team meets monthly to identify students who require additional support.
Depending on the student’s tier status, the Student Success Team (SST) team will evaluate the student’s progress.
A student who is currently identified as Tier 1 is slated to be performing on grade-level. A Tier 2 student receives
a minimum of 15-minute interventions four times per week by the classroom teacher. A Tier 3 student receives
45-minute interventions four times per week with the campus interventionist.
If a student is Tier 1 and the teacher identifies the student as requiring additional support, the teacher will
document any in-class interventions provided and their impact on the student. After the student has received four
weeks of in-class support and little to no progress has been noted, the teacher will make the referral for the student
to receive multi-tiered systems of support (MTSS) interventions for Tier 2 support. Once a student begins
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receiving Tier 2 interventions and no progress is made during the 8-12 intervention period, a referral to Tier 3 will
be made during the SST meeting. If the team determines the student would benefit from Tier 3, a parent meeting
is scheduled and upon the parent’s agreement the student is moved to Tier 3 and begins receiving Tier 3
interventions. If a student is receiving Tier 3 interventions and is making little or no progress, the student would
be referred for a Special Education evaluation by the homeroom teacher, the interventionist, and/or the parent.
The MTSS Coordinator would then facilitate a Consent to Evaluate meeting. Likewise, if the student is showing
progress and has met the goals and outcomes outlined in their Tier 2 and/or 3 plans, the student can be
transitioned back to the prior Tier.
Students are initially identified through screeners which include MAP and GMAS. Additional screeners
are provided through 1:1 assessments such as the GLoSS or iReady and a review of any student work samples to
determine student gap areas. Combining scores with teacher input, the MTSS teams determine if students should
have T3 intensive interventions or Tier 2 interventions. Tier 3 students receive prescribed lesson plans based on
gap areas. The MTSS Coordinator meets with the Interventionist weekly to review student scores, discuss
observations and address any challenges with implementing interventions. Data is gathered and entered into
Infinite Campus to chart student’s progress with the goal of 80% proficiency on each skill introduced. Grade
level team and ESOL team meet monthly to discuss student progress as well as gather additional information
concerning student academic abilities. Students who show progress towards their goal are reviewed after
additional screening such as MAP or 1:1 assessment to determine if they should move to Tier 2 or continue.
Students that are not progressing will be provided a different intervention to address the academic concerns or the
MTSS Coordinator will confer with the School Psychologist, Speech Language Pathologist, Homeroom Teacher,
ESOL Teacher (if student is receiving ESOL services) to review student’s progress for next steps.
ICS works to make data-based decisions regarding student progress to filter between disabilities, general
lack of growth and ESOL acquisition to create a complete picture of whether evaluation of Special Education is
appropriate for a student. Students' intervention lessons are reviewed weekly for progress and are adjusted if a
student continues to struggle with a concept. ICS focuses on strategy based interventions that provide supports to
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students who are able to complete the work but need additional help with problem solving.
Development, Review and Revisions to IEPs
Initial IEP Process
Student referrals to special education must be accompanied by documentation of scientific, research or
evidence based academic, behavioral, and/or communicative interventions that demonstrate insufficient rate of
progress (documentation of the implementation of the MTSS process with fidelity). There are exceptions, for
example when a child displays a disability that is so significant that the student requires immediate consideration
for evaluation/placement.
There are two ways that a student can be evaluated for special education:
1) Parent Request - A parent may provide a written request to the LEA to have their child evaluated for
special education services. Once a parent request has been received, the MTSS Coordinator will schedule
a meeting with the parent, the homeroom teacher, and the school psychologist. If the team agrees, a
Parent Consent to Evaluate (PCTE) will be opened. Once the CTE is returned signed, the LEA has 60
calendar days to proceed with the evaluation.
2) Referral through the MTSS process - All students who are not performing at expected levels are referred
to the SST, which is made up of the MTSS Coordinator, the Dean of Social Emotional Learning, and the
grade level teachers. Teachers are required to document varied in-class interventions before referring a
student to SST. After 8-12 weeks of data has been collected, the SST decides whether a student should
enter the MTSS process. Once the team decides that placement on a tier would be beneficial to the
development of the student, goals and outcomes are created and the student is monitored on the lowest
appropriate tier depending on the severity of the student’s need.
Once a student enters Tier 3, they are elevated from the SST to the MTSS team, which is
composed of the MTSS Coordinator, the dean of social emotional learning, the classroom teacher(s), and
the student’s parent or guardian. The team collects eight to twelve weeks of data to determine if progress
is being made toward the goals through strategic interventions or if the student would be better served
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through special education services. Tier 3 meetings are held with families every four weeks. After twelve
weeks, a referral to be evaluated for special education services will be made.
Evaluation
An initial evaluation will be conducted by the school psychologist, assigned to ICS by DCSD, within 60
calendar days of receiving a signed PCTE. Once the evaluation has been conducted, the team will hold an
eligibility meeting with the family, general education teacher, district representative, special education teacher,
therapist, psychologist and/or any other appropriate team members. An eligibility report is created and, if the
student is found eligible, an Individualized Education Program (IEP) is created. An IEP meeting must be held
within 30 days of the eligibility meeting and Parental Rights and SB-10 forms must be distributed to the parent or
guardian. Students with existing IEPs must be evaluated every three years to substantiate continued program
eligibility.
Annual IEP Process
Per the district’s request, annual IEP meeting documents are reviewed at least one month in advance of
the IEP expiration date, and all IEP meetings must be held 10 days before the IEP expiration date. Parents are to
be sent notification of the IEP meeting (along with their Parental Rights and SB-10 forms) 30 days before and 2
weeks prior to the meeting date. Parents must also be notified using three different methods (email, phone call,
text or US Postal Service). If the family is unable to attend the IEP meeting in person or via phone conference,
the meeting may take place; however, the implementation date on the IEP cover sheet must be at least 10 days
before the meeting date.
All employees who work with the student must be given a new copy of the students’ updated
Accommodations/Modifications page and/or BIP (Behavior Intervention Plan when applicable). All staff must
sign the Record of Access when they are given these documents. All regular education teachers receive training
on the process for serving students with disabilities, and special education teachers, who must be fully certified,
obtain training through the district to ensure compliance with district policy.
IEP Amendment (Revision)
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If there is a change to the IEP, an IEP amendment meeting is scheduled. If a new area of concern is
highlighted, a Referral to a New Program is generated. Parents must receive notification of the IEP
Amendment/Revision meeting at least 10 days before the meeting. Additionally, Parental Rights and SB-10 forms
must be sent and reviewed with the family before the meeting. Placement decisions must only be discussed in
official IEP meetings that are properly noticed and conducted.
New Student Transfer Process
As of November 2020, students transferring into the district/state must receive a new IEP within 10 days
of enrollment. On the date of enrollment (provided the school has been given information that the student has an
active IEP), the school shall inform the parent or guardian of the necessity of an IEP meeting. If we do not have
current data to create new goals, we must obtain a baseline to create the new IEP.
Students who transfer within the school district do not require a Parent Consent for Placement form.
When a student transfers to ICS with an existing IEP from a public school in Georgia, an IEP meeting is held
within 10 days of the student's transfer date. This IEP meeting is used to review the goals, modifications and
accommodations to ensure the plan generated services the student’s needs.
Integration of Special Education into the General Education Program
At this time, all ICS students qualify for push-in services from their special education teacher and/or
paraprofessional. Push in support is the Least Restrictive Environment (LRE) for our students; this allows the
students to spend 100% of their day in the classroom environment. However, if a student were to enroll at ICS
with an IEP that required a different mode of instruction, the IEP would be reviewed to determine the Least
Restrictive Environment.
Facility Requirements
The facility for ICS complies with all federal regulations pertaining to section 504 of the rehabilitation
Act of 1973, as well as the American with Disabilities Act (ADA). According to section 504, the facility cannot
be a barrier to students with disabilities accessing programming available at the school. All necessary
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International Community School Charter Renewal Petition - November 2023
adjustments and/or modifications have been made to meet all the needs as specified and required by section 504
and the ADA requirements.
Each year the facility is inspected to verify that the elevator and chair lift are in functioning condition so
that all students and visitors can access the school building safely and in accordance with their needs and
requirements.
Student Discipline for Students with IEPs
Given the restorative justice practices at ICS, the school leans on natural and logical consequences to
restore the school environment to homeostasis after conflicts arise or a classroom/school disruption occurs. At the
beginning of each school year, all stakeholders are provided with copies of the Conflict Resolution and
Restorative Justice Handbook (Exhibit 13), which also contains the code of conduct.
ICS is also required to follow the district’s Student Code of Conduct. This ensures all students are
afforded due process in discipline matters. The code of conduct requires a manifestation determination meeting be
held within 10 school days of any decision to change the placement of a student with a disability because of a
violation of a student code of conduct. A suspension of more than 10 days qualifies as a change in placement. In
cases where relevant student misconduct is determined not to be a manifestation of a student’s disability, the
student can be subjected to the same disciplinary actions as a non-disabled student. However, any such student
receiving educational services under an IEP must continue to receive educational services during any period of
expulsion or suspension in excess of 10 days. If the relevant student misconduct is a manifestation of the student’s
disability, the student may not be suspended for more than 10 days for that misconduct.
During this process the IEP team (including the parents), must decide whether the behavior was caused by
or directly and substantially related to the student’s disability or whether the behavior in question was a result of
the school's failure to implement the IEP. If the answer to either of these two questions is yes, then the IEP team
must implement a Functional Behavioral Assessment or a Behavior Intervention Plan. However, if the answer is
no, then the student may be disciplined in the same manner as students without disabilities.
Disputes Involving Parents
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Parents are entitled to receive a copy of the Parents Rights Under the Individuals with Disabilities
Education Act before each meeting regarding their child’s IEP. Parents have the right to be informed in their
native language and also have the right to an interpreter.
The Individuals with Disabilities Education Act (IDEA) provides three different ways to help parents and
school systems resolve disagreements. They are mediation, formal complaints, and due process hearings 6.
Mediation
Parents have the right to ask for mediation if they disagree with the IEP and/or any related services.
GaDOE will select a neutral third-party mediator at random. Mediation is free to both the parent and the school
system. Either party can bring a lawyer or advisor to the table. All discussions during mediation are private. If the
parties reach an agreement during mediation, the parties must sign a binding agreement in writing that can be
enforced by a court of law.
Complaints
A parent or any citizen may file a formal complaint with the GaDOE if he or she believes the school
system violated the IDEA. The formal complaint must state how ICS violated the requirements of the IDEA, with
accompanying supporting documents and must be signed by the complainant. The violation in question must
have happened less than one year before the date the complaint is filed. The school must provide a signed and
written response to GADOE and the complainant. The parties may also mutually agree to resolve formal
complaints through mediation instead. GADOE will provide a decision within 60 days and their decision is final
and cannot be appealed.
Due Process Hearing
Either a parent, school, or school system may ask for a due process hearing related to the student’s
identification, evaluation, educational placement, or receiving a free appropriate public education (FAPE). The
school system must give parents a list of any free or low-cost legal services at the start of a due-process hearing.
6
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/Parents%20Rights/Parents%20Rights%20Sample%202.pdf
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There is a statute of limitations dating back to two years when the parent knew (or should have known) about the
complaint. However, the two-year time limit does not apply if the school incorrectly informed the parent that the
problem was resolved and/or the school failed to properly inform the parent.
Because of the Memorandum of Agreement (MOA) ICS entered into with DCSD regarding special
education services, the school district is responsible for any parent disputes in reference to special education
services.
Buy-Back Services from the District
ICS entered into a MOA (see Exhibit 18) with DCSD regarding IDEA funding and special education
oversight. The district manages and applies IDEA funding to support special education services of the district and
charter. Additionally, ICS uses the district’s special education support team to intervene, provide support with
parent concerns, and review IEPs to ensure compliance.
Confidentiality of Special Education Records
Special Education records are digitally maintained in the Power School Special Programs (PSSP)
application. Communication regarding IEPs and other important documents are encrypted before they are shared
with parents via email. A physical copy of the student’s IEP is stored in their personal record in a locked file
cabinet, behind a locked door, in the basement of the school. All progress monitoring is dually stored in PSSP as
well as in the special education teachers’ records in a locked file cabinet in the special education office. The
school must keep a current record of all individuals who have access to a student’s records. Only current teachers
of students receiving special education services have access to such records.
Special Education Vendors
The DeKalb County School District provides support as a full in-kind department in regard to
compliance, oversight, and review to the school’s Special Education program implementation. Vendors for
services that are not provided on-site are accessed through DCSD. Per district policy, DCSD maintains an LTSE
who serves ICS and its student population.
Technical Assistance and Training
ICS benefits from a close and collaborative working relationship with DCSD, and as such, participates in
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all technical assistance and training applicable from the district. All special education staff at ICS are required to
participate in mandatory DCSD training and the lead Response to Intervention (RTI) Coordinator and 504
Counselor attend DCSD's RTI/MTSS and 504 training days.
Staffing
The ICS Special Education Unit evaluates the number of students eligible for services annually to
project the number of students who may be referred in the subsequent year to maintain appropriate
staffing. ICS creates a pipeline document in September to identify the most at-risk students who are
potential for evaluation. In concert with Dr. Bedford (School Psychologist) and Dr. Walker (LEA),
student data and interventions are reviewed annually to determine if research-based strategies are being
utilized with fidelity. Students that receive special education services have a redetermination every two
years to redetermine eligibility based on their current psychological report. January 2024, the pipeline
document will be reviewed for students who are likely to have a Parent Consent to Evaluate to project
which students may be identified for special education services. We follow the protocols provided by
DeKalb County Schools for evaluation. Based on the most recent 2022-2023 academic year data, the ICS
Special Education program has increased to serving 7 students, with 20 students identified and 10
additional students in the MTSS process. 2021-202 was the first time that ICS has had a CCRPI
reporting group for special education.
Gifted and Talented
ICS’s commitment to all students succeeding and receiving a world-class educational experience
is a commitment lived out daily. Throughout the charter term, ISC prioritized delivering gifted and
talented services to students in a collaborative setting. To further support students who have been
identified as potentially eligible to receive gifted and talented instruction, the school has created The
Wonder Lab. This provides time embedded in the daily instructional schedule for students to receive
exposure and instruction in topics of inquiry to best support their overall eligibility for talented and gifted
services. Additionally, the Wonder Lab serves as an opportunity for ICS students to receive targeted
support in areas where they are not fully meeting the eligibility requirements for gifted and talented; our
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goal is that this additional support will set them on a pathway to doing so. In this way, the Wonder Lab
provides the support and access to programs necessary to elevate more students with a wider variety of
backgrounds for gifted and talented services. Recent results from the impact of the Wonder Lab show that
ICS’s student population identified for gifted and talented services has tripled in one year - increasing
from 7 students to 21 students.
6. 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.
Identification of English Learners
All students’ families complete a home language survey upon enrollment at ICS. Many families
utilize staff member support to complete application and enrollment paperwork on- site, which enables
school staff to help families accurately complete this paperwork. Translation services are provided for
families through 7 staff interpreters (Burmese, Nepali, Arabic, Somalian, Pashto, Farsi, and Hindi which
are our main languages). We also use Language Line for languages not on staff and MARS Translation
services for document translation. All students whose parents have indicated that a language other than
English is spoken at home or by the student take an English language proficiency test to determine
eligibility for the English to Speakers of Other Languages (ESOL) program. These students are given the
WIDA ACCESS Placement Test (W-APT), which assesses language proficiency in four domains:
listening, speaking, reading, and writing. Students scoring below a 5.0 are entitled to receive English
language assistance without further assessment. Notification of ESOL services is sent home for parental
approval (which is translated into the language spoken by parents or explained through a staff translator
on-site), the student is identified as an English Learner (EL) and is placed in the ESOL program. The
ESOL program at ICS is comprised of two components: a general education classroom that integrates
strategies for ELs using the Sheltered Instruction and Observation Protocol (SIOP) Model and a
designated daily English class with a certified ESOL teacher to learn English (during this time English
speakers not eligible for ESOL participate in a second language course). All teachers collaborate in
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planning during six early release days each year to align units of inquiry and share strategies for
instruction of linguistically diverse students. We use the WIDA 2020 standards and framework and focus
on the language functions and four domains (speaking, reading, writing, listening) as the foundation for
our ESOL program. Because every teacher at ICS is leading a classroom with a significant percentage of
ELs, SIOP training and strategy implementation is expected of all instructional staff. A major component
of the SIOP model is the crafting of a language objective to complement each content objective in a lesson
plan. Common strategies incorporated across classrooms include lower teacher talk ratios, use of visual
anchors demonstrations, props to illustrate concepts, the use of modeling and role playing, and frequent
opportunities for student-led engagement in concepts. With the emphasis on guided reading and the use of
the ACCESS domain scores/WIDA Screener to find each student's reading level, EL students continue to
receive differentiated instruction at the level most appropriate for them during their homeroom instruction.
Language learners benefit when new vocabulary is repeated in multiple, meaningful contexts and content
is explored in different ways over time. The IB Units of Inquiry that last approximately six weeks and are
organized around a particular essential question provide opportunities to make connections and solidify
concepts for all learners and are particularly helpful for EL students.
Most ICS students score higher on the Assessing Comprehension and Communication in English
State-to-State (ACCESS) test in the domains of speaking and listening than in reading and writing, so
ESOL teachers focus their time with their small classes of EL students on reading and writing as well as
providing support in academic content and vocabulary that aligns with the focus in homeroom classrooms.
ICS's emphasis on the Beloved Community is active in the ESOL classrooms where small groups of
learners build a connection by practicing elements of the IB learner profile like being caring, open-
minded, and reflective which creates an environment where students can take more language risks and
grow in their English language acquisition. Furthermore, the linguistic and cultural diversity of the staff
and volunteers provides most students with access to an adult on campus who can provide informal
support and clarification for students and families in their home language. This approach to supporting
ELs provides them with integrated supports in an English-led classroom wherein they practice English
development with peers, a dedicated English acquisition class with other ELs, connections with staff and
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volunteers that speak students’ home languages, and for many ELs, a one-on-one relationship with a
dedicated mentor and tutor.
To measure progress, English learners are assessed annually in January/February using the
ACCESS test. When students have achieved the necessary score on the ACCESS (5.0 or above) as well as
the state assessment of reading comprehension, they are ready to exit language support services. These
criteria are slightly different for Kindergarten: students may exit if they have a 5.0 in listening, reading,
and speaking domains and at least a 4.5 in the writing domain. Students who meet the exit criteria become
English Learner Monitored (EL-M). They are monitored in their regular classroom for two years to ensure
that students are receiving ongoing support as they continue to work toward grade level academic
language performance and that they are adapting academically, socially, and psychologically in the regular
classroom. The data-driven flexible groupings, such as guided reading groups and SIOP strategies,
integrated into every core content and elective classroom further support this population who no longer
participate in the ESOL class every day. ESOL teachers collaborate with general classroom teachers to
build capacity across the school through training as well as how to use them to inform instruction and
what accommodations can be put in place.
Services for English Learners
In the general education classroom and specials, students who qualify for ESOL participate in English
immersive classrooms where the certified ESOL teacher co-plans to integrate strategies critical for English
acquisition. Strategies like Sheltered Instruction, use of models and illustrations to communicate concepts,
picture dictionaries, graphic organizers, role plays, and small group instruction all provide ELs with access
to grade level content at any level of English proficiency. These strategies are also critical for former ELs,
who can continue to benefit from such strategies even after they have exited eligibility for ESOL. All new
teachers participate in the SIOP training before the start of the school year to inform their planning and
instruction. EL students are also assigned to an English class with a certified ESOL teacher for 45 minutes
each day. During this charter term, we have also expanded the number of staff who are ESOL certified to
increase the frequency of direct student academic support through small group learning. For every ESOL
teacher on staff, we have added a Teacher Assistant to create an effective teacher-student ratio for small
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group learning. We currently have 4 ESOL endorsed teachers on staff with a goal of adding one per school
year. The second language period provides every student in the school with instruction in a second
language: English, French, or Spanish. In this way, all students at ICS are learning a new language and can
partner with native speaking peers to practice their skills.
EL students are at the heart of the school's mission and, as such, are not excluded from any curricular
and extracurricular activities because of an inability to speak and understand the language of instruction.
Participation of EL students in all specials and after-school activities is especially crucial to their increased
command of the English language, as well as their social and emotional growth and connection with the
school community, and many of these activities are sponsored by multilingual teachers and volunteers to
promote language development.
7. Provide the number and percentage of students receiving In-School Suspensions, Out-of-School
Suspensions, or Expulsions during the current charter term (e.g., the past 5 years). How does this
discipline and dismissal data compare to the Office of Civil Rights data?
ICS ensures that due process rights of students are always upheld in disciplinary actions. Charter schools are
bound by both state and federal due process requirements. As a DCSD charter school, ICS follows DeKalb
County School District’s Student Code of Conduct, which provides a framework for managing student discipline
from a due process perspective. ICS implements its schoolwide discipline plan that is consistent with the DCSD
code of conduct. The ICS schoolwide discipline plan provides the school with the overall framework for
addressing school behavior as ICS implements the details of the DCSD Code of Conduct. ICS believes both
guides are aligned in policy and procedure; however, to the extent there is any conflict, ICS will follow the DCSD
code of conduct. ICS works collaboratively with DCSD to ensure that its legally-mandated procedures to afford
students due process comply with applicable law. Because we follow the DCSD Student Code of Conduct, we
collaborate with the department when there is a need. We have not had any discipline situations that have
required tribunals, etc. We work closely with the Safe Schools Department to ensure protocols are met, such as
drills and audit requirements.
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Additionally, ICS maintains a school police contact and have attended safety training. We also report all
monthly drills to portal. DCSD will be providing CRASE training in December. Moreover, in partnership with
the Student Relations Department, we have designated Bullying Liaisons to support safe schools efforts. The
principal and assistant principal both attended the Title IX training day in which safe schools held presentations
on fire safety. We also received a perfect score on our Safety Audit.
Here at ICS, our approach to discipline reflects the principles of restorative discipline through the
framework of Responsive Classroom. The International Institute of Restorative Practices defines
restorative practices as “social science that studies how to build social capital and achieve social decision-
making.” Rather than applying punitive, harsh disciplines, we use these indiscretions as a teaching
moment. Students are given the opportunity to reflect on the poor decision that was made, the antecedent
behavior and triggers, and the breach that was made on our established essential agreements. We discuss
logical consequences with students that align with the behavior that needs to be changed. We are also
more proactive than reactive. This means that we prioritize relationships and student culture. We pay close
attention to safety and instruction, which deeply alleviates challenging behaviors.
Restorative practices in schools are based on restorative justice principles instead of punishment.
They aim first to build classroom communities that are supported by clear agreements, authentic
communication, and specific tools to bring issues and conflicts forward in a helpful way. They provide
specific pathways to repair harm by bringing together those who are affected by misbehavior in a dialogue
to address concerns, achieve understanding, and come to agreement about setting things right. In addition
to serving the cause of fairness and justice, restorative approaches make safer schools and contribute to
social and emotional learning. Through this shift, our suspensions have lowered drastically. Students
cannot learn when they are not at school, so our aim is to keep our students in school. Additionally, the
impact of our students being immersed in IB PYP has proven to translate into the overall culture and
climate of our school as shown in the sharp decrease of suspension rates throughout our current charter
term. As noted in the study, “School Change: How does IB Primary Years Programme implementation
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impact school climate7,” the quantitative data showed statistically significant improvements on the
following six school climate outcomes: perceived safety, caring relationships, fairness, parent involvement,
bullying, and victimization. We are committed to our students experiencing a world-class curriculum that
prepares them in all facets of their lives.
As a result of our intentionality in creating an overall culture of authentic community, we have had
a marked decrease in the number of suspensions for behavior infractions over the course of our charter
term as shown in the table below. We credit the decrease in suspensions to our overall school culture,
which has been reflected in the culture of our classrooms, as well as our approach to implementing
Responsive Classroom. We emphasize our students and their actions by making the connection to the
impact of their actions on the overall school community and we also have a deliberate emphasis on our
staff modeling strong, positive relationships with all students. For example, whether you are walking down
our hallways or in a classroom, you will hear 100% of our students greeted by their name. And all
classrooms engage in morning meetings to reinforce the importance of the individual to the collective and
the negative impact on the community at large when we make poor choices. Figure 36 below evidences the
decline in suspensions for students attending ICS.
Figure 36: ICS Student Suspensions
Number of Suspensions
2018-19 2019-20 2020-21 2021-22 2022-2023
47 4 0 1 2
8. Describe in detail how the charter school’s students, governing board, faculty, and staff reflect the
sociodemographic diversity of the community served by the charter school. If the charter school does
7
A.Boal, J. Nakamoto. (2022) School change: PYP impact on school climate. Retrieved from
https://www.ibo.org/research/outcomes-research/pyp-studies/school-change-how-does-ib-primary-years-
programme-implementation-impact-school-climate-2020/
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not reflect the community’s diversity in one or more areas of the areas listed above, provide a
comprehensive plan to address this need for diversity. Included in such a plan could be, for example,
the use of targeted recruitment or the use of a weighted lottery to provide an increased chance of
admission for educationally disadvantaged students pursuant to O.C.G.A. § 20-2-2066(a)(1) and State
Board Rule 160-4-9-.05(2)(g).
The power of representation in education speaks to how our students can feel welcomed, seen, heard, and
valued through the diversity of our staff. We are honored to live in a community that welcomes individuals and
families from around the world. In fact, ICS is less than 5 miles from Clarkston, GA, often described as the most
diverse square mile in the US thanks to decades of welcoming refugees. Our student body reflects this diversity;
we are proud to have students representing 30 nationalities. Our staff similarly represents 19 different countries
and together speaks over 15 languages.
Throughout this charter term, we have prioritized enrollment of EL students using the weighted lottery
priority.
9. Describe in detail any difficulties faced during the charter term that were not already addressed
above, how the school dealt with such difficulties, and if they remain an issue for the school. Also
explain how the school plans to avoid these difficulties during the upcoming charter renewal term.
Over the course of the charter term, the school has dealt with the following issues that have had an
unfortunate impact on student performance: staffing turnover, student retention in grades 4 and 5, and the overall
impact of Covid on student performance and wellness.
Staffing Turnover
Over the last five years, ICS has struggled with staffing turnover throughout the organization. In the last
five years, ICS has had 3 leaders. In the last three years, 80% of ICS staff is also new. Fortunately, in 2022, 98%
of ICS staff decided to return for the following year despite the fact that teachers across the country are quitting in
record droves according to various media outlets. Such strong teacher retention, even in such disruptive times,
speaks to the new course ICS is charting ahead.
A survey from the Professional Association of Georgia Educators found about 31% of educators said they
are unlikely or highly unlikely to remain in the profession for another five years. Georgia is not the only state with
a teacher retention problem — a Merrimack College survey found that only 12% of teachers said they were “very
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satisfied” with their jobs in 2022, down from 39% in 2012. ICS made a concerted effort to prioritize overall
teacher wellness worsened by the challenges created by the global pandemic as an approach to teacher retention
and recruitment. Additional training in education wellness provided strategies to better support teacher retention
and recruitment. as evidenced by its Six Weeks of Self-Care from October-December of each school year. The
six-week period includes intentional activities such as chair massages, healthy snacks, and FitBits provided thanks
to our partnership with our benefits provider. Additionally, the leadership team has strategically added a
dedicated, qualified Human Resource staff member to focus on talent management and performance, an annual
survey given to staff followed up with concrete next steps from the leadership team, tuition reimbursement up to
$3,000 for continuing education, and an employer-paid short-term disability.
Overall, the leadership team has placed an intentional focus on human-centered leadership which has
encouraged work-life balance, thus leading to improved staff retention. ICS retained all teachers from the 22-23
school year to 23-24 school year who were invited back, and the only team additions were the result of added
positions to the staffing model. The 100% retention rate for teachers at ICS during a nationwide teacher shortage
is evidence of the culture and performance instilled through ICS.
Student Retention in Grades 4 and 5
ICS student retention remains strong in grades K-3 but has had difficulty retaining students in upper
grades. Survey data reveals that students who leave ICS after third grade often do so to secure a spot at another
public charter school with a middle school. Furthermore, survey data also indicates that families’ choice to leave
ICS has little to do with the family’s experience at ICS. Given this significant decline in retention rates, ICS
continues to explore the prospect of adding a middle school and will continue to do so in the next phase of its
charter. ICS conducted stakeholder surveys and input sessions to gather feedback regarding middle school
expansion. During this process, we learned that our families would love to have Middle School and/or pre-K.
However, our current facilities would not permit the expansion of these grade levels. Our families stated in the
Listening Sessions in 2022-23 that their preference would be for everyone to be on one campus if we were to
expand.
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Impact of Covid on Student Performance
Like many schools who went virtual over the past few years, ICS is recovering from lost
instructional time. More than ever, students’ academic performance is widespread with students entering
each grade at a variety of grade levels. ICS has prioritized high quality lesson planning and execution
along with intentional targeted teaching opportunities for students to engage in order to most effectively
address learning gaps from unfinished learning.
PROPOSED CHANGES
10. If the answers given above to questions 1 - 9 reflect a change to any of the following, please provide
the rationale for the change:
A. ACADEMIC CHANGES:
• The academic program and curriculum.
• The use of waivers/innovations.
• School programs – this includes Students with Disabilities, Gifted and Talented, English
Learners, etc.
• Any assessments being used.
• Any administrative positions.
ICS does not intend to make changes in its academic program.
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.
ICS does not intend to make changes in its governance structure or board composition.
C. FINANCIAL CHANGES:
• The school’s financial structure.
• The school’s CFO.
• The school’s relationship with any major creditors (e.g., landlords, investors etc.)
ICS does not intend to make changes in its financial structure.
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)).
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• 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.
ICS does not intend to make changes in its operational structure.
LOOKING TO THE FUTURE
11. Briefly describe how the school has and will continue with its proposed changes to serve the needs of
its students for the upcoming (renewed) charter term.
Academics: On the Path for Success
As a result of implementing clear instructional priorities supported by consistent implementation and our
partnership with DCSD and our many committed community partners, we are proud to be entering into our
charter renewal and next charter term with growth in our schoolwide student reading proficiency. We know that
from our 2022-2023 iReady data and our Spring 2022 GMAS data, we are seeing a promising upward trend
reflective of the academic culture within our school. As reflected in the academic culture of school through higher
engagement from both students and teachers, operating mechanisms, and expectations of posted lesson plans, the
overall culture of joy are all aspects of an intentionally designed academic environment leading to student
achievement and excellence. Looking to the future, ICS believes that these interventions will support students in
continuing to make remarkable gains, which will ultimately continue ICS’s 20-year legacy as an anchor in the
community.
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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.
2. Attach a copy of the by-laws for the nonprofit corporation.
3. Attach a copy of the governing board’s Conflict of Interest Policy.
4. Attach a copy of the governing board’s Conflict of Interest Form.
5. Attach a completed Accountability Report.
6. Attach a copy of the governing board’s Governance Training Plan using the governance training memo
available on GaDOE’s website.
7. Attach a completed Locally-Approved Charter School Partners Roles and Responsibilities chart. This
chart shows the balance of authority between the charter school’s board and management, as well as
the autonomy of the charter school from the district.
8. Attach a copy of any admissions (pre-lottery) application the charter school proposes to use. Pursuant to
O.C.G.A. § 20-2-2066 and SBOE Rule 160-4-9-.05, any admissions application must conform to the open
enrollment requirement. Therefore, admissions applications should be limited to a student’s name,
contact information, home address for the purpose of verifying the student’s residence within the
school’s attendance zone, grade level, and information required for any enrollment preference, such as
identifying a sibling already enrolled at the charter school. If the charter school proposes to utilize a
weighted lottery for educationally disadvantaged students, the admissions application may also include
questions tailored to the subgroup(s) the school will offer an increased chance of admission according to
the weighted lottery guidance available on GaDOE’s website.
9. Attach a copy of the policy setting annual enrollment, re-enrollment, and lottery deadlines, including a
description of the lottery procedures detailing how enrollment priorities will be applied and an
assurance of complete transparency in its procedures.
10. Attach the charter school’s annual calendar and the charter school’s daily school schedule.
11. Attach a copy of a sample scope and sequence for a proposed course/grade level.
12. Attach a copy of the charter school’s Student Code of Conduct.
13. Attach a copy of the charter school’s Student Discipline Policy and Procedures, including any Positive
Behavior and Intervention Supports (PBIS).
14. Attach a copy of the rules and procedures concerning how the school will address grievances and
complaints from students, parents, and teachers. Include the role the governing board will play in
resolving such grievances and complaints. If this is included in another response, please indicate that.
15. Attach a copy of the charter school’s Employee Policies and Procedures.
16. Attach proof of the school’s insurance coverage, including the terms, conditions, and coverage amounts.
17. Attach a copy of any intended education service provider contracts or arrangements for the provision of
education management or support services, including with any EMO, CMO, ESO, etc. Such contracts
shall describe the specific services for which the contracting organization is responsible. Such contracts
should clearly delineate the respective roles and responsibilities of the management organization and
the governing board in the management and operation of the charter school. Such contracts must also
include the fee structure.
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18. Attach a copy of any agreements with your local school district or Board of Education (Exhibit 18 - DCSD
Assurances and Required Statements). Exhibit 18 – DCSD Assurances and Required Statements may not
be altered in any way.
19. Attach a copy of any Letters of Intent and/or agreements detailing any proposed partnerships, including
agreements with other local schools/systems for the charter school students’ participation in extracurricular
activities such as interscholastic sports and clubs.
20. Attach a copy of any MOU/lease/proof of ownership for the school’s facility.
21. Attach a copy of the school’s Certificate of Occupancy.
22. Attach a copy of the facility’s Emergency Safety Plan.
23. Complete and attach the budget template located on the Charter Schools Division’s website: Please
note that the budget template includes:
• A monthly cash flow projection detailing revenues and expenditures for the charter school’s
first two (2) years of operation;
• A spreadsheet projecting cash flow, revenue estimates, budgets, and expenditures on an annual
basis for the first five (5) years of the charter term.
• Back-up documentation proving the legal reality of additional sources of revenue included in the
budget template – i.e., funds other than state and local funding, including bank statements
and/or signed grant award letters
24. Attach the résumé for the charter school’s Chief Financial Officer.
25. Attach the charter school’s signed Assurances Form (see below).
26. Attach the charter school’s signed and notarized Affidavit (see below).
27. Attach the charter school’s signed Local Board of Education Resolution approving the charter school’s
application.
28. Attach the charter school’s signed Governing Board Resolution approving the charter school’s
application. This will serve as the formal petition to the SBOE.
29. For conversion schools only, attach the charter school’s Confirmation of Teacher and Parent Vote.
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International Community School
Charter Renewal Exhibit
1
Articles of Incorporation
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
2
Bylaws
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International Community School
Charter Renewal Exhibit
3
Board Conflict of Interest Policy
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BOARD OF DIRECTORS CONFLICT OF INTEREST PROVISIONS
The International Community School Governing Board (the board) shall adhere to these Conflict of Interest
provisions.
Financial Governance
1. No board member shall use or attempt to use his or her official position to secure unwarranted privileges,
advantages, employment for himself or herself, any of his or her immediate family members, or others.
2. No board member shall act in his or her official capacity in any matter in which he or she, any of his or her
immediate family members, or any business organization in which he or she has a material financial interest, that
would reasonably be expected to impair his or her objectivity or independence of judgment.
3. No board member shall solicit or accept or knowingly allow any of his or her immediate family members or
any business organization in which he or she has an interest to solicit or accept any gift, favor, loan, political
contribution, service, promise of future employment, or other thing of value based upon an understanding that the
gift, favor, loan, contribution, service, promise, or other thing of value was given or offered for the purpose of
influencing that board member in the discharge of his or her official duties. For purposes of this paragraph, a gift,
favor, loan, contribution, service, promise, or other thing of value shall not include the items contained in
subparagraphs (a)(2)(A) through (a)(2)(J) of Code Section 16-10-2.
4. No board member shall use, or knowingly allow to be used, his or her official position or any information not
generally available to the members of the public which he or she receives or acquires in the course of and by
reason of his or her official position for the purpose of securing financial gain for himself or herself, any of his or
her immediate family members, or any business organization with which he or she is associated.
5. No board member or any of his or her immediate family members or any business organization in which he or
she has an interest shall represent any person or party other than the charter school governing board in connection
with any cause, proceeding, application, or other matter pending before the charter school governing board on
which he or she serves.
6. No board member shall be prohibited from making an inquiry for information on behalf of a community
member if no fee, reward, or other thing of value is promised to, given to, or accepted by the board member or
any of his or her immediate family members in return therefor.
7. No board member shall be deemed in conflict with these provisions if, by reason of his or her participation in
any matter required to be voted upon by the charter school governing board, no material or monetary gain accrues
to him or her as a member of any profession, occupation, or group to any greater extent than any gain could
reasonably be expected to accrue to any other member of that profession, occupation, or group.
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8. No board member may also be an officer of any organization that sells goods or services to that charter school
unless the organization providing goods or services is a Nonprofit membership organization or there are fewer
than three sources for such supplies or equipment within the county; provided, however, that any purchase of
goods or services that is equal to or greater than $10,000 shall be approved by a majority of the members of the
board in an open public meeting.
9. No board member shall be deemed in conflict with these provisions if, by reason of his or her participation in
any matter required to be voted upon by the charter school governing board, no material or monetary gain accrues
to him or her as a member of any profession, occupation, or group to any greater extent than any gain could
reasonably be expected to accrue to any other member of that profession, occupation, or group.
10. No charter school governing board may do business with a bank or financial institution where a board member
is an employee, stockholder, director or officer when such member owns 30% or more stock in that institution.
11. No board member may have a financial interest in school buses, bus equipment or supplies, provide services
for buses owned by the board, or sell gasoline to the board from a corporation in which the board member is a
shareholder.
12. No board member shall accept a monetary fee or honorarium in excess of $101.00 for a speaking engagement,
participation in a seminar, discussion panel, or other activity which directly relates to the official duties of that
public officer or the office of that public officer. Actual and reasonable expenses for food, beverages, travel,
lodging, and registration for a meeting which are provided to permit participation in a panel or speaking
engagement at the meeting shall not be monetary fees or honoraria.
Conduct As Board Member
1.No board member shall disclose or discuss any information which is subject to attorney- client privilege
belonging to the charter school governing board to or with any person other than other board members, the board
attorney, the school leader, or persons designated by the school leader for such purposes unless such privilege has
been waived by a majority vote of the whole board.
2. No board member shall vote on the employment or promotion of any of his or her immediate family members.
No immediate family member of a board member may be employed or promoted unless a public, recorded vote is
taken separately from all other personnel matters.
3. No board member may be employed in any position in the charter school in which they serve.
4. No board member shall be employed by the State Department of Education or serve concurrently as a member
of the State Board of Education.
5. No member a charter school governing board shall serve simultaneously on the governing body of a public
local school district or of a private elementary or secondary educational institution that actively seeks funding
from any government entity or private entity from which the charter school seeks funding.
Each member of this board understands and acknowledges that no person shall be eligible to serve on a charter
school governing board unless he or she:
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(1) Has read and understands the code of ethics and the conflict of interest provisions applicable to members
of charter school governing boards and has agreed to abide by them; and
(2) Has agreed to annually disclose compliance with the State Board of Education's policy on training for
members of charter school governing boards, the code of ethics of charter school governing boards, and the
conflict of interest provisions applicable to members of charter school governing boards
Signed: __________________________________________
Date: __________________
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International Community School
Charter Renewal Exhibit
4
Board Conflict of Interest Forms
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International Community School
Charter Renewal Exhibit
5
Completed Accountability Report
This Exhibit is Not Available in Word Format
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Legend
Please complete the Accountability Report below. Tab 2 contains an example of what your Accountability Report may look like.
Met Progress Made Not Met
Charter School/Charter System Name: International Community School Current Charter Term: 2019 - 2024
In exchange for the maximum flexibility allowed by law, the Charter School agrees to meet or exceed the performance-based goals and measurable objectives that are designed to result in the improvement of student achievement as set forth in Appendix A. (Appendix A is incorporated into the charter contract.)
Achievement of Academic and Organizational Goals for (Indicate the assessment used for each measure. Where needed, provide the target and actual performance for each measure. Use the legend above to color code each "Actual" performance cell. (You may add additional lines or rows for each measure as needed)
Performance Goals and Measurable Objectives:
I. Academic Performance Standards (Please refer to your charter contract for the list of specific measures and goals.
Additional rows and columns should be added as needed)
Year 12018-2019(Final Year of Previous Term) Year 22019-2020 Year 32020-2021 Year 42021-2022 Year 52022-2023
Academic Achievement Goal 1: During the last year of its prior charter term and in each year of its current charter contract
term, the Charter School shall:
Measure "a"
Authorizing School Authorizing School Authorizing School Authorizing School Authorizing School
Goal: Increase its overall CCRPI score by at least 4% of the gap between 100 and its Subject District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual
previous year overall CCRPI score in each grade band served. Scores Scores Scores Scores Scores
Grade Bands: Elementary
Elementary - Overall CCRPI scores were not calculated in SY20-SY22. Overall CCRPI 79 76.7
Measure "b" option 1 Year 1 Year 2 Year 3 Year 4 Year 5
Authorizing School Authorizing School Authorizing School Authorizing School Authorizing School
Goal: Increase its CCRPI Content Mastery score by at least 10% of the gap between Subject
District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual
100 and its previous year CCRPI Content Mastery score in each grade band served.
Scores Scores Scores Scores Scores
Grade Bands: Elementary 58.5 55.5 49.9 50.5
English Language Arts 60.38 52.12 65.47 51.36 49.75
CCRPI Content Mastery was not measured in SY20-SY21. Mathematics 60.79 54.69 58.52 49.67 52.02
Science 54.49 44.9 38.89 45.8 47.74
Social Studies 50.3 39.78 33.34
Measure "b" option 2 Year 1 Year 2 Year 3 Year 4 Year 5
Authorizing School Authorizing School Authorizing School Authorizing School Authorizing School
Goal: Increase its CCRPI Progress Score by at least 10% of the gap between 100 and Subject
District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual District's CCRPI Target Actual
its previous year CCRPI Progress Score in each grade band served.
Scores Scores Scores Scores Scores
Grade Bands: Elementary 88.4 99.1
CCRPI Progress was not measured in SY20-SY22. English Language Arts 87.67 100
Mathematics 86.65 97.98
Measure "c"
Goal: Achieve at least one of the following two performance standards: Achieve a Target Actual Target Actual Target Actual Target Actual Target Actual
statistically significant positive Value Added Impact Score in each grade band served
or Beat the Odds.
Value-Added Impact Score Value Added Impact Score
Beat the Odds (school-wide) measure Beating the Odds
The Value-Added Impact Score and Beating the Odds were
not calculated in SY20-SY22
Measure"d": Not be on the Turnaround Eligible Schools (TES) List published annually by the Governor's Office of
Year 1 Year 2 Year 3 Year 4 Year 5
Student Achievement or on the list of Tier II or Tier III schools published annually by GaDOE.
(The TES List is published annually by the Governor's Office of Student Achievement and on the list of Tier II and Tier III schools
Not on List Not on List Not on List Not on List
published annually by GaDOE.) https://gosa.georgia.gov/accountability/turnaround-eligible-schools-list
II. School Climate Performance Standard Year 1 Year 2 Year 3 Year 4 Year 5
Achieve a rating of 4 or more Stars. Achieve a rating of 4 or more Stars. Achieve a rating of 4 or more Stars. Achieve a rating of 4 or more Stars. Achieve a rating of 4 or more Stars.
Goal 2: During the last year of its prior charter term and in each year of its current charter contract term, the Charter
School shall achieve a School Climate Star Rating of 4 or more stars.
Two Stars N/A N/A N/A
III. Financial Performance Standards
(Financial Data can be found on the Georgia Department of Education's Financial Transparency Dashboard, which
provides a high-level overview of district, and school-level finances.
Year 1 Year 2 Year 3 Year 4 Year 5
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Goal 5: During each year of its charter contract term, the charter school shall achieve all six of the following financial
performance standards (select responses from the drop-down list):
a. Not be in default of loan or bond covenant(s) and/or is not delinquent with debt service payments. Met Met Met Met
b. Achieve a Current Ratio (Working Capital Ratio) that is 1.0 or greater. Met Met Met Met
c. Possess a Debt-to-Asset Ratio that is less than 95 percent. Met Met Met Met
d. Unrestricted Days Cash (Total Expenses/365) that is greater than 45 days Met Met Met Met
e. Financial Efficiency Rating is 4 Stars or above (select responses from the drop-down list)
(The goal of the Financial Efficiency FESR star rating is to provide a comparison of district spending per student with overall academic Four Stars N/A N/A N/A
performance. https://gosa.georgia.gov/accountability/financial-efficiency-star-rating).
f. The charter school received and submitted to GaDOE by November 1 an annual independent audit with an opinion of the auditor as
regards the accuracy of the charter school accounting records, financial position, change in financial position, compliance with rules of
Met Met Met Met
various governing entities, including GAGAS (Generally Accepted Government Auditing Standards (the "Yellow Book") or, for those
schools not yet converted to GAGAS, compliance with GAAP (Generally Accepted Accounting Principles) and that includes:
• An unmodified audit opinion; Met Met Met Met
• An audit devoid of significant findings and conditions, material weaknesses, or significant internal control weaknesses; Met Met Met Met
• An audit that does not include a going concern disclosure in the notes or an explanatory paragraph; and Met Met Met Met
• No other adverse statement indicating noncompliance with applicable laws, rules, regulations, and provisions of the charter contract Met Met Met Met
relating to financial management and oversight.
IV. Governance Performance Standards
Year 1 Year 2 Year 3 Year 4 Year 5
Goal 4: During the last year of its prior charter term and in each year of its current charter contract term, the Charter
School shall achieve all six of the following governance performance standards.
a. All governing board members complied with all applicable governance requirements, including policies relating to the Georgia Open
Met Met Met Met
Meetings Act and open records requirements.
b. All governing board members attended all required training, including all training required for any new governing board members. Met Met Met Met
c. The governing board met a minimum of seven (7) times. Met Met Met Met
d. The governing board successfully implementation of the Teacher and Leader Keys Effectiveness System as verified by GaDOE. Met Met Met Met
e. All governing board members acted in accordance with the Standards for Effective Governance of a Georgia Non-Profit School
Governing Board as sworn to in the Legal Compliance Affidavit included in the Annual Report, and as evidenced by a lack of any Met Met Met Met
evidence to the contrary received by GaDOE and the authorizing district(s).
f. The governing board reflects the sociodemographic diversity of the community it serves. Met Met Met Met
Goal 5: By the last year of the charter contract term, the Charter School shall implement all Essential or Innovative
Features as defined in the charter contract in all material respects Year 1 Year 2 Year 3 Year 4 Year 5
a. The charter school shall implement an International Baccalaureate Primary Years Programme with a super diverse learning context. Met Met Met Met
b. Multi-cultural family focused programming. Met Met Met Met
c. Linguistically and culturally responsive pedagogy. Met Met Met Met
d. Maintain its mission to serve a diverse community of children from local, refugee, and immigrant backgrounds by using a weighted
Met Met Met Met
lottery for English Language Learners.
V. Legal Compliance Performance Standards (Please refer to your charter contract for the list of specific goals if different
Year 1 Year 2 Year 3 Year 4 134
Year 5
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International Community School Charter Renewal Petition - November 2023
Year 1 Year 2 Year 3 Year 4 Year 5
from the goals listed below.)
Goal 6: During the last year of its prior charter term, the Charter School shall implement all legal requirements included
Met Met Met Met
in federal and state law, rules and regulations and in its charter in all material respects.
Goal 7: During each year of its current charter contract term, the Charter School shall implement all legal requirements
Met Met Met Met
included in federal and state law, rules and regulations and in its charter in all material respects.
Goal 8: During the last year of its prior charter term and its current charter term, the Charter School shall not do
anything which results in GaDOE and the authorizing district(s) placing it on probation more than two times in a single Met Met Met Met
school year (July 1 to June 30).
Goal 9: During the last year of its prior charter term and its current charter term, the Charter School shall not do
anything which results in GaDOE and the authorizing district(s) placing it on probation more than three times during its Met Met Met Met
charter contract term.
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International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
6
Board Training and Development
Portions of This Exhibit are Not Available in Word Format
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International Community School Charter Renewal Petition - November 2023
June 29, 2023
To: Georgia Department of Education, Charter Schools Division
International Community School Board
Re: FY23 Governance Training Completion Status for International Community School
This memo serves as formal verification that the individuals named in the following chart participated in the FY23 Digital
Governance Training Series offered by Georgia Charter Schools Association. Each board member’s hours of completed
training are indicated under the corresponding topics of requirements. If you have any questions or need any additional
information, please feel free to contact me at aclarke@gacharters.org.
Kind regards,
Georgia Charter Schools Association
Director of Training
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International Community School Charter Renewal Petition - November 2023
*NEW
MEMBERS*
*ALL Best
MEMBERS* *EXISTING Practices in *NEW *NEW *ALL MEMBERS*
INTERNATIONAL COMMUNITY SCHOOL Whole Board MEMBERS* Charter MEMBERS MEMBERS Other Topics Aligned
Team Financial School * Financial * Funding & with SBOE
Training Governance Governance Governance Budgeting CHAIR Standards
REQUIRED HOURS 3 3 3 3 3 3
GCSA
TRAINING DATE 11/19/2022 ELECTIVES CONF
# OF HOURS # OF HOURS
BOARD MEMBERS: STATUS ROLE REQUIRED COMPLETED
Melissa Cantrell
(joined board August 2022) New Voting Member 15 3 3
Fran Carroll New Ex-Officio 15 18 3 3 3 3 1 5
Troy Covington Existing Voting Member 9 9 3 3 3
Brittany Cunningham Existing Voting Member 9 12 3 3 3 2 1
Xavier Flores
(joined board Jan 2023) New Voting Member 15 5 3 2
Lexie Linger
(joined board Sept 2022) New Voting Member 15 6 3 3
Bailey Maxwell
(joined board March 2022) New Voting Member 15 15 3 3 3 3 2 1
Julie McFaddin
(joined board June 2022) New Voting Member 15 16 3 3 3 3 2 2
Andy Navratil Existing Voting Member 9 9 3 3 3
Natalie Olubuyide Existing Voting Member 9 9 3 3 3
Ashley Perry Existing Voting Member 9 9 3 3 3
Chanika Perry Existing Chair 9 14 3 3 2 3 3
Chervickia Roberts
(joined board Sept 2022) New Voting Member 15 5 3 2
Kyra Caldwell Templeton
(joined board June 2022) New Voting Member 15 21 3 3 3 3 3 6
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International Community School Charter Renewal Petition - November 2023
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International Community School Charter Renewal Petition - November 2023
ICS Governing Board Demographic Survey
Are you a parent or
Did you or your caregiver of a
Do you identify as Do you identify as living parents immigrate current ICS
Your gender Your age Your Race & Ethnicity LGBTQIA+? with a disability? to the US? student?
Male 20 to 30 Black No No No No
Female 30 to 40 White No No No Yes
female 40 to 50 White Yes No No Yes
Female 40 to 50 Black; African-American No No No No
Male 40 to 50 white No No No No
Female 40 to 50 Black. Non-Hispanic. No No No No
Female 40 to 50 Black Not-Hispanic No No No No
Female 40 to 50 Caucasian No No No No
Female 30 to 40 White No No No No
Female 40 to 50 Black No No No No
Female 40 to 50 Black No No Yes No
Male 30 to 40 White non-Hispanic No No No No
Male 40 to 50 Caucasian No No Yes No
Male 40 to 50 White Hispanic No No Yes Yes
Female 40 to 50 white / American No No No No
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International Community School Charter Renewal Petition - November 2023
Xavier P. Flores Email: xavierf1@msn.com
Atlanta, GA Cell: (404) 913-9243
LOAN ORIGINATOR
Highly qualified home finance expert offering more than 22 years of experience. Results-focused and effectual
leader with a proven ability to maintain and grow portfolio. Successful in identifying opportunities for accelerated
growth.
▪ Sales and Business Development ▪ Contract and Price Negotiation
▪ Management ▪ Customer Relations
▪ Native Spanish, Fluent English ▪ Motivation and Leadership
▪ Problem Solving ▪ Excellent phone-sales skills
▪ B2B experience ▪ Market development
▪ International Experience ▪ Networking
PROFESSIONAL EXPERIENCE
Mortgage Loan Originator 2012-Current
Homestar Financial Corporation
• Prospecting the market for new clientele
• Serving the Hispanic market in GA
• Developing a new Hispanic portfolio of Realtors, and clients
• Negotiating and sell to clients directly, and through third parties
• Following up with current clients, and look for expansion
opportunities
Owner– Co Founder 2010-2011
X-acto Investments, LLC. – Tampa, FL
• Match maker between International Investors, and target clientele
• Created a new portfolio of Spanish speaking clientele
• Worked closely with real estate wholesalers in the Tampa Bay area
• Created a non-traditional financing strategy for target clients
• Managed the properties, and services non-traditional loans for international clients
Sales Associate 2009-2010
Realnet of Tampa Bay – Tampa, FL
• Originated a new Spanish speaking clientele
• Prospected investors, national and international
• Marketed investment properties
• Spokesman for Realnet in SERIA meetings
General Manager 2009-2009
NewSafe S.A. – Quito, Ecuador
• Developed a whole new market in Ecuador South America
• Negotiated contracts with new prospecting clients B2B
• Worked closely and effectively with costumes, and freight companies (import and export)
• Established a niche in the Ecuadorian market
• Hired, and managed a sales team and work force of cold callers, installers, and mechanics
• Created an effective network with governmental entities, and corporate leaders
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International Community School Charter Renewal Petition - November 2023
Mortgage Broker 2006-2009
Net Rate Mortgage – Safety Harbor, FL
• Built a new Spanish portfolio successfully
• Managed a team of account executives, and calling center
• Performed and reviewed loans approvals, credit checks, and closings
• Proficient in most of the LO programs (Genesis, Point, and Encompass)
Branch Sales Manager 2000-2006
HSBC-Household Finance Corporation -- Tampa, FL
• Managed branch growth from 35 million to 42 million worth, which lead to obtain the award of #1 BSM of
the district. As well as several quarterly #1 Branch awards
• Managed branch growth from 40 million to 43 million worth
• Customer Service, Retaining and expanding relationships with existing clients
• Managed the whole branch operation
• Managed staff, hiring, selection, training and logistics
• Worked with administrative team and human resources to forecast staff needs
• Performed and reviewed loans approvals, credit checks
• Review customer complaints and initiate solutions in a timely and effective manner
Sales and Leasing Closer 1998-2000
Troncalli Nissan – Atlanta, GA
• Met with customers to determine their needs
• Provided advice on car selection and budget
• Closed my sales, and the struggling consultants’
CERTIFICATIONS AND AWARDS
• Licensed Loan Originator (AL, TN, FL)
• Licensed Loan Originator License (GA) NMLS# 285704 GA Lic # 33022
• Licensed Real Estate Sales (FL) (Expired)
• Licensed Mortgage Broker (FL) Expired 2011.
• Credit Life and Credit Disability Insurance sales
• Branch Sales Manager of the district for year 2002 award by HFC
• Presidents Founders Counsel awarded to the top sales people of the Region
• #1 Branch Sales Manager Home and Auto, Insurance, and EZ-Pay Sales awarded several times
• H.R. Courses completed: Hiring; Motivation; Couching; Behavioral interviewing; DISC
• Sales Courses Completed: SPIN Sale; Needs-benefit sales; Presentation Sales; Phone Sales
References upon request.
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International Community School Charter Renewal Petition - November 2023
BAILEY INEz MAXWELL, SHRM–SCP
BIM1013@gmail.com • 706.424.1302 • Atlanta, GA
DiSC Certified Recruiting, Training, Development Employee Relations
Diversity & Inclusion Coaching Program Development Events & Marketing
Communications Leadership Development Employee Engagement
PROFESSIONAL EXPERIENCE
BENNETT THRASHER, Atlanta, GA July 2012 – Present
Diversity, Equity and Inclusion Leader, January 2023 – Present
• Annual strategic planning and programming for Bennett Thrasher in pursuit of goals in 5-year DE&I strategic plan
• Lead role in executing on 5-year DE&I strategic plan including, but not limited to:
o Internal and external communication on all DEI-related activity
o Oversee company-wide DEI training programs and initiatives and work collaboratively with People
Team/HRBP to implement activities
o Initiate and nurture relationships with key stakeholders (e.g. Historically Black Colleges and Universities
(HBCU’s) and Minority Serving Institutions (MSI’s)) and industry associations (e.g. NABA, AICPA) to
enhance local and company-wide inclusion efforts
o Work with groups across the firm to ensure business and supplier diversity
• Day to day oversight of Business Resource Groups (budget to actual, calendar plans for each month, assessment of
events/activities, advisor to BRG Chairs on execution of plans, etc.)
• In collaboration with the CPO and the DE&I Partner Advisor, manage a DE&I budget with regular assessment of
external sponsorships and related expenditures to ascertain return on investment
• Build relationships with and serve as a resource, mentor, advisor and diversity subject matter expert to the Firm's
Partners and Associates
Inclusion and Development Leader, December 2021 – Present
• Set strategic plan for learning and development opportunities for all individuals at BT, while building out programming
and executing based on diverse learning needs
• Collaboration with HR team to identify training and development needs by level, line of service, etc.
• Oversee company-wide DEI training programs and initiatives and work collaboratively with BT HR to implement
activities
• Leading the HR team to think strategically about embedding DEI into all people-related activity (performance
management, goals/metrics, advancement, retention, etc.)
• Work with TA team to review recruitment, retention and promotion data and set appropriate goals/targets
• In collaboration with recruiting team members, establish a strategic plan that outlines expectations/goals to broaden the
firm’s outreach to diverse, qualified candidates
Manager, Organizational Development, July 2018 – December 2021
• Establishing a learning model to support 300+ associate’s needs while supporting the overall strategic plan of the firm
• Created and lead internal coaching program
• Responsible for all new hire orientations and onboarding
• Assisting in employee performance review process
HR Generalist, Recruiter, July 2015- July 2018
• Led all experienced and campus recruiting and managed onboarding process for all new hires
• Led recruiting, increasing associates from 120 to 275 across five years while maintaining a <10% turnover rate
• Planned all firm events ranging in attendance from 100 to 500 people
HR Coordinator, Campus Recruiter, July 2012 – July 2015
• Managed the planning and execution as sole campus recruiter of activities including career fairs, presentations, socials
• Managed intern program, generally consisting of 20+ interns
ADDITIONAL
• Bennett Thrasher Foundation | President, 2016 – 2018 | Grants Chair, 2015 – 2016 | Communications Chair 2014 – 2015
UNIVERSITY OF GEORGIA, Athens, GA, Bachelor of Arts in Journalism, Minor in Spanish December 2009
SHRM-SCP June 2018
COMMUNITY LEADERSHIP
International Community School Board of Directors | Vice- Chair, 2022 - Present | Member, 2022- Present
143
Women of UGA Leadership Council | President, July 2019 – 2020 | VP, 2018 - 2019 | Member, 2017 – 2021
International Community School Charter Renewal Petition - November 2023
CLERKSHIP
U.S. DISTRICT COURT FOR THE NORTHERN DISTRICT OF GEORGIA Atlanta, GA
Law Clerk, Honorable Mark H. Cohen October 2018 - present
• Research and draft judicial opinions on dispositive motions in various areas of federal civil law.
LEGAL EXPERIENCE
U.S. ATTORNEY FOR THE NORTHERN DISTRICT OF GEORGIA Atlanta, GA
Legal Extern, National Security & Violent Crimes Section August 2017 – May 2018
• Represented the government in arraignments, evidentiary and sentencing hearings, and pretrial conference.
FULTON COUNTY MAGISTRATE COURT Atlanta, GA
Registered Neutral August 2017 – May 2018
• Successfully facilitated over 80 landlord-tenant mediations in dispossessory court.
U.S. DEPARTMENT OF JUSTICE, FEDERAL BUREAU OF PRISONS Atlanta, GA
Summer Law Intern (SLIP), Office of General Counsel June – August 2017
• Analyzed 6 habeas petitions and wrote litigation reports for U.S. Attorneys across 3 federal judicial districts.
U.S. DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS Atlanta, GA
Legal Intern May – August 2016
• Gathered evidence and evaluating 13 school districts’ compliance with consent agreements.
OTHER WORK EXPERIENCE
GEORGIA STATE UNIVERSITY COLLEGE OF LAW Atlanta, GA
Inaugural Student Director, Center for Access to Justice Pro Bono Program July 2017 – June 2018
• Recruited and managed 66 students to contribute 816 pro bono hours with 5 legal services organizations.
ACHIEVEMENT FIRST, AMISTAD ACADEMY MIDDLE SCHOOL New Haven, CT
Academic Dean – STEM (Science, Technology, Engineering, and Mathematics) 2013 – 2015
TEACH FOR AMERICA Miami, FL
Director, Teaching & Learning / Program Director / Curriculum Coach / 4th–5th Grade Teacher 2007 – 2013
EDUCATION
GEORGIA STATE UNIVERSITY COLLEGE OF LAW Atlanta, GA
Juris Doctor, Summa Cum Laude, GPA: 4.03, Rank 2 of 163 May 2018
Awards: Order of the Coif, Pro Bono and Public Service Highest Distinction, Equal Justice Works 2018
Regional Public Interest Award; National Jurist 2018 Law Student of the Year; State Bar of
Georgia Law School Excellence in Access to Justice Award; Georgia State University Public
Service Award, Outer Barristers’ Guild Award; 2017 Mockingbird Challenge National Trial
Competition Champion; Outstanding Clinical Student Award
Leadership: Symposium Co-Editor, Law Review; Selected by university Provost as sole student
representative on Law School Dean Search Committee; Vice-President, Public Interest Law
Association
Clinics: Health Law Partnership Clinic; Represented domestic violence survivor at TPO hearing
CARLETON COLLEGE Northfield, MN
Bachelor of Arts, Magna Cum Laude June 2007
ADDITIONAL INFORMATION
Leadership: Woodlands Garden Board of Directors, Decatur Historic Preservation Commission, State Bar YLD
Public Interest Internship Committee Co-Chair, Atlanta Bar Association Public Interest Section Co-Chair
Service: Volunteer Decatur, Carleton Alumni Admissions Representative, Eagle Scout
Interests: Camping, hiking, gardening, hosting foreign exchange students, strategy board games, cooking, travel
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International Community School Charter Renewal Petition - November 2023
BRITTANY CUNNINGHAM
770-714-5168 • brittanyncunningham1997@gmail.com
EDUCATION
Georgia State University, Atlanta, Georgia (https://www.gsu.edu)
Doctor of Philosophy in Educational Policy Studies with an emphasis on Research, Measurement,
and Statistics, May 2019.
Georgia State University, Atlanta, Georgia (https://www.gsu.edu)
Master of Science in Management with an emphasis on Organizational Behavior and
Development, May 2003.
Emory University, Atlanta, Georgia (http://www.emory.edu/home/index.html)
Bachelor of Business Administration with an emphasis on Accounting and Finance, May 1997.
CREDENTIALS
Educational Leadership - Tier II (Level 7), Georgia Professional Standards Commission.
Endorsements:
● Elementary Education (P-5)
● English for Speakers of Other Languages
● Middle Grades Education (4-8) Mathematics and Social Studies
● Gifted In-Field
UNIVERSITY-LEVEL TEACHING
● Instructor, EDS 8834, Representation and Analysis of Quantitative Data, Piedmont College,
Demorest, Georgia (2021)
● Guest Lecturer, Promoting an Ethical Classroom and School Culture, Clark Atlanta University
College of Education, Atlanta, Georgia (2019)
● Guest Lecturer, Meaningful Data Usage for School Leaders. EDEL 685, Mercer University,
Atlanta, Georgia (2019)
● Guest Lecturer, School Culture and Data-Driven Instruction in Middle Schools, EDUC 3350,
Clayton State University, Morrow, GA (2011, 2012, 2013)
PRESENTATIONS
● Video Panelist, GaPSC Code of Ethics: Standard 10 and Implications for Educators, Georgia
Professional Standards Commission (October 2020)
● Session Presenter, Coaching New Principals Towards “The Zone:” The Importance of
Principal Induction and Individualized Supports, to be presented at Institute for Education
Innovation Spring Institute, New Orleans, Louisiana (May 2020, Conference Canceled)
● Paper Session Presenter, Teacher Retention in PDS Schools of Graduates from Programs with
Residency and Research Components, to be presented at American Educational Research
Association Annual Meeting, San Francisco, California (April 2020, Conference Canceled).
● Session Presenter, Promoting an Ethical School Culture, Georgia Professional Standards
Commission Ethics Symposium, Macon, Georgia (2019).
● Session Presenter, Making NAEP Meaningful in a TUDA District. NSSC Assessment Literacy
Workshop, Rockville, Maryland (2019).
● Webinar Presenter, Central Office Systems Transition, Best Practices at the District Level,
Georgia Department of Education Assessment Division (2018).
● Session Presenter, APS moving forward through prevention, practice, and policy. National
Association of State Directors of Teacher Education and Certification Professional Practices
Institute, Portland, Maine (2018).
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International Community School Charter Renewal Petition - November 2023
● Session Presenter, APS moving forward through prevention, practice, and policy. Georgia
Professional Standards Commission Ethics Symposium, Macon, Georgia (2018).
● Session Panelist, A passion for English language learners: An administrator’s perspective.
● Southeast Regional TESOL Conference, Atlanta, GA (2009).
DISTRICT LEADERSHIP EXPERIENCES
Atlanta Public Schools, Atlanta, Georgia (https://www.atlantapublicschools.us)
Principal Coach, July 2019-present
Responsibilities: Facilitates ongoing school and leader improvement via effective coaching practices,
collaboration, and communication. Provides professional development and individual support to
selected principals and school leadership teams. Collaborates with the Associate Superintendent for
High Schools to ensure that support for school leaders is aligned, consistent and effective. Partners
with principals to identify areas for growth. Supports leader capacity building by modeling effective
leadership practices and providing leadership opportunities. Serves as a member of the district’s
aspiring leader interview panel. Manages district accreditation process. Provides oversight on the
implementation of the high school AVID program as district AVID contact.
Contributions: Supported five principals which resulted in increased levels of leadership team
capacity, instructional and operational processes, data analysis, and implementation of the
continual improvement cycle. Ensured the continued accreditation of all neighborhood and
charter schools. Successfully managed five school accreditation visits. Participated as a team
member in system-wide and school engagement visits.
Director of Testing and Assessment, November 2017-July 2019
Responsibilities: Manages and directs all functions related to the daily operation of the district-wide
testing program for all students, providing a comprehensive vision of assessment for the district.
Serves as a subject matter expert in assessment on district projects.Leads the Testing Center that
houses, stores, compiles, and distributes all state-mandated and locally developed test materials.
Facilitates the compilation and reporting of district-wide student achievement data. Conducts
training on instruments and the interpretation of the results. Analyzes system and school level
achievement data. Provides directions to school, division, and central office personnel in identifying
data trends and formulating plans of action to yield improved student performance. Ensures
compliance with all district, state, and federal testing and assessment guidelines and policies.
Contributions: Supported principals, testing coordinators, and assistant testing coordinators at
sixty-five neighborhood and fifteen charter schools. Led the district’s transition to 100% online
state assessment program administrations. Successfully managed two implementation cycles of
NAEP, Georgia Milestones, Georgia Alternate Assessment, Georgia Kindergarten Inventory of
Developing Skills, ACCESS for ELLs, district-level benchmarks, and district-wide universal
screeners. Implemented focus groups to inform testing calendar and provide recommendations for
improved processes and training. Ensured refinement of district and school-level processes and
protocols.
SCHOOL LEADERSHIP EXPERIENCES
DeKalb County Schools, Stone Mountain, Georgia (https://www.dekalbschoolsga.org)
Principal, Druid Hills High School, July 2013-October 2017
Responsibilities: Served as the instructional and strategic leader of a diverse, urban high school.
Created and maintained a positive, safe, and orderly learning environment. Recruited, developed,
and evaluated faculty and staff. Managed school resources in accordance with the District’s mission,
goals and policies.
Brittany Cunningham • 770-714-5168 • brittanyncunningham1997@gmail.com
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International Community School Charter Renewal Petition - November 2023
Contributions: Provided direct leadership which resulted in an over twelve-point CCRPI
increase for 2015 and an over three-point CCRPI increase for 2016. Graduation rate increase of at
least two percent in 2014, 2015, and 2016. Four-star school climate rating in 2016. Reduced
suspension rate by over five percent in 2016 and two percent in 2017. Increased stakeholder
perception of school by two percent in 2016 and five percent in 2017.
Principal, Sequoyah Middle School, July 2009-June 2013
Responsibilities: Served as the instructional and strategic leader of a diverse, urban middle school.
Created and maintained a positive, safe, and orderly learning environment. Recruited, developed,
and evaluated faculty and staff. Managed school resources in accordance with the District’s mission,
goals and policies.
Contributions: Recognized as a 2013 Title I School of Distinction; Recognized as a 2013 Georgia
Reward School for Greatest Gains. Over five percent increase in CRCT Mathematics scores in
2010 and 2011. Steady increase in CRCT Reading/Language Arts scores in 2010 and 2011.
Percentage of students earning at least one high school credit by the end of eighth grade increased
by twelve percent in 2013.
Assistant Principal, Sequoyah Middle School, August 2006-June 2009
Responsibilities: Supported the principal as the instructional and strategic leader of a diverse, urban
middle school. Maintained a positive, safe, and orderly learning environment. Developed and
evaluated faculty and staff. Monitored and managed school resources in accordance with the
District’s mission, goals and policies.
Contributions: Served as summer school site facilitator with responsibility for over 200
students from six middle schools. Increase in CRCT Mathematics scores in 2009 and 2008, with
an increase of four percent in 2008. Increase in CRCT Reading/Language Arts in 2008 and 2009
with a ten percent increase in 2008. Reduction of students absent more than fifteen days of over
seventeen percent in 2008 and four percent in 2009. Examined overall instructional and
professional development programs. Guided staff in collecting, analyzing, and evaluating
assessment information. Assisted principal developing the master schedule. Supervised school-
wide standardized testing. Demonstrated the ability to communicate effectively with various
stakeholders.
CLASSROOM LEADERSHIP EXPERIENCES
DeKalb County Schools, Stone Mountain, Georgia (https://www.dekalbschoolsga.org)
Seventh Grade Mathematics and Social Studies Teacher, Sequoyah Middle School, August
2004-May 2006
Responsibilities: Provided quality instruction and implemented the curriculum for assigned students.
Established, fostered, facilitated and maintained a safe and secure classroom environment conducive
to learning. Prepared lesson plans, instructional aids, and supplemental teaching materials.
Participated in student development and achievement related conferences with students, families,
staff, and administrators. Assessed, documented, and prepared reports such as achievement
progress, grade and classroom performance, and attendance.
Contributions: Represented school as Gifted Program Liaison. Facilitated professional
development in differentiated instruction and strategies for teaching English for Speakers of Other
Languages (ESOL). Monitored after-school tutorial program and morning/afternoon dismissal.
Participated on Promotion and Retention and Discipline committees.
Fulton County Schools, Atlanta, Georgia (https://www.fultonschools.org)
Brittany Cunningham • 770-714-5168 • brittanyncunningham1997@gmail.com
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International Community School Charter Renewal Petition - November 2023
Sixth and Seventh Grade Mathematics and Library Research Skills Teacher, River Trail
Middle School, August 2001-May 2004
Responsibilities: Provided instruction for students that enables them to learn and demonstrate
mastery of the Georgia Performance Standards. Facilitated home school communication by holding
conferences, telephoning, and sending written communications. Provided content related and
appropriate instruction based on Fulton County’s curriculum. Maintained a classroom environment
that promoted active learning.
Contributions: Conducted action research on student motivation. Led sessions on
differentiated instruction and parent outreach. Worked on the Community Partners committee.
Oakland Unified School District, Oakland, California (https://www.ousd.org)
Sixth, Seventh, and Eighth Grade Mathematics and Science Teacher, Cole Visual and
Performing Arts Magnet, September 1999-June 2001
Responsibilities: Taught middle school students in accordance with the requirements of approved
courses of study and at a rate and level commensurate with established expected student progress
expectations, using adopted textbooks and other instructional materials authorized for such courses.
Designed lessons and activities to engage students in cognitively challenging work aligned to
standards. Promoted high levels of learning and student engagement. Closely monitored student
learning to determine progressing toward learning objectives. Reflected on practice and student work
to inform student feedback and future instruction.
Contributions: Served as member of data collection and analysis team for the Immediate
Intervention Underperforming Schools Program (II/USP). Provided school-wide leadership as
Mathematics Department Chairperson. Coordinated school-wide programs for Project Successful
Options for Academic Readiness (Project SOAR).
RELATED EXPERIENCES
Hitachi Data Systems, Santa Clara, California (https://www.hitachivantara.com/en-
us/home.html)
Risk and Treasury Analyst, January 1998–August 1999
Responsibilities: Served as primary liaison to employees and insurance carriers regarding company
policies and liability issues. Planned and organized daily and monthly activities of the Treasury.
Analyzed department procedures to improve business practices and procedures. Participated in the
development of disaster recovery processes for corporate headquarters. Served as the contact person
with banks for daily business issues and problem resolution.
Contributions: Key contributor to two successful corporate insurance renewals. Organized data
for insurance renewals and operational audits. Ensured continuous accuracy of daily and weekly
cash operations reports and global cash flow forecasts.
Internal Auditor, July 1997-December 1997
Responsibilities: Identified risks and assessed internal controls by identifying areas of non-
compliance. Developed a deep understanding of organization objectives, structure, policies,
processes, internal controls, and external regulations. Reviewed operations and observed physical
inventories of key suppliers. Presented findings and results of projects to senior level management.
Contributions: Presented analyses and recommendations to senior management that resulted
in changes to standard operating procedures for the company’s Latin American subsidiaries.
Brittany Cunningham • 770-714-5168 • brittanyncunningham1997@gmail.com
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International Community School Charter Renewal Petition - November 2023
PROFESSIONAL DEVELOPMENT
● NAESP Principal Mentor Certification Program Participant (2021)
● KIPP Leadership Development Fellowship Participant (2020-2021)
● Georgia School Superintendents Association District Office Professional Development
Program Participant (2015).
● 2006 Fulbright Teacher International Professional Development Derby, United Kingdom
(Program Participant)
PROFESSIONAL LEADERSHIP AND SERVICE PROJECTS
● Member, Atlanta Public Schools Instructional Leadership Development Program Selection
Committee (2020)
● Member, Atlanta Public Schools Whole-Child Supports Framework Taskforce (2020)
● Member, Atlanta Public Schools Aspiring Principal Program Selection Committee (2020)
● Member, Atlanta Public Schools Academic System Strategy Taskforce (2018-2019)
● Member, DeKalb County Schools District SACS accreditation Committee ( 2016-2017)
● Member, DeKalb County Schools District Field and Clinical Experience Committee (2014-
2017)
● Member, DeKalb County Schools District Calendar Committee (2014-2015)
● Member, DeKalb County Schools District Response to Intervention Committee (2013-2017)
● Member, DeKalb County Schools District Summer Leadership Committee (2012)
● Member, DeKalb County Schools District Technology Committee (2010-2016)
MEMBERSHIPS
● Georgia Association of Educational Leaders (2018-current)
● Georgia Assessment and Accountability Professionals (2018-current)
● Pi Lambda Theta (2011-current)
● American Educational Research Association (2008-current)
● Beta Gamma Sigma (2003-current)
HONORS AND AWARDS
● 2017 DeKalb County School District Opening of Schools Convocation (Guest Speaker)
● 2016 DeKalb County School District Principal of the Year (recipient)
Brittany Cunningham • 770-714-5168 • brittanyncunningham1997@gmail.com
149
CHERVICKIA ROBERTS
(C) 404-734-8301 • chervickia@gmail.com
International Community School Charter Renewal Petition - November 2023
Experienced professional with over 15 years of Finance, budgeting, project
management, strategy, and leadership expertise
CORE SKILLS AND EXPERTISE
Direct involvement with the cash flow planning/management, foreign currency policy, and
financial positioning of global organizations
Recognized as a self-starter with strong business and financial acumen, excellent team-
building and leadership qualities, and the ability to establish best practices for the development
and execution of an organization’s strategy
Possess an excellent understanding of organizational objectives and a well-rounded business
background (including Treasury, Corporate Finance, Management Consulting, and Investment
Banking experience)
Extensive contract and business negotiations experience
Highly proficient in all Microsoft Office products (Excel, Word, PowerPoint, etc.) as well as
Tableau, Alteryx, Quantum, Kyriba, TRAX, SGN Portal, SAP, Oracle, and Hyperion
PROFESSIONAL EXPERIENCE
DELTA AIR LINES Atlanta, GA
Senior Manager- Strategic Sourcing/Supply Chain Management 2020 to present
• Develop financial forecasts, model business cases, and deliver strategic sourcing options for
contract negotiations and process improvement opportunities
• Manage and influence the performance of a large (20+), diverse team (including an offshore
team) to support business stakeholders and guarantee performance targets are surpassed
• Direct large projects and cultivate productive partnerships with domestic and international
vendors
Manager- Treasury 2015 to 2020
• Managed Delta’s daily cash operations and investment strategies for all domestic and foreign
bank accounts, including managing daily liquidity targets
• Led Delta’s cash management and banking teams of analysts and specialists
• Responsible for conducting monthly bank fee analysis
• Conducted invoice processing for payments to external and internal stakeholders
• Helped write FX white paper to identify foreign exchange (FX) hedging risks/opportunities
• Led credit management team for Delta’s refinery (Monroe) and worked cohesively in a cross
divisional setting to address the needs of Treasury, Legal, Risk Management, and Fuel
• Negotiated credit terms granted to Delta subsidiaries from $300M to over $3B within 12 months
Project Leader- ACS Finance 2014 to 2015
• Proficiently helped create a labor model for all domestic stations, streamlining a previously
laborious process
• Adeptly worked with Airport Customer Service (ACS) leadership, Corporate Real Estate, and IT
Finance to define business cases and analyze benefits for multiple projects, including new
airport openings and RFID program rollouts
Sr. MBA Associate- Treasury/Capital Markets 2013 to 2014
• Helped create and implement a cash forecast model for Delta’s MRO JV facility in Querétaro,
Mexico
• Provided ad-hoc analysis for various projects including lease vs. buy analysis for Delta’s fleet of
aircraft
• Conducted month end debt compliance reporting, including quarterly covenant compliance 150
reporting
• Created an in-depth analysis of Delta’s complex portfolio of debt and leases that was used in
meetings
Internationalwith the CEO,
Community School CFO, President, and Board of Directors
Charter Renewal Petition - November 2023
MBA Associate- In Flight Service Finance 2012 to 2013
• Effectively managed an $800M budget for the company’s passenger service expenses
• Conducted monthly presentations to finance management team and business unit leadership to
review prior month’s financial results and ensure accurate tracking to budget
• Efficiently performed monthly accounting close analysis, weekly/monthly forecast analysis, and
quarterly review analysis
UNIPRO FOODSERVICE Atlanta, GA
Procurement Manager/ Financial Analyst 2007 to 2011
• Successfully managed an $89M budget across 17 suppliers and served as liaison for the UniPro
membership
• Worked with CEO, CFO, and HR to negotiate the company’s health insurance policy during
renewal time
• Performed detailed excel analytics to ensure monthly budget goals for volumetric/ tier growth
programs were met
• Developed financial models to automate the budgeting & forecasting process for the
logistics/transportation group
PRICEWATERHOUSECOOPERS (PwC) Chicago, IL
Management Consultant (Analyst) 2005 to 2006
• Effectively managed a $10M IT network infrastructure rollout across North America for a
manufacturing company
• Analyzed and reported budgetary impact for an insurance company that directly affected the
strategy for spending $7.6M across multiple organizational groups
EDUCATION
EMORY UNIVERSITY, GOIZUETA BUSINESS SCHOOL Atlanta, GA
M.B.A., Finance May 2012
• Forté Fellow (Scholarship program targeting women with exemplary leadership and extensive
volunteer experience)
• El Paso Scholar (Highly selective scholarship program given to only one individual per year at
Emory)
• GALA Fellow (Leadership course culminating in a week-long sailing competition around the
British Virgin Islands)
• Board Fellow (Board Member for Women of Gilgal)
• Business Manager (The Emory Wheel Newspaper)
• VP of Marketing for Goizueta Black MBA Association
HOWARD UNIVERSITY Washington, DC
B.B.A., Finance May 2005
• National Merit Scholar; Beta Gamma Sigma
• Business Manager (The Hilltop Newspaper)
• First Vice President of Alpha Chapter, Delta Sigma Theta Sorority, Inc
• Study Abroad (Seville, Spain)
ADDITIONAL INFORMATION
• Undergraduate Internships at Merrill Lynch & JP Morgan Investment Banks
• Member of the National Finance Committee of Delta Sigma Theta Sorority, Inc (2004-2006)
• Mentor with Big Brothers Big Sisters of Metro Atlanta (2014-2019)
• United Way VIP program graduate (2020)
151
International Community School Charter Renewal Petition - November 2023
+1 678-613-7967
Natalie.Olubuyide.wg13 Senior level leader of 15+ years that has a demonstrated history of transforming
@wharton.upenn.edu large and small organizations in both the non-profit and for-profit sectors. As a leader
I prioritize empowering team members, creating a collaborative environment, and
Marietta, GA providing a clear vison to focus action. As a business and organizational strategist, I
https://www.linkedin.co use a holistic strategic and analytical approach to guide mission-driven organizations
m/in/natalie-smith- and their executives to transform and impact their most valued communities.
olubuyide-0a951a5/
MASTER OF EDUCATION SENIOR DIRECTOR OF STRATEGY , EQUITY, & ACCOUNTABILITY
LEADERSHIP The Kindezi Schools / Atlanta, GA / Aug. 2018 – Present
The Broad Center, • Leading Kindezi’s strategic planning process driven by needs assessments and
Los Angeles, CA trend analysis to focus on implementing change in the critical areas of
2018-2020 ineffectiveness at Kindezi - including employee pain points
• Spearheaded creation of a system and culture of data transformation into
MASTER OF BUSINESS actionable intelligence at all levels of the Kindezi organization that was
ADMINISTRATION previously non-existent, via cross divisional-training and capacity building
/STRATEGY & FINANCE ➢ 68% more senior leaders reported having access to data needed for
The Wharton School at decisions than prior year, and 36% more used data in decision making
University of Pennsylvania, • Managed and sourced vendor implementation of enterprise wide business
2011 - 2013 technology transformation – led a team of 30+ people across organizations to
implement a sustainable database solution, impacting over 1000+ individuals
MASTER OF ENGINEERING / and removing leadership barriers to data access across the org.
BACHELOR OF SCIENCE/ ➢ 100% adoption of technology platform by school instructional staff
ELECTRICAL ENGINEERING • Creating framework for an equitable performance management system based
& COMPUTER SCIENCE on key performance indicators grounded in Kindezi vision that enables
The Massachusetts Institute of autonomy and innovation and focuses on employee growth through coaching.
Technology, Continue to partner with Chief Talent officer on organizations talent
management strategy.
1996 – 2001
• Primary authority on Exec. Team promoting strategic decision making/planning
PROJECT MANAGER – LATIN NETWORK PLANNING
Delta Air Lines / Atlanta, GA / Jan 2017- Jul. 2018
• Created business case to launch new markets worth over $400M - drove
cross-divisional analysis of market opportunity and presentation of business
Strategic Planning & Framing case to Delta’s president, and operationalized market launch
Cross-Divisional Collaboration • Managed Caribbean/South American markets worth over $1B, driving
profitability through efficiently allocating fleet assets for operational planning –
Change Management by identifying opportunities via analysis of fleet usage trends and mkt. gaps
• Led ongoing cross-divisional partnership to adjust product supply in dynamic
Talent Strategy
market conditions and troubleshoot market operational and policy issues.
Program Management PROJECT MANAGER – LONG TERM NETWORK STRATEGY
Delta Air Lines / Atlanta, GA / Sep 2015 – Jan 2017
Organizational Planning
• Performed and presented analysis to Delta board and senior executives
Business Intelligence focused on economic trends and competitive positioning to highlight
opportunities for new revenue in Focus city markets worth $1.3B. Initiatives
Design Thinking are now part of Delta’s long-term strategy
Systems & Analytical Thinking • Led new market launch planning of focus city initiative across all commercial
divisions (Sales, Marketing, Revenue Management, and Network Strategy) on
Team Leadership behalf of Delta’s president.
• Led women’s network in creating improved framework enabling greater career
Executive Presentations
advancement and broadening cross divisional relationships
Translating Strategy into Metrics SR ASSOCIATE - SALES FINANCE– LEADERSHIP DEVELOPMENT PROGRAM
Delta Air Lines / Atlanta, GA / Jul. 2014 – Sep. 2015
Finance, Budgeting and Planning • Managed $500M global commission budget and developed operating plan
Enterprise System Management during dynamic exchange rate environment 152
• Developed framework to increase sales and finance collaboration, providing
Communication earlier insight into shifting commission trends
International Community School Charter Renewal Petition - November 2023
SR ASSOCIATE-SALES FINANCE–LEADERSHIP DEVELOPMENT PROGRAM
• Consolidated finance and sales knowledge to identify and implement a system
Data Analytics that improved Delta -Joint Venture accountability
Financial Modeling ASSOCIATE – FUEL FINANCE– LEADERSHIP DEVELOPMENT PROGRAM
Delta Air Lines / Atlanta, GA / Sep. 2013- Jul. 2014
Microsoft Excel - Advanced • Managed fuel forecasts (impacting $12B in annual expenses), and developed
$70M fuel saving initiative
Google Office Suite • Created quarterly benchmarking summary to advise senior management on
Delta’s fuel price relative to competitors – highlighting key drivers for
Data Visualization & Extraction: differences that allowed leaders to identify cost saving opportunities for
Tableau, Power BI, SQL Delta’s largest cost line item
MBA INTERN - FINANCE LEADERSHIP DEVELOPMENT PROGRAM
Data Analysis: Johnson & Johnson / Skillman, NJ / Jun. 2012 – Aug. 2012
Hyperion, Essbase, RPAD, Diio, • Developed and obtained alignment on Global Sales hurdles to drive product
PRISM, Smart View, PRiSM collaboration across all 4 Global regions and greater sales growth for new
statistics program products in $6B Skin Care & Baby Franchises
• Institutionalized valuation model for Global Skin Care team, providing
Programming: management tool for prioritizing product initiatives
C++, Java, Matlab • Developed business value indicators and created associated scorecard to
communicate impact of J&J Sustainability goals
ED Tech Software: • Created methodology and obtained alignment to integrate accountability
Illuminate, Whetstone, NWEA, metrics into new product development process
Kickboard, DESSA, Panorama.
I-Ready, Moby-Max, Freckle, APPLIED RESEARCH ENGINEER
STEP St. Jude Medical / Plano, TX / Jun. 2007- Sep. 2010
• Successfully managed interdisciplinary teams in assessment of new
technologies, clinical indications, and product applications
• Achieved $500K/project savings by establishing new process for transitioning
modified products to the clinical trial stage
Exceptional Wharton Women in ENGINEERING CONSULTANT
Business Award St. Jude Medical / Plano, TX / 2011
FOUNDING PARTNER
Broad Education Leadership Olubuyide Property Management / Boston, MA / 2004-2014
Fellow
SENIOR IMAGING ENGINEER/CONSULTANT
Wharton Mellon Fellowship VisEn Medical (now Perkin Elmer) / Woburn, MA / 2004-2007
SYSTEMS ENGINEER
Youth Build Philadelphia Board Raytheon / Bedford, MA / 2001-2004
Member
Wharton’s Director’s List
CO-CHAIR – DELTA WOMEN’S NETWORK INITIATIVE
Management Leadership for Atlanta, Ga / 2016-2018
Tomorrow Fellow PRESIDENT & CONFERENCE CHAIR – CARIBBEAN BUSINESS INITIATIVE
Philadelphia, PA / 2012-2013
Net Impact
• Created vision for Caribbean business conference in Jamaica and
Say Yes to Education Tutor operationalized conference program that attracted 100+ government
officials and business leaders across the Caribbean diaspora
National Society of Black DIRECTOR OF FINANCE – WHARTON INT’L VOLUNTEER PROGRAM
Engineers (NSBE) Philadelphia, PA / 2012-2013
CHAPTER PROGRAM’S CHAIR – NSBE MIT
Society of Women Engineers Cambridge, Ma / 1998-1998
153
PRE-COLLEGE INITATIVE PROGRAM’S CHAIR – NSBE MIT
Cambridge, Ma / 1997-1998
International Community School Charter Renewal Petition - November 2023
Jonah Lacey Bushell (he, him, his)
2377 Tiffany Place• Decatur, Georgia 30035 • jonahlbushell@gmail.com • (770) 743-8940
EDUCATION
University of West Georgia Carrollton, GA
Master of Science, Kinesiology; Sport Management May 2021
Capstone Project: Increasing the Odds of Success Amongst Student- Athletes
Alcorn State University Lorman, MS
Bachelor of Science, Sport Management May 2019
Review of Literature: Bankruptcy in Professional Sports
SKILLS
Technical: Microsoft Office, Adobe Creative Cloud, Google Workspace, Stat Crew
Social Media: Instagram, Twitter, Facebook, Snapchat, TikTok
Soft Skills: Teamwork, Leadership/ Management, Adaptability, Communication, Problem solver,
Pertinent
Professional Experience
University of Georgia Atlanta, GA
Asst. Director of Admissions for Community Based Orgs. March 2023- Present
● Develop and manage a comprehensive strategy of engagement with educational and community leaders
across the state of Georgia.
● Effectively facilitate and promote campus relationships with both university stakeholders and stakeholders
from community based organizations.
● Foster a meaningful presence with campus partners and understanding of campus culture, in order to
effectively advocate for the UGA community in recruitment settings.
● Develop and manage a realistic budget conducive to hosting an annual events the provide resources to
external partners and other community based organizations
● Dissect data and metrics of event success to effectively transcend recurring events
C5 Georgia Youth Foundation Atlanta, GA
College and Career Program Director/ Asst. Camp Director August 2019- Present
● Design and execute comprehensive curriculum during signature summer experiences and year-round events,
to guide students to academic success, promoting a 100% high school graduation and college acceptance rate
● Hire and lead a camp of 30+ seasonal staff members, as they guide students into their summer leadership
explorations.
● Train and supervise the entire seasonal staff to ensure to deliver a quality experience aligned with C5
objectives and program outcomes, by mastering facilitation of the experiential learning cycle
● Develop and manage a realistic budget conducive to hosting an annual weeklong college tour that is designed,
planned, and implemented by students, under my direct supervision
● Construct quality data and metrics of program success and report findings to the development team to increase
funding and marketability
● Since accepting this position in 2020, over 120 students under my tutelage have received college acceptances,
institutional scholarships, and national scholarship awards. This includes 7 Posse Scholars, 11 Questbridge
scholars, 2 Horatio Alger Scholarship recipients, 1 Gates Millenium Scholar, and 1 Jack Kent Cooke
Scholarship recipient.
City Gear
Atlanta, GA
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International Community School Charter Renewal Petition - November 2023
Store Manager
May 2020- October 2021
● Enforced, conveyed, and upheld City Gear's policies, goals, and standard to the store's staff, while maintaining
responsibility of store's sales efforts and supervising the store's overall operation to ensure the efficiency of a $2.5
million location
● Cultivated a team of outstanding Sales Associates, Assistant Managers, and Managers in Training, by mentoring
and motivating the entire staff
● Engineered social media presence by utilizing creative and relevant content, which surged a consistent monthly
sales increase of 8-10%
● Provided quality customer service while inspiring staff to work with a similar energy and tenacity
Alcorn State University Athletics
Lorman, MS
Assistant to the Athletic Directors December
2015- May 2019
● Designed and managed content on official Alcorn Athletics social media sites, to increase university athletics
following and appeal to a younger audience (Instagram, Twitter, Facebook, etc.)
● Compiled statistics and published detailed post- game articles for all 15 NCAA Division 1 sports at the university.
● Established and fostered relationships with student- athletes, coaches and staff, and sports reporters from the local
media outlets.
● Enhanced and maintained public relations initiatives that engaged students, alumni, fans and sponsors.
Internship & Volunteer Experience
Coca- Cola United Bottling Company Baton Rouge, LA
Paid Intern
July 2019– August 2019
● Identified a target market and analyzed their practices and habits to enhance company awareness in order to
effectively increase sales
● Composed a rubric to ensure future internship cohorts are gaining relevant on the job knowledge of a growing
industry
● Gained a knowledge of etiquette and soft skills conducive to success in corporate America
Ambassadors for Christ Food Pantry Stockbridge, GA
Volunteer
February 2020 – Present
● Established a culture of having men in the community volunteer every Friday, increased weekly volunteer count by
220%
● Quantified the amount of community members served to efficiently calculate data for grant writing and
fundraising
Additional Interests
Sports, Sneakers and Fashion, Philanthropy/ Social responsibility, Popular Culture
155
International Community School Charter Renewal Petition - November 2023
JOSHUA A. MAYES
EXPERIENCE
2021-Present Robbins Alloy Belinfante Littlefield, LLC Atlanta, GA
Partner
Obtained receiver over medical services organization on behalf of the owner of the nation’s largest
burn center. Obtained a favorable settlement for client with a majority of interested parties after
mediation. Medical Collection Systems, Inc. v. Burn and Reconstructive Centers of America, LLC (Richmond
Superior)
Obtained expedited discovery and a receiver in a private investment fraud case. Motion for
summary judgment pending. Kiser v. Dentcorp, et al. (Fulton Superior)
Obtained $1.4 million settlement, without filing suit, on behalf of offshore investment fund
manager whose funds were being held hostage by offshore broker dealer
Obtained $1.3 million settlement, without filing suit, on behalf of an angel investor who invested
$150,000 in a SAAS startup
Obtained $500,000 settlement, without filing suit, on behalf of the founder and CEO of a
technology company who a venture capitalist attempted to squeeze out of the business.
Obtained $517,000 settlement, without filing suit, on behalf of a victim who invested $300,000 in
a fraudulent business
Obtained $300,000 settlement, without filing suit, on behalf of the founders of a SAAS startup
service provider whose partner refused to honor the terms of their agreement
Obtained $105,000 settlement, without filing suit, on behalf of a co-founder of a local food festival
when purchaser of the festival refused to honor the terms of their agreement
Represented individual in insider trading investigation by the SEC. No Wells notice issued or
charges filed to date
Currently represents individual accused of participation in a computer hacking “pump-and-dump”
conspiracy in parallel criminal and civil actions brought by the USAO and SEC. United States v.
Merani (N.D. Ga.);SEC v. Merani (N.D. Ga.)
Successfully moved to dismiss the majority of claims in an action alleging client committed
numerous various securities law violations. Negotiated a favorable settlement for client. Lapidot v.
Honan (Fulton Superior)
Filed suit on behalf of M&A broker whose client refused to pay his commission, alleging that the
contract violated the securities laws. Defeated motion to dismiss and obtained favorable settlement
for client. Cliff Company, Inc. v. Performance Rehab, Inc. (N.D. Fla.)
Represented multiple individuals and entities responding to subpoenas issued by the enforcement
divisions of the SEC and CFTC
Currently represents the plaintiff in a high-dollar, private antitrust lawsuit involving claims of
monopolization, negative tying and bad-faith assertion of trade secrets. Obtained dismissal of the
defendant’s counterclaim, which they declined to amend. Lucasys v. Powerplan (N.D. Ga.)
2013-2021 United States Securities & Exchange Commission Atlanta, GA
Senior Trial Counsel
Obtained an asset freeze and receiver in a Ponzi scheme case. SEC v. Woods (N.D. Ga.)
156
International Community School Charter Renewal Petition - November 2023
Obtained a verdict against all defendants after a four-day bench trial in a cherry picking case. SEC
v. World Tree Financial (W.D. La.)
Investigated and obtained favorable settlements from all defendants in a Ponzi scheme involving
hundreds of millions of dollars’ worth of transactions per month. Coordinated with state
authorities for a creative resolution that preserved key assets for defrauded investors. SEC v. Ray
(D. Col.)
Obtained an order appointing a receiver over an investment adviser who made material
representations to investors in a fund controlled by the adviser. SEC v. Meyer (N.D. Ga.)
Investigated an investment adviser who was stealing investor funds. Obtained a temporary
restraining order that was later converted to a preliminary injunction. Subsequently obtained a
default judgment against the adviser and his firm. SEC v. Kelly (N.D. Ga.)
Obtained summary judgment against an attorney who defrauded multiple high-net-worth
individuals out of millions of dollars. SEC v. Watkins (N.D. Ga.)
Obtained summary judgment against the former chief accounting officer of a public company
accused of a multi-year accounting fraud. SEC v. Rand (N.D. Ga.)
After a multi-day trial, obtained a favorable jury verdict in an insider trading case. Negotiated
favorable settlements with several of the other defendants before trial. SEC v. Doffing (N.D. Ga.)
Investigated an investment adviser who used a complicated options-trading system to collect
unearned fees. Obtained a seven-figure settlement of the resulting district court action near the end
of discovery. SEC v. Hope Advisors (N.D. Ga.)
Obtained summary disposition in a contested, follow-on administrative proceeding against an
investment adviser who diverted client funds to his other businesses. In re Bernath (SEC).
Conducted an evidentiary hearing on the Commission’s request for remedies in the related civil
case, ultimately obtaining a multi-million dollar judgment. SEC v. Bernath (W.D.N.C.)
After an eight-day trial, obtained a favorable jury verdict in a circumstantial-evidence insider trading
case. SEC v. Jacobs (N.D. Ohio.)
Investigated a complicated offering fraud and Ponzi scheme involving viatical settlements and sub-
prime auto loans. Obtained a favorable ruling on a motion seeking the appointment of a receiver
following a two-day evidentiary hearing. Obtained favorable settlement for client. SEC v. Torchia
(N.D. Ga.)
Investigated the first enforcement case against a political intelligence investment adviser firm.
Successfully negotiated a settlement with the subject firm. In re Marwood Group (SEC.)
Negotiated the settlement and disposition of a circumstantial-evidence insider trading case against
a prominent local businessman and his close friend. SEC v. Arrowood (N.D. Ga.)
Obtained an asset freeze and a receiver after a contested evidentiary hearing in an offering-fraud
case. Obtained summary judgment against the individual primarily responsible for the fraud. SEC
v. Detroit Memorial Partners (N.D. Ga.)
Managed the distribution of a multi-million dollar fund obtained in an international insider trading
case, including successfully proposing a distribution plan to the Court. SEC v. Condroyer (N.D.
Ga.).
Obtained summary disposition in a contested 102(e) proceeding against an accountant, which the
Commission affirmed on appeal. In re Melvin (SEC.)
2005-2012 Sutherland Asbill & Brennan Atlanta, GA
Associate
Successfully defended the State of Missouri during an eight-week trial challenging the adequacy of
the state’s school funding system.
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International Community School Charter Renewal Petition - November 2023
Represented the State of Georgia in defense of a billion-dollar school funding lawsuit that the
plaintiffs dismissed on the eve of trial.
Successfully prosecuted, as lead trial counsel, multiple commercial arbitrations resulting in six- and
seven-figure awards in a client’s favor.
Obtained, after a two-day evidentiary hearing, a preliminary injunction preventing a client’s former
business partner from competing with the client’s business.
Took and defended more than fifty depositions, including those of key fact and expert witnesses.
Represented big-four accounting firms and Amlaw-100 law firms in malpractice and fraud cases.
Represented officers and directors in shareholder derivative suits and adversary proceedings
brought by bankruptcy trustees.
Represented clients in antitrust investigations of mergers in various industries, including energy and
building materials.
Represented insurance companies, accounting firms, and other clients in fraud, securities and
antitrust class-action lawsuits.
Represented atlanta-area charter schools in a wide variety of matters, including filing suit against
their authorizing school districts for illegally underfunding the schools.
Represented a large metropolitan school district in a wide variety of matters related to charter
schools, alleged corruption, open records act compliance, accreditation and other special matters.
2003-2005 Hon. Karen J. Williams (4th Cir.) Orangeburg, SC
Law Clerk
E DU C AT I ON
2000-2003 Cornell Law School Ithaca, NY
J.D., magna cum laude
Order of the Coif
Symposium Editor, Cornell Law Review
1996-1999 College of Charleston Charleston, SC
B.A., cum laude
158
International Community School Charter Renewal Petition - November 2023
Lexie L. Linger
407.221.4818 │ lexie.linger@gmail.com
Qualifications
• 8 years’ experience studying and working with nonprofits, including refugee services
• Certified mediator trained in conflict management and cross-cultural communication techniques
• Current parent of ICS student (rising first grader)
Work Experience
Successful Nonprofits® – Atlanta, GA
Consultant – March 2020-Current
• Conduct strategic planning projects including research, facilitating meetings, and drafting the
final plan
• Support other practice projects as needed, including Board development and recruitment
• Manage all content production including producing the Successful Nonprofits® Podcast and
writing blog posts and social media posts
• Supervise contractors
New American Pathways – Atlanta, GA
Special Events Contractor – June 2016-November 2016
• Trained and supervised 12 volunteers to run registration and check out services
• Managed payments, guest lists, table assignments, name tags, thank you letters, and logos for
45 individual and corporate sponsors
• Coordinated personalized invitations to 69 VIP individuals and thank you letters and receipts to
over 200 guests, donors, and sponsors
• Secured in-kind donations, including the volunteers’ meal and the signature cocktail
• Assisted with final event logistics including set up, updating presentation PowerPoints,
delivering vendor payments and supplies, and printing signage
Community Engagement Coordinator – August 2014-December 2015
• Designed and implemented a nonprofit leadership training program that connected refugee
and immigrant-led nonprofit leaders with resources to advance their organizations’ goals and
missions
• Coordinated 16 nonprofit trainings and consultations serving 64 community leaders
• Managed the development of, and made regular updates to, the New American Network, the
first comprehensive, online refugee resource guide in the community
• Started and edited a weekly email newsletter that reached over 100 refugee community
leaders and members
Community Engagement Assistant – February-August 2014
• Wrote and distributed the DeKalb County Resource Guide: A Guide to Refugee Friendly
Resources
• Coordinated community-wide educational events on a variety of topics ranging from nonprofit
board development to lead safety
Lead Teacher – October 2013-May 2014
• Supervised 15 students, 6 volunteers, and 1 staff member at a refugee kindergarten/first-grade
afterschool program
• Designed and implemented volunteer appreciation activities
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International Community School Charter Renewal Petition - November 2023
Page |2
Lexie L. Linger
Community Service
New American Pathways – Atlanta, GA
English at Home Volunteer – November 2016-March 2017
• Provided in-home ESL tutoring and other adjustment support as needed
K.D. Moore Community Center – Clarkston, GA
Board Member – August 2016-June 2017
International Rescue Committee – Seattle, WA
Family Mentor – February-September 2013
• Provided in-home cultural orientation, job/college coaching, and ESL tutoring
Outdoor Youth Connections – Seattle, WA
Special Event Intern – February 2013-September 2013
• Supported staff with an annual wine tasting fundraiser, raising over $6,000, via securing in-kind
donations for a silent auction, designing the event program, and setting up
Karenni Refugee Committee – DohKetha, Thailand
Administrative Intern – September-October 2012
• Developed the Committee’s first social media outlet on Facebook and trained staff to maintain
it
• Offered administrative assistance to staff such as writing grants and drafting the annual report
Professional Development
Georgia Center for Nonprofits – Atlanta, GA
Certificate of Supervision and Management – Completed July 2015
Georgia Center for Nonprofits – Atlanta, GA
Certificate of Nonprofit Leadership – Completed May 2015
CDF – Clarkston, GA
Community Development Training – Completed 2014
Mental Health First Aid – Atlanta, GA
Mental Health First Aid – Completed August 2014
University College of Professional and Continuing Studies – Denver, CO
40 Hour Professional Mediation Training – Completed January 2012
Education
University of Denver – Denver, CO
Master’s in International Human Rights – September 2010-March 2012
Minors in Non-profit Management & Conflict Resolution
University of North Florida – Jacksonville, FL
Bachelor’s in Philosophy – August 2005-December 2008
Minor in International Studies
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International Community School Charter Renewal Petition - November 2023
Julie Elizabeth McFaddin
1409 Oldfield Road
Decatur, GA 30030
Home: 404.993.8052
Work: 404.370.4440
jmcfaddin@csdecatur.net
Education: Georgia State University
Ed.D in Curriculum and Instruction, May 2018
Kennesaw State University
Masters of Adolescent Education, December 2007
Concentration: Middle Grade Mathematics
Clemson University
Bachelor of Arts, May 1998
Major: Elementary Education
Teaching Certificate: State of Georgia: #442475
Middle Grades (4-8): Math, Science, Language Arts, and
Social Studies
Early Childhood (K-3)
Gifted Endorsement
K-5 Mathematics Endorsement
MTSS Endorsement
Educational Leadership Experience:
7/2022-present Instructional Coach/IB Coordinator
Beacon Hill Middle School
City Schools of Decatur Decatur, GA
7/2020-5/2022 Director of Math and Science
City Schools of Decatur Decatur, GA
7/2017-6/2020 Instructional Coach/IB Coordinator
Fifth Ave. ⅘ Academy
Talley Street Upper Elementary
City Schools of Decatur Decatur, GA
Teaching Experience:
8/2011-6/2017 Fifth Grade Teacher
Fifth Ave. 4/5 Academy Decatur, GA
City Schools of Decatur
1/2011-5/2011 Middle Grades Math Enrichment Teacher
Hull Middle School Duluth, GA
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Gwinnett County Schools
6/2008-5/2010 Fifth Grade Teacher
Rockbridge Elementary School Decatur, GA
Dekalb County Schools
8/2006-6/2008 Third Grade Teacher
Forrest Hills Elementary School Decatur, GA
Dekalb County Schools
8/2005-8/2006 EIP Math Teacher
Forrest Hills Elementary School Decatur, GA
Dekalb County Schools
4/2001-8/2006 Fifth Grade Math Teacher
Glen Haven Elementary School Decatur, GA
Dekalb County Schools
8/1999-7/2000 Fifth Grade Teacher
North Cove Elementary School Marion, NC
Marion County Schools
1/1998-7/1999 Sixth Grade Reading Teacher
South Middle School Lancaster, SC
Lancaster County Schools
Related Work Experience:
8/2018-5/2020 Part-Time Graduate Instructor
Georgia State University Atlanta, GA
Courses:
Elementary Mathematics in Dual Language Immersion
Setting (ECEE 4397/7397)
Mathematics Curriculum in the Early Childhood Classroom
(ECE 7400)
5/2010-8/2011 Mathematics Educational Consultant
Evans Newton Incorporated Scottsdale, AZ
8/2004-8/2007 Math/Reading Tutor
Sylvan Learning Center (Toco Hills) Atlanta, GA
8/2000-4/2001 Site Coordinator for After-school/Summer Camp
City of Decatur Recreation Department Decatur, GA
Personal Interests: Reading, music, hiking, camping, running, and travel
References: Derrick Thomas Current Supervisor
404.370.4440
Karen Newton Former Supervising Principal
404.371.6680
Billy Heaton Former Supervising Principal
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470.283.7340
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1996 Kenwood Rd. SE Primary Phone: 770 940 2739
Smyrna, Georgia 30082 kyracaldwell82@gmail.com
Kyra M. Caldwell Templeton, Ph.D.
Education:
Mercer University 2013-2017 Macon, GA
Ph.D. in Curriculum and Instruction
GPA: 4.0
Georgia State University 2008-2009 Atlanta, GA
M.A.T., English Education, 6-12
GPA: 3.8
Capella University 2004-2005 Minneapolis, MN
M.Ed., Post-Secondary Education
GPA: 3.9
Spelman College 2000-2003 Atlanta, GA
B.A., English
GPA: 3.4, Cum Laude
Licenses and Certifications:
Georgia Department of Education Clear-Renewable Teaching Certificate, #739680
SRS – Curriculum and Instruction
SRT – English (6-12)
SRT - Gifted In-Field
C – Clearance Certificate
Georgia Department of Education - Teacher Keys Effectiveness System (TKES)
Credentialed, September 2022
Sheltered Instruction Observation Protocol (SIOP) Certified, December 2019
Experience:
Atlanta Public Schools (APS) 7/2023-Present Atlanta, GA
Program Director of Student Engagement
Office of Student and Employee Engagement
▪ Assists the Strategy and Engagement Team in developing and growing
student engagement strategies to enable students to practice leadership
and advocacy skills.
▪ Collaborates with district level teams to provide professional
development for leadership in skills necessary to see students as leaders
of change within schools.
▪ Manages, executes, and tracks strategies to bolster student engagement,
voice, and leadership in the district.
▪ Manages the coordination and establishment of student school-based
government groups, including designing, developing, and monitoring
processes, trainings, and protocols for school leaders and student
government sponsors.
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▪ Reviews bylaws, regulations, and policies for student school-based
government groups with stakeholders.
▪ Assists in communications related to student leadership and voice
across the district in partnership with school and district leaders.
▪ Develops and supports strategies to leverage student data/input to
influence strategic decision-making
▪ Works in partnership with district department leaders, including the
APS Board of Education Student Advisory Council support staff,
advocacy roles in the Ombuds Office, and other advocacy roles in the
district to develop student voice initiatives for special populations.
▪ Attends various school and district meetings/activities to define and
outline roles to improve participation, performance, and success for
individual students.
▪ Supports schools' capacity to embrace student voice, leadership,
engagement, and agency.
▪ Researches and identifies new programs/researches studies that would
benefit students and staff in the realm of equitable student voice,
engagement, leadership, and agency.
▪ Supports strategies to strengthen relationships with key external
stakeholders {including civic, non-profit, and for-profit organizations).
▪ In collaboration with various departments in Academics and School
Divisions, coordinates and supports opportunities for students to further
practice leadership skills and civic engagement with supplemental
learning experiences, including after school and in the summer.
▪ Assists with student leadership projects and events as assigned.
Radiant Educational Services, LLC 8/2017-Present Smyrna, GA
Educational Consultant/Co-Founder
▪ Provides customized test preparatory materials and instruction for
secondary educational levels. (Specializing in ACT Test Prep).
▪ Facilitates customized professional development for various
educational entities. (To include: team building, instructional support –
observations/coaching, leadership coaching/mentorship, and school
operational support).
▪ Conducts private tutorial sessions for students of all grade levels and
abilities. (Specializing in Reading, Literacy, and Writing).
▪ Completes technical writing projects for educational entities. (To
include: accreditation documentation, Title I planning/development,
charter application writing, and school document development and
revision – handbooks/manuals).
▪ Provides instructional coaching to faculty for the purpose of improving
pedagogical practices. (Instructional coaching includes lesson plan
feedback, classroom observations and feedback, and differentiated
professional development based on pedagogical practices and needs)
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Marietta City Schools 7/2018-7/2023 Marietta, GA
English Language Arts (ELA)
Middle Grades Instructional Coach
▪ Enhanced instructional delivery and ensured continued teacher
development by supporting teachers in their implementation of the
district’s curriculum in alignment with the school and district strategic
plans.
▪ Facilitated customized professional development for ELA professional
learning communities at Marietta Sixth Grade Academy and Marietta
Middle School.
▪ Coached all ELA teachers at Marietta Sixth Grade Academy and
Marietta Middle School.
▪ Planned local assessments in alignment with the state curriculum
standards and curriculum pacing.
▪ Analyzed assessment data in order to identify areas of increased
instructional focus.
▪ Conducted weekly instructional observations and provided action
oriented feedback.
▪ Facilitated the coaching cycle with teachers.
▪ Facilitated the improvement of teacher instructional practice.
▪ Planned and developed appropriate curriculum units and lessons that
align with the state curriculum standards and International
Baccalaureate Middle Years Programme (IB/MYP) requirements.
▪ Organized, formated, and maintained the ELA curriculum per grade
level (6-8).
Mercer University 5/2018-10/2019 Macon, GA
Tift College of Education
Research Assistant
● Conducted effective qualitative research to identify trends in the Mercer
University Tift College of Education teacher preparation program.
● Collected qualitative data utilizing various methods of data collection.
● Examined qualitative data yielded from various educational stakeholders
(teachers, students, parents, and administrators).
● Organized and analyzes qualitative data into themes.
● Crafted narratives based on the analysis of qualitative data.
● Partnered with university faculty in the examination of the data and overall
research.
Cobb County Public Schools 7/2017-5/2018 Marietta, GA
McEachern High School
Part-Time English Teacher
● Provided differentiated instruction for students that enable them to learn and
achieve to the maximum of their abilities.
● Provided instruction for ninth and tenth grade levels, with a focus in literary
genres, grammar, writing, and vocabulary development.
● Prepared weekly lesson plans utilizing standards based, backwards design.
● Collaborated with colleagues to ensure that the students receive consistency and
coherence within the English Department.
● Executed lesson plans adequately in order to increase student achievement and
success.
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● Maintained accurate grade keeping though the use of Synergy, a grade
calculation program, and through written documentation.
● Maintained frequent communication amongst students, parents, and
administration to ensure student achievement and success.
KIPP Metro Atlanta Schools 6/2013-6/2017 Atlanta, GA
KIPP Atlanta Collegiate
Director of Operations -
School Administration
● Member of the administrative team—the senior leadership team of the school.
● Participated in school wide initiatives and decision making as a member of the
administrative team.
● Conducted financial oversight – review invoices, deposits, account coding, and
maintenance of financial records.
● School leader and liaison with AdvancED/SACS for inaugural school
accreditation
● Maintained and tracked daily income and financial records for an $8M budget.
● Conducted an analysis of the monthly and quarterly budget.
● Coordinated vendors and negotiates contracts of $1K and up.
● Reviewed orders and approved purchases (below $500 within budgets).
● Managed and tracked assets.
● Title I Coordinator – responsible for maintenance of Title I documentation,
parental involvement initiatives, reimbursement requests to the Title I Office of
Federal and Program Grants, procurement of Title I materials and technology,
and Title I inventory.
● Facilities management – assisted with the management of janitorial services in
conjunction with Building Engineer, conducts weekly facility meetings with
building engineer, secondary contact for security issues, and manages the use of
the facility with internal and external vendors.
● Coached and evaluated direct reports.
● Led weekly meetings with direct reports inclusive of the following positions:
School Operations Manager, Office Manager and Executive Assistant, Office
Assistant, Director of Technology, Building Engineer, and Title I Parent Liaison.
● Created and led professional development sessions for the operations team.
● Defined and managed front office culture, procedures, systems and expectations.
● Monitored health & safety compliance, in conjunction with the Building
Engineer.
● Completed periodic building walkthroughs to ensure the maintenance of
aesthetics and to ensure safety for students and staff.
KIPP Metro Atlanta Schools 6/2011-6/2013 Atlanta, GA
KIPP Atlanta Collegiate High School
Founding English Teacher/
English Department Chair
● Provided differentiated instruction for regular, honors, and inclusion students
that enable them to learn and achieve to the maximum of their abilities.
● Provided instruction for ninth and tenth grade levels, with a focus in literary
genres, grammar, writing, critical analysis, and vocabulary development.
● Prepared semester scope and sequence and unit plans utilizing the Common
Core and ACT College Readiness Standards.
● Prepared weekly lesson plans utilizing the Common Core and ACT College
Readiness Standards.
● Reviewed and critiqued lesson plans of direct reports in the English Department.
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● Collaborated with colleagues to ensure that the students receive consistency and
coherence within the English Department.
● Facilitated weekly tutorial sessions for student support and enrichment.
● Attended local, regional, and national professional development as a teacher and
a leader in the KIPP Metro Atlanta region.
● Executed lesson plans adequately in order to increase student achievement and
success.
● Maintained accurate grade keeping though the use of Kickboard and Infinite
Campus, a grade calculation program, and through written documentation.
● Maintained frequent communication amongst students, parents, and
administration to ensure student achievement and success.
● Managed and coaches the English Department members through weekly
observation and conferencing by setting and tracking quarterly goals and using
the KIPP Framework for Excellence in Teaching (KFET) evaluation tool.
● Facilitated bi-monthly English Departmental meetings and provides agendas,
calendars and meeting minutes.
● Participated in the ongoing development of the 9th and 12th Grade Literature
curriculum using the Common Core Standards.
● Participated in the ongoing development and adaptation of the Journalism
elective using the National Council for Teacher of English (NCTE) Standards.
● Participated in monthly leadership meetings to impact student success and
achievement through an in-depth analysis of the school’s functionality and
academic model.
● Completed the KIPP Schools Leadership Program for teacher leaders.
● Served as an advisor to the class of 2015.
Cobb County School District 8/2007-5/2011 Marietta, GA
Sprayberry High School
English Teacher
● Provided differentiated instruction for students that enable them to learn and
achieve to the maximum of their abilities.
● Provided instruction for ninth, tenth, and twelfth grade levels, with a focus in
literary genres, grammar, writing, and vocabulary development.
● Prepared weekly lesson plans utilizing standards based, backwards design.
● Collaborated with colleagues to ensure that the students receive consistency and
coherence within the English Department.
● Attended local and district trainings in order to enhance professional
development.
● Executed lesson plans adequately in order to increase student achievement and
success.
● Maintained accurate grade keeping though the use of Pinnacle, a grade
calculation program, and through written documentation.
● Maintained frequent communication amongst students, parents, and
administration to ensure student achievement and success.
Skills:
● Fluent in Microsoft Office Suite
● Fluent in Outlook
● Fluent in Schoology – Learning Management System
● Fluent in Google Docs Office Suite
● Fluent in Office 365 Suite
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Professional Affiliations:
4/2022-Present Professional Association of Georgia Educators (PAGE)
6/2022-Present International Community School, Board Member
5/2017-9/2022 KIPP Atlanta Collegiate High School, Advisory Board Chair
Additional Affiliations:
6/2003-Present Member of The Order of the Eastern Star, Prince Hall
Affiliated - Viola Hart-Felton, Chapter #584
4/2008-Present Member of Delta Sigma Theta Sorority, Incorporated -
Marietta-Roswell Alumnae Chapter
7/2011-5/2013, Member of the National Alumni Association of Spelman
8/2021-Present College - Atlanta Chapter
Professional References:
Dave C. Howland Chanika R. Perry, Ed.D.
Former Principal at KIPP Atlanta Former Administrative Team Colleague
Collegiate at KIPP Atlanta Collegiate
KIPP Metro Atlanta KIPP Metro Atlanta
Dave.Howland@teachforamerica.org cperry@handsonatlanta.org
404 326 4858 706 951 6748
Lyndsey Gresehover
Current Teacher at Marietta City Schools Rasheeda Salaam Tolbert
Marietta City Schools Former Administrative Team Colleague
litwithlyns@gmail.com at KIPP Atlanta Collegiate
704 654 8780 KIPP Metro Atlanta
Current Colleague and Co-Founder at
Radiant Educational Services, LLC
rst@radiantedservices.com
678 571 7093
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Melissa Cantrell, AIA, LEED AP
CEO/President, Owner
Melissa.Cantrell@cdhpartners.com
678.784.3481
www.linkedin.com/in/melissa-cantrell/
EDUCATION PROFESSIONAL SUMMARY
Georgia Institute of Technology | Melissa is the President and CEO of CDH Partners, where she handles operations
Bachelor of Science, Architecture to establish short and long-term goals, plans and strategies, as well as resourcing,
Masters of Architecture with Honors employee growth, and budgets. When she is not deciding operational strategies,
building a diverse, well-oiled team, or networking, she is the principal of CDH’s
REGISTRATION education studio - ensuring resources and managing designs.
GA - #010584
SC - #9067 EXPERIENCE
CDH Partners, Inc Atlanta, GA
ORGANIZATIONS
President and CEO
Association for Learning Environments
Oct 2020 - Present
(formerly CEFPI), Board Member,
Treasurer 2014-2018
United States Green Building Council Principal
(USGBC) Dec 2008 - Present
Georgia Association of School Associate Principal
Facility Administrators (GASFA) 2005 - 2008
Georgia Association of Physical Plant Vice President
Administrators (GAPPA) 2003 - 2005
Associate
RECOGNITION Jun 1999 - Dec 2008
Georgia Board of Architects and
Interior Designers, appointed by Gov. Intern
Deal 2015 - Present 1999 - 2001
Atlanta Regional Commission Georgia State Board of Architects and Interior Designers - Atlanta, GA
Regional Leadership Board Member | Georgia Secretary of State
May 2015 - Present
Leadership Cobb, Class of 2014
Member Board of Directors | Cobb Chamber of Commerce Atlanta, GA
School of the Future Competition, 2013 - Present
Southeast Region, Juror
AWARDS
Published in Design Equilibrium Magazine
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ASHLEY E. PERRY
Certified Public Accountant
https://www.linkedin.com/in/ashley-perry-1b9b9918/
E-mail: PROFESIONAL EXPERIENCE
aeperry678@hotmail.com
Vialto Partners – Atlanta, GA
Current Address: Global Mobility Services Tax Director
1611 Wehunt Pl SE May 2022 - Present
Smyrna, GA 30082 - Manage global expatriate programs for Fortune 500 companies
404.375.6090 - Oversee individual tax filings for cross border employees
- Advise on international policy provisions and benchmarking
PricewaterhouseCoopers, LLC – Atlanta, GA
Global Mobility Services Tax Director
January 2014 – May 2022
- Manage global expatriate programs for Fortune 500 companies
- Oversee individual tax filings for cross border employees
Bennett Thrasher PC-Atlanta, GA
Corporate Tax Supervisor
January 2009 – December 2013
- Managed and prepared multinational corporate tax filings
- Assisted taxpayers in IRS Offshore Voluntary Disclosure Program filings
Ernst & Young, LLC-Atlanta, GA
Corporate Tax Senior Associate
January 2007 – December 2008
- Prepared corporate tax returns including tax provisions, multistate and
consolidated filings
EDUCATION
Georgia State University – Atlanta, GA
Master’s in Taxation
August 2005 – December 2006
University of Memphis – Memphis, TN
Bachelor of Business Administration, Accounting
August 2001 – August 2005
- Magna Cum Laude Distinction
- Phi Mu Sorority, Treasurer
- Mortar Board Leadership Conference, University of Memphis Delegate
LEADERSHIP AND VOLUNTEERING
- International Community School, Treasurer and Board Member, February
2020-Present
- Women’s Inclusion Community, Co-Lead and Founder, Ongoing
- HOPEworldwide, Volunteer, Ongoing: Support international missions
- Bennett Thrasher Foundation, Board Member, 2012: Active member of
Communications and Fundraising Committees
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TROY R. COVINGTON
223 Lindsey Place NE Marietta, GA 30067 Cell Phone (404) 723-7572 troyrcovington@hotmail.com
EXPERIENCE
Bloom Parham, LLP, Atlanta, Georgia
Partner, January 2020 to present
Counsel, January 2015 to December 2019
Associate, June 2011 to December 2014
• Focus on complex commercial litigation, with experience in litigating cases
involving real estate disputes, trade secret infringement, corporate governance
disputes, breach of contract, business torts, copyright infringement, ad valorem
property tax appeals, and defamation
• Significant first-chair hearing and motions practice experience in federal and state
courts and arbitration
• Responsibility for management of work of associates and paralegals on case files
• Primary client contact for all cases under supervision
• First chair of jury trial in Gwinnett County Superior Court regarding easement
dispute
• Second chair of arbitration victory resulting from week-long evidentiary hearing,
following six months of discovery and major motions practice before arbitrator;
led team in confirmation of arbitration award in U.S. District Court
• Second chair of defense victory in water runoff case resulting from week-long
jury trial; jury verdict of no liability led to attorney’s fee award eligibility and
settlement with six-figure payment to client
• Briefed appeals in the U.S. Supreme Court, U.S. Court of Appeals for the
Eleventh Circuit, Georgia Supreme Court, and Georgia Court of Appeals
• Substantial mediation experience, including successful negotiated resolution of
cases pending in federal and state courts and responsibility for preparation of
settlement and release agreements documenting settlements
• Georgia Super Lawyers Rising Star 2012-2017; Super Lawyer 2018-2023
Krevolin & Horst, LLC, Atlanta, Georgia
Associate, May 2008 to June 2011
• Focused on general commercial litigation, with practice split between
representing plaintiffs and defendants, in state and federal court
• Experienced in preparation of temporary restraining order, interlocutory
injunction, and summary judgment briefing
• Extensive experience in appellate litigation, including drafting briefs in appeals
before both the Supreme Court of Georgia and Georgia Court of Appeals
• Managed cases through all stages, including pre-filing investigation, drafting
complaint or answer, conducting written discovery and depositions, filing and
responding to dispositive motions, trial, and post-trial briefing
• Conducted motion and evidentiary hearings before state courts
• Prepared witnesses to testify at trial, hearings, and in depositions
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Eversheds Sutherland LLP, Atlanta, Georgia
Associate, Intellectual Property Group, September 2004 to April 2008
• Focused on patent and trademark litigation
• Prepared preliminary injunction, summary judgment, Markman claim
construction, and attorney’s fees motion briefing
• Participated in preparation for and conduct of patent infringement trial, including
witness preparation, direct examination of expert witness on damages, and
drafting all post-trial briefing
• Gained experience in appellate litigation, including drafting appeals briefs for
patent case before the Federal Circuit and conducting mediation and drafting brief
for trademark case before the Eleventh Circuit
• Acquired extensive discovery experience, including drafting and responding to
discovery requests, management of document reviews, and taking depositions
The Honorable Julie E. Carnes, United States District Court for the Northern District of
Georgia, Atlanta, Georgia
Judicial clerk, August 2002 to August 2004
• Drafted orders disposing of all types of civil motions, including summary
judgment, motions to dismiss, and discovery disputes
EDUCATION
Vanderbilt University Law School, Nashville, Tennessee
J.D., May 2002; GPA 3.586
VANDERBILT LAW REVIEW, Articles Editor; Dean’s List
Birmingham-Southern College, Birmingham, Alabama
B.A., History and Political Science, summa cum laude, May 1999; GPA 3.97
Graduation with Honors in History; Dean’s List; Distinction in Leadership Studies
ADMISSIONS
• United States Supreme Court
• United States Courts of Appeals for the Eleventh and Federal Circuits
• U.S. District Courts for the Northern, Middle, and Southern Districts of Georgia
• All Georgia state courts
COMMUNITY
• Board of Directors of International Community School, Decatur, GA
• Usher coordinator, Peachtree Road United Methodist Church, Atlanta, GA
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WORK EXPERIENCE
EXECUTIVE DIRECTOR June 2023 - Present
INTERIM EXECUTIVE DIRECTOR June 2022 - May 2023
DIRECTOR OF OPERATIONS AND Jun 2020 - May 2022
FINANCE INTERIM BUSINESS MANAGER Mar 2020 - May 2020
HUMAN RESOURCES MANAGER July 2019 - Feb 2020
International Community School
Organizational Strategy & Leadership
Maintain alignment between programs and the overall vision, mission and
strategic mission of the organization
Lead driver of key strategic priorities for organization (5-year Strategic
Plan update, Master Facilities plan, Charter renewal, IB Reauthorization)
ensuring commitments that encompass overall key institutional pillars
FRANCOISE B. CARROLL Make sense of complex data in order to formulate strategic initiatives
Coordinate data analysis in partnership with Leadership Team to inform
INTERIM EXECUTIVE DIRECTOR strategic priorities year over year
Ensure effective systems are in place to track progress towards goals and
organization priorities
Seek out industry best practices to ensure organization is operating at
maximum capacity as it relates to human capital as well as
90 Hogue Street, NE organizational resources
Atlanta, GA 30312 Develops, maintains and supports strong relationships with Board of
Directors to foster governance best practices
carroll.francoise@gmail.com Facilitate strong partnership with Board of Directors to keep
organization compliant on a local and state level
linkedin.com/in/francoise-carroll/ People Development & Culture
Champion ICS's employee life cycle model to improve employee
engagement and retention fostering culture rooted in the mission and
values of organization
Created ICS's employee life cycle to improve employee engagement and
PROFILE retention resulting in 95% retention rate
Contribute to sustainability of the organization through succession
planning
Highly experienced leader with strong
Defined 6 career pathways for transitioning the employee experience
capacity to build teams and motivate into defined paths for internal advancement and promotion
others. Proven ability to align Create policies and practices that foster diversity, equity, and inclusion
management skills with emphasis on Implemented HR programs: ER paid short-term disability, wellness
promotion of mission and vision of initiatives, on-site child-care during professional development days,
organization. Strong capacity to build floating holidays, and annual volunteer day
effective team through coaching and
Finance, Operations, and Systems
development. Solid financial acumen Oversee the organization's operating budget of $6 million and steward
with ability to deliver financial results for institutional resources
organizational success. Forward thinking Fiduciary compliance with state and federal funds as well as acquired
leadership style with ability to devise other streams of revenue to ensure financial stability of organization
remedial actions for unidentified internal Align resources and leadership to maximize outcomes for organization
and external issues. while maintaining profitability margins
Rendered oversight to aspects of daily operations, including Human
Resources to a staff of 60 staff members and 20 contractors
Facilitate standard and effective operating processes and procedures in
GALLUP STRENGTHSFINDER partnership with Director of Operations & Finance
Developed and optimized job standards for all front office with a focus
on succession planning and cross-training/capacity building
Responsibility
Fundraising and Development
Refine and enhance the organization's fundraising strategy, including
Communication grants, major gifts, special fundraising events, and campaigns
Steer efforts in improving visibility in the metro Atlanta area through
development of key relationships with local government and community
Arranger organization
Obtained$200,000 in restricted funding, $100,000 in unrestricted
funding
Competitor Establish short and long-terms goals for fundraising efforts
Formulation of key events for generating revenue for school year over
year
Maintain, cultivate, and retain a solid donor base
Significance Participation in community and civic events on behalf of the company
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FRANCOISE B. CARROLL
COMMUNITY PROGRAM COORDINATOR Jan 2020 - Present
Emory Start:ME
90 Hogue Street, NE
Outward facing community liaison for organization by building and
maintaining relationships with community partners (Focus Community Atlanta, GA 30312
Strategy, YMCA, and Purpose Built Schools)
Recruiter of over 40 entrepreneurs from underserved/under-represented carroll.francoise@gmail.com
community of Historic South Atlanta (full-cycle participation in program)
Next Gen facilitator for Start:ME young leaders initiatives
linkedin.com/in/francoise-carroll/
PRESIDENT OF BOARD
VICE PRESIDENT OF BOARD
PERSONNEL COMMITTEE August 2013 - May 2019
Inman Park Cooperative Preschool
EDUCATION
Governance
Spearheaded redesigning Leadership of Organization and Board of
Director/ Governance relationship with updating of Board of Directors GEORGIA STATE UNIVERSITY
policy and procedures
Led redesign of organization mission and vision in partnership with Class of 2004
Leadership team in an effort to plan on-going and long-term growth for
organization
Bachelor of Art in Spanish with
Drove fundraising efforts by doubling our annual give campaign (Inman concentration in International
Park Cooperative Preschool Annual Auction) from $40,000 raised to Business
$80,000 (June 2018- May 2019)
Re-engaged community partners and neighborhood organization for future
expansion of preschool footprint in community Class of 2010
Bachelor of Business
Administration in Managerial
HUMAN RESOURCES COORDINATOR Mar 2010 - Nov 2011 Sciences (Human Resources)
Atlanta Research & Education Foundation PROFESSIONAL
Human Resources
HR Support for 200 employees
REFERENCES
Interim HR Manager during HR Manager’s leave of absence
Julie Allen
HUMAN RESOURCES ASSISTANT Jan 2010 - May 2010 Former Executive Director &
Principal, International Community
NFL, Atlanta Falcons School, Decatur, GA
Human Resources 407-399-2134
Re-designed summer internship program for organization (streamlining the
recruitment to hire process)
Rolled out 360 feedback performance tool for Executive level associates Sharonda Frazier
Oversaw the entire employee engagement experience for 185 associates Former Assistant Principal,
Launched Associate Appreciation Week increasing engagement experience
by 75% for weeks daily participation International Community School,
Decatur, GA
404-229-0136
AREA (HUMAN RESOURCES LEADER
SALES COACH) MANAGER Mar 2001 - July 2008
Janet Harkins-Khamsi
Bare Escentuals (Bare Minerals) Former National Sales Director,
Human Resources Bare Escentuals (Bare Minerals)
HR/Sales leader for $15 million territory and Mentor,
Grew territory by 100% (recruitment of 10 FT Store Managers, 10 FT San Francisco, CA
Assistant Store managers and over 100 PT Sales Associates in 12 months)
Planned and conducted 3 in field district and regional sales meeting 412-400-9548
supporting 20 Retail Store locations
Grew retail market from 4 locations to over 20 locations over the span of 2
years during exponential growth for the organization
More available upon request.
175
DIAMOND
International Community School Charter Renewal Petition - November 2023
JEFFERIES
ASSISTANT
PRINCIPAL
Diamond Jefferies is an equity-minded educator with 10 years of
experience in the world of elementary education. She is a
transformational, servant leader with the ability to build relationships
Contact and work with stakeholders to forge commitment.
678.913.5337 EXPERIENCE
diamond.jefferies@gmail.com Assistant Principal | IB Coordinator
International Community School
5009 Post Road Pass July 2020 - Present
Plan and design an intensive Summer Bridge Program that led to 75%
Stone Mountain, GA 30088 of students making a semester's worth of growth in 4 weeks
Develop and implement an evaluation system for teacher assistants
Led a staff-wide book study of Zaretta Hammond's Cultural
Responsive Teaching and the Brain
Developed a structured intervention block and led committee to
Skills select new platform to improve MTSS procedures
Instructional Leadership Inaugural Instructional Coach
Group Facilitation RISE Grammar School
Policy and Procedure Adherance July 2018 - July 2020
Critical Thinking
Developed uniform lesson plan template
Employee Management
Plan monthly Family University Nights
Relationship Building National Honor Society Sponsor
Collaboration Developed K-5 Literacy scope and sequence
Google Suite Developed internal system for tracking classroom observations and
Infinite Campus school performance
Zoom
Teacher Education Facilitator and Advisor
Teach for America
May 2015 - July 2020
Georgia Develop needs-based professional development
Instilled culture of collaboration and open communication
Certifications Assessment of new teachers’ classroom and cultural competence
Homeroom Teacher
EDUCATIONAL LEADERSHIP - TIER II
RISE Grammar School | Fulton County Schools
(pending PASL)
EDUCATIONAL LEADERSHIP - TIER I July 2014 - July 2018
CURRICULUM AND INSTRUCTION School Governance Council Vice Chair
ELEMENTARY EDUCATION (P-5) Co-founder of Elegant Eagles mentoring program
PBIS Data Specialist
ESOL ENDORSEMENT
2017-18 Teacher of the Year
READING ENDORSEMENT
On average, 53.5% of students made a year of growth in reading within
one semester 176
On average, 78% of students made individual math growth goals
DIAMOND
International Community School Charter Renewal Petition - November 2023
JEFFERIES
ASSISTANT
PRINCIPAL
EDUCATION
Contact Doctor of Education
678.913.5337 Educational Leadership
Kennesaw State Univerity
diamond.jefferies@gmail.com August 2021 - Present
Research interests include: barriers to teacher certification in people
5009 Post Road Pass of color, innovative learning models in metro Atlanta schools, and the
effects of racial segregation vs. integration in schools with a majority
black population
Stone Mountain, GA 30088
Education Specialist
Educational Leadership
Kennesaw State University
references August 2019- July 2020
Completed coursework for Tier II Leadership certificate
Dr. Alastair Pullen
Executive Director
Atlanta Neiighborhood Charter School Master of Education
404.550.1472
Curriculum and Instruction in
Accomplished Teaching
Alexsandra Bermudez
Instructional Coach/IB Coordinator
Valdosta State University
August 2016 - December 2017
International Community School
404.660.4367 Earned English Speakers of Other Languages Endorsement
Dr. Robbie Hooker
Bachelor of Science
Superintendent
Early Childhood Education (K-5)
Social Circle City Schools
706.202.9242
University of Georgia
August 2010 - May 2014
Jesse Williams Cum Laude Graduate
Black Affairs Council
Assistant Principal
Student Council Treasurer
Fayette County Schools
Thomas Lay Foundation Volunteer
770.866.4212 Learning Ally Volunteer
Dione Smith
EIP Math Coordinator Gallup Strengths: Learner |
International Community School Achiever | Connectedness |
404.285.5401
Responsibility | Intellection
177
DIAMOND
International Community School Charter Renewal Petition - November 2023
JEFFERIES
ASSISTANT
PRINCIPAL
Monday, April 24, 2023
Dear Beloved Community,
I am writing to formally express my interest in the Principal position at International
Community School. There's no other place like ICS, and I would love to continue to
serve the community in this capacity.
I am entering my fourth year as Assistant Principal here, and I feel that this makes me
uniquely qualified for this position. I have worked closely with the principals that have
come before me, and I have been able to glean a glimpse of the role and what it takes
to fulfill it. Moreover, I know this community and it's needs, and I am equipped to
ensure that they are filled. I know the path that has been charted, and I am ready to
lead the way, in my own way.
Serving as the Assistant Principal has been a joyful and immense learning experience.
I've done it with another AP, alone, and with a coach. Because of this, I know the role
inside and out. I feel that this makes me ideal in being able to support the next AP.
I am a familiar presence for students, which I think is helpful for mitigating any feelings
around this change. Moreover, I have established relationships with families and staff
that will find comfort in knowing that though another person may be named as
Principal, ICS is still the tight-knit community that we know and love.
I look forward to continuing this conversation, and hope that my work can speak for
itself.
Sincerely,
Diamond Jefferies
Diamond Jefferies 178
International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
7
Local Roles and Responsibilities Chart
This Exhibit is Not Available in Word Format
179
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International Community School Charter Renewal Petition - November 2023
Introduction: Locally-approved charter school non-profit governing boards must have decision-making authority in all areas, including personnel decisions, financial decisions and
resource allocation, curriculum and instruction, establishing and monitoring the achievement of school improvement goals, and school operations. The columns in the chart below
describe the authority that must be exercised by a charter school's governing board, management, and school district respectively. There are also columns provided for other common
charter school partners (if applicable).
Instructions: Applicants must submit a proposed version of this chart that shows how roles and responsibilities are and/or will be shared for their particular charter school. If any
checkmarks are deleted or added, applicants must highlight in yellow those cells where a checkmark was deleted or added.
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
Personnel Decisions Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Select, retain, transfer, promote, demote, and/or terminate the principal or
school leader
Evaluate the principal or school leader (LKES)
Select, retain, transfer, promote, demote, and/or terminate faculty and all other
staff
Evaluate the teachers (TKES) and all other staff
Determine whether teacher certification will be required
Plan professional development for staff
Post-
Charter School Secondary Business Community
Charter School Local School
Financial Decisions and Resource Allocation Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Determine number and type of personnel positions budgeted, including
qualifications, roles, and job descriptions
Establish compensation model including salary ranges, bonus or performance-
based increases, supplements, and personal and professional leave, health,
dental, disability, and other benefit plans offered (other than TRS, which is
mandated) for all employees
Set budget priorities with funds received that are aligned with school
improvement plan, including personnel, curriculum, supply, equipment,
maintenance, operations, and all other costs
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Locally-Approved Charter School Partners Roles and Responsibilities Chart
Ensure school receives all per-pupil and other funding to which it is entitled by
agreement with the local district (its fiscal agent)
Raise additional funds through fundraising efforts
Exercise discretion over expenditure for all state and local funds and, as
permissible, federal funds
Final school budget approval
Establish financial policies and standard operating procedures
Maintain a reserve fund
Determine facility uses
Ensure sound fiscal management and monitor budget implementation
Post-
Charter School Secondary Business Community
Charter School Local School
Curriculum and Instruction Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Recommend/Adopt instructional delivery model
Recommend/Adopt curriculum, including any changes in curriculum as needed to
improve student achievement
Recommend/Adopt courses and programs to offer
Recommend/Adopt textbooks, technology, and instructional materials
Recommend/Establish additional graduation requirements
Recommend/Adopt course and credit requirements, including technology and
physical education skill requirements
Recommend/Adopt seat time requirements
Recommend/Adopt opportunities for student acceleration/remediation
Create or modify Career Pathway curricula
Choose dual enrollment options
Choose credit recovery options
Utilize online learning platforms (e.g., Georgia Virtual School)
Establish additional mastery level requirements for performance
Select additional formative and/or summative assessments to determine student
levels of mastery and growth
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Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
Curriculum and Instruction (continued) Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Establish delivery model, scheduling, staffing, and supplemental services for
English Learner (EL), special education (SPED), gifted, and remedial programs
Establish curriculum maps, pacing charts, and methods for monitoring the
curriculum
Establish lesson plan requirements for teachers
Establish placement and promotion criteria
Set grading and reporting policies, plans, process, schedules, and formats
Post-
Establishing and Monitoring the Achievement of Charter School
Nonprofit
Charter School Local School
Secondary
Education
Business
Partner(s)
Community
Partner(s)
Management District*
School Improvement Goals Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Complete self-assessment based on Georgia School Performance Standards
Develop actions, strategies, and interventions with faculty and staff (i.e., school
improvement plan)
Set a timeline for implementing school improvement timeline
Set a budget for implementing school improvement timeline
Recommend/Approve school improvement plan and provide oversight of its
implementation
Hold principal or school leader accountable for school improvement plan
implementation and timeline
Hold faculty and staff accountable for school improvement plan implementation
and timeline
Evaluate success of school improvement plan and recommend/make revisions as
needed
Regularly communicate student and school performance data to all stakeholders
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International Community School Charter Renewal Petition - November 2023
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
School Operations Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Provide input into school operations that are consistent with school improvement
and charter goals, including establishing human resources policies, procedures,
and handbooks
Establish work schedules of faculty and staff (e.g., hours per day, days per year,
calendars)
Establish experience, training, and other matters related to substitute teachers
Recommend/Set school daily, weekly, and annual school calendar and class
schedules, including length of school year, holidays, early release days, etc.
Recommend/Approve professional development vendors and resources
Manage day-to-day human resources
HR processing, including employment contracts and benefits administration
Recommend/Select co-curricular and extracurricular activities
Establish after-school and Saturday programs as needed
Set enrichment and/or advisory periods as needed
Establish field trips, including locations and date
Set class size and student-teacher ratios
Set staff-to-student ratios for non-class times (e.g., lunch, recess, specials,
transitions)
Establish school partnerships for school growth
Develop communications strategies, including stakeholder surveys, parent
involvement, volunteer support
Select/Approve vendors aligned with school needs
Manage transportation decisions, including authority to contract for
transportation service
Select information systems (e.g., Student Information System, financial
information systems)
Manage the facility or facilities that are owned and operated by the school
system for use by the charter school
Approve/manage the food service agreement with a vendor or the school system
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Locally-Approved Charter School Partners Roles and Responsibilities Chart
Establish school size
Establish school grade span different from typical primary, elementary, middle,
and high public school models (e.g., 4-8, K-8, K-12)
Establish attendance policies
Establish student code of conduct and behavior policies, plans, processes, and
formats
Adopt and implement a marketing plan that is inclusive in its recruitment and
retention of all students
Ensure access to support to address the physical, social, financial, and emotional
needs of students in the school
*The LBOE retains its constitutional authority
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International Community School
Charter Renewal Exhibit
8
Pre-Lottery Admissions Application
This Exhibit is Not Available in Word Format
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International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
9
Enrollment and Lottery Policy
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International Community School Charter Renewal Petition - November 2023
ICS Lottery Process 2019-2024
ICS will be implementing a weighted lottery for the 2019-2024 Charter Term. The
ICS mission states, "The International Community School is an International
Baccalaureate World School that educates refugees, immigrants and local children,
and provides a rigorous and holistic education in an intentionally diverse community
of mutual learners.”
Overview of ICS Lottery
International Community School opens online applications in January, a public
lottery is held in February and open houses in early spring. Specific dates for open
enrollment, open houses and the lottery can be found on the ICS website.
Lottery applications and selections are performed through an online registration
database system, LotterEase.com. Applicants can apply using their personal email
account and password. Applicants can always view, update information and check
their application status at any time.
You do not need to attend the lottery in person to gain admission. You can follow
status updates through their lotterease.com account or the school’s website at
www.icsgeorgia.org.
Applications received after application deadline will be placed at the end of our
waiting lists.
Lottery winners must confirm acceptance and submit required documents to
complete acceptance within 10 business days.
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International Community School Charter Renewal Petition - November 2023
ICS Lottery Notification
Applicants selected through the lottery will be notified via an electronic letter for
acceptance. Applicants who are not selected will be notified electrically with a “wait
list” number. Waiting applicants will be immediately contacted upon space
availability via their registered email address. The wait list will be active throughout
such school year. Applications received after the lottery will be added to end of the
wait list.
ICS Lottery Acceptance Requirements
A copy of student birth certificate, I-94, green card or passport, proof of residence in
DeKalb County (current utility bill, lease, etc.), immunizations, hearing, vision and
dental records. Student must be a resident of DeKalb County district schools to enter
the lottery. Preferences seating is given to siblings of current ICS students, staff and
board members.
ICS Enrollment Priorities
Per our 2019-24 Charter Contract, the ICS enrollment priority areas are:
1. A sibling of a student enrolled in the Charter School
2. A student whose parent or guardian is a member of the governing board of the
charter school or is a full-time teacher, professional, or other employee at the
Charter School
3. In accordance with Georgia law, the Charter School may utilize a weighted
lottery to provide an increased chance of admission to students who are
limited English proficient students, as defined by State Board Rule. The
additional weight for educationally disadvantaged students who are limited
English proficient students will be calculated each year in accordance with the
formula in Appendix C (Weighted Lottery Formula). To facilitate the
weighted lottery, applicants can indicate their “limited English proficient”
status on the admissions application and such status will be verified as part of
the registration process
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International Community School Charter Renewal Petition - November 2023
One of our goals is to maintain a balance between students who are refugees and
immigrants and students who are born in the United States. Since a majority of
our students who are refugees and immigrants are part of the ESOL program, we
amended our charter contract, which was approved by DeKalb County and the
Georgia Department of Education, to ensure that 50% of our students are
described as Limited English Proficient in their application. Thus, students who
speak another language at home, who are highly likely to qualify for ESOL
services, will be given preference in our the lottery during this charter term. The
weight given will vary by year and will be determined according to the formula
approved by the Georgia Department of Education.
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International Community School Charter Renewal Petition - November 2023
Key Lottery Dates
Date Activity
December 31, 2023 at 11:59PM 2023-2024 SY application closes
January 1, 2024 at midnight 2024-2025 SY Application goes live
January 9, 2024 at 9:00 AM Open House
January 23, 2024 at 9:00 AM Open House
February 6, 2024 at 9:00AM Open House
February 8, 2024 at 11:59PM Lottery Closes
February 13, 2024 at 4:00 PM Lottery live via Zoom
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International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
10
Annual Calendar and Daily Schedule
This Exhibit is Not Available in Word Format
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2023-2024 ICS CALENDAR
July 3-7 ICS Closed Jan. 3 First Day of School, Sem. 2
JULY 2023 JANUARY 2024
Jan 15 MLK Day, ICS Closed
S M T W Th F S S M T W Th F S
1 1 2 3 4 5 6
2 3 4 5 6 7 8 7 8 9 10 11 12 13
9 10 11 12 13 14 15 14 15 16 17 18 19 20
16 17 18 19 20 21 22 21 22 23 24 25 26 27
23 24 25 26 27 28 29 28 29 30 31
30 31
Aug. 7 First Day of School, Sem. 1 Feb. 16 Teacher Workday, No
AUGUST 2023 FEBRUARY 2024
School
S MT W Th F S S M T
W Th F S
Feb. 19 President’s Day, ICS
1 2 3 4 5 1 2 3
Closed
6 7 8 9 10 11 12 4 5 6 7 8 9 10
13 14 15 16 17 18 19 11 12 13 14 15 16 17
20 21 22 23 24 25 26 18 19 20 21 22 23 24
27 28 29 30 31 25 26 27 28 29
Sept. 4 Labor Day, ICS Closed March 8 Teacher Workday, Virtual
SEPTEMBER 2023 MARCH 2024
Learning Day
S M T W Th
F S S M T W Th
F S
1 2 1 2
3 4 5 6 7 8 9 3 4 5 6 7 8 9
10 11 12 13 14 15 16 10 11 12 13 14 15 16
17 18 19 20 21 22 23 17 18 19 20 21 22 23
24 25 26 27 28 29 30 24 25 26 27 28 29 30
31
Oct. 6 Conference Day, No School April 1-5 Spring Break, ICS Closed
OCTOBER 2023 APRIL 2024
Oct. 9 Indigenous People's Day, April 9 Eid, Virtual Learning Day
S M T W Th F S S M T W Th F S
ICS Closed
1 2 3 4 5 6 7 1 2 3 4 5 6
8 9 10 11 12 13 14 7 8 9 10 11 12 13
15 16 17 18 19 20 21 14 15 16 17 18 19 20
22 23 24 25 26 27 28 21 22 23 24 25 26 27
29 30 31 28 29 30
Nov. 7 Teacher Workday, Virtual May 22 Last Day of School, Sem. 2
NOVEMBER 2023 MAY 2024
Learning Day May 27 Memorial Day, ICS Closed
S M W T Th F S S M T
W Th F S
Nov. 20-24 Thanksgiving Break,
1 2 3 4 1 2 3 4
ICS Closed
5 6 7 8 9 10 11 5 6 7 8 9 10 11
12 13 14 15 16 17 18 12 13 14 15 16 17 18
19 20 21 22 23 24 25 19 20 21 22 23 24 25
26 27 28 29 30 26 27 28 29 30 31
Dec. 15 Last day of School, Sem. 1 June 19 Juneteenth, ICS Closed
DECEMBER 2023 JUNE 2024
Dec. 18-Jan. 1 Winter Break, ICS
S M T W Th
F S S M T W Th S F
Closed
1 2 1
3 4 5 6 7 8 9 2 3 4 5 6 7 8 School Closed
10 11 12 13 14 15 16 9 10 11 12 13 14 15
17 18 19 20 21 22 23 16 17 18 19 20 21 22 Semester Start/End
24 25 26 27 28 29 30 23 24 25 26 27 28 29
31 30 Teacher Workday
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International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Kindergarten
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
Community Gathering foundational skills reading program providing explicit,
Morning Meeting *Rotating Schedule systematic instruction that moves students from foundational
8:20 to 8:30 skills to reading fluency.*One ESOL teacher will push in to
EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
ELA Focus ELA Focus
Write model utilizing teacher-led discussion and small group
8:30 to 9:15 Centers* Centers*
collaboration
(ESOL Pull-Out) (ESOL Pull-Out)
*1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
Reading Foundations Reading Foundations occurs, standards must be aligned across the grade level and
9:15 to 9:45
students should ideally be sorted into ability-based groups.
Block One: Block One: ELA Focus Centers: Differentiated instruction to support
Transdisciplinary Transdisciplinary student growth, utilizing a small group rotation
9:45 to 10:15 Learning Learning
(Ready GA Reading) (Ready GA Reading) *1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Break Break
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
Intervention*
10:30 to 11:10
(Wonder Lab & EIP Math) Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
Social Science
growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science Social Science: Direct instruction for grade level Science and
11:15 to 11:45
(Second Step Monday)
Social Studies content
Second Step Monday: Evidence-based social-emotional
Break Break learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
12:00 to 12:25 Lunch Lunch Intervention: Tier III student support, differentiated centers
and iReady individualized computer-based instruction; The
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
12:25 to 1:00 Recess Recess Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
Block Two: Block Two: *Dismissal will begin at 2:50 PM and end at 3:15.
Transdisciplinary Transdisciplinary
1:05 to 1:50
Learning Learning
(Eureka Math) (Eureka Math)
Break Break
Click HERE for Click HERE for
2:00 to 2:40
Specials Rotation Specials Rotation
2:50 Dismissal Dismissal CLICK HERE FOR DUTIES AND ASSIGNMENTS
199
International Community School Charter Renewal Petition - November 2023
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International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
First Grade
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
Community Gathering foundational skills reading program providing explicit,
Morning Meeting *Rotating Schedule systematic instruction that moves students from foundational
8:15 to 8:30 skills to reading fluency.*One ESOL teacher will push in to
EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Block One: Block One: Write model utilizing teacher-led discussion and small group
Transdisciplinary Transdisciplinary collaboration
8:30 to 9:15 Learning Learning
(Ready GA Reading) (Ready GA Reading) *1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
ELA Focus ELA Focus ELA Focus Centers: Differentiated instruction to support
9:15 to 10:00 Centers* Centers* student growth, utilizing a small group rotation
(ESOL Pull-Out) (ESOL Pull-Out)
*1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
10:05 to 10:30 Lunch Lunch Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
Math Enrichment: The introduction of new material
10:30 to 10:55 Recess Recess
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Block Two: Block Two: Social Science: Direct instruction for grade level Science and
Transdisciplinary Transdisciplinary Social Studies content
11:00 to 11:45
Learning Learning
(Eureka Math) (Eureka Math) Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Math Intervention: Tier III student support, differentiated centers
French and iReady individualized computer-based instruction; The
11:45 to 12:25 Enrichment
(EIP Math) Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
Intervention *Dismissal will begin at 2:50 PM and end at 3:15.
12:30 to 1:10 Social Science
(Wonder Lab & EIP Reading)
Click HERE for Click HERE for
1:15 to 1:55
Specials Rotation Specials Rotation
Social Science
2:10 to 2:40 Social Science
(Second Step Monday)
2:50 Dismissal Dismissal CLICK HERE FOR DUTIES AND ASSIGNMENTS
201
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Second Grade
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10
Breakfast Breakfast will occur from 8:16 AM to 8:19 AM. Take attendance during
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Community Gathering Magnetic Reading Foundations: Kinder - 2nd Grade
Morning Meeting *Rotating Schedule foundational skills reading program providing explicit,
8:15 to 8:30 systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
EACH Kindergarten class during Reading Foundations.
Block One: Block One:
Transdisciplinary Transdisciplinary Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
8:30 to 9:15 Learning Learning Write model utilizing teacher-led discussion and small group
(Ready GA Reading) (Ready GA Reading) collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
ELA Focus ELA Focus occurs, standards must be aligned across the grade level and
9:15 to 10:00 Centers* Centers* students should ideally be sorted into ability-based groups.
(ESOL Pull-Out) (ESOL Pull-Out)
ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
*1st - 5th grades will share three ESL teachers. Students will
10:05 to 10:30 Recess Recess
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
10:30 to 10:55 Lunch Lunch students gain a deeper understanding of the why behind the
numbers
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
Click HERE for Click HERE for
11:00 to 11:40 growth, utilizing a small group rotation. *EIP Math will pull
Specials Rotation Specials Rotation
during this block.
Social Science: Direct instruction for grade level Science and
Social Studies content
Block Two: Block Two:
Transdisciplinary Transdisciplinary Second Step Monday: Evidence-based social-emotional
11:45 to 12:30
Learning Learning learning (SEL) curriculum that fosters students' emotional
(Eureka Math) (Eureka Math) intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
and iReady individualized computer-based instruction; The
Math Wonder Lab, Reading EIP AND Tier III Intervention will pull
French
12:30 to 1:10 Enrichment during this block.
(ends at 1:10)
(EIP Math)
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
Intervention
1:15 to 1:55
(Wonder Lab & EIP Reading)
Social Science
Social Science
2:10 to 2:40
(Second Step Monday)
2:50 Dismissal Dismissal CLICK HERE FOR DUTIES AND ASSIGNMENTS
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International Community School
2023-2024 Schedule
Third Grade
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
Community Gathering foundational skills reading program providing explicit,
Morning Meeting *Rotating Schedule systematic instruction that moves students from foundational
8:15 to 8:30 skills to reading fluency.*One ESOL teacher will push in to
EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
Click HERE for Click HERE for collaboration
8:30 to 9:10
Specials Rotation Specials Rotation
*1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
Block One: Block One:
Transdisciplinary Transdisciplinary ELA Focus Centers: Differentiated instruction to support
9:15 to 10:00 Learning Learning student growth, utilizing a small group rotation
(Ready GA Reading) (Ready GA Reading)
*1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
ELA Focus ELA Focus Eureka Math: Standards-based math instruction that helps
10:05 to 10:55 Centers* Centers* students gain a deeper understanding of the why behind the
(ESOL Pull-Out) (ESOL Pull-Out) numbers
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
11:00 to 11:25 Lunch Lunch during this block.
Social Science: Direct instruction for grade level Science and
Social Studies content
11:30 to 11:55 Recess Recess
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Social Science Intervention: Tier III student support, differentiated centers
12:00 to 12:25
(Second Step Monday) and iReady individualized computer-based instruction; The
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Social Science
Block Two: Black Box (Kindergarten): Unstructured breaks, snack and/or
Transdisciplinary restroom
12:30 to 1:15
Learning
(Eureka Math) *Dismissal will begin at 2:50 PM and end at 3:15.
Math
French
1:15 to 1:55 Enrichment
(EIP Math)
Block Two:
Intervention Transdisciplinary
2:00 to 2:40
(Wonder Lab & EIP Reading) Learning
(Eureka Math)
2:45 Dismissal Dismissal CLICK HERE FOR DUTIES AND ASSIGNMENTS
203
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Fourth Grade
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
Community Gathering foundational skills reading program providing explicit,
Morning Meeting *Rotating Schedule systematic instruction that moves students from foundational
8:15 to 8:30 skills to reading fluency.*One ESOL teacher will push in to
EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Block Two: Write model utilizing teacher-led discussion and small group
Intervention Transdisciplinary collaboration
8:30 to 9:10
(Wonder Lab & EIP Reading) Learning
(Eureka Math) *1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
Block One: Block One:
Transdisciplinary Transdisciplinary ELA Focus Centers: Differentiated instruction to support
9:15 to 10:00 Learning Learning student growth, utilizing a small group rotation
(Ready GA Reading) (Ready GA Reading)
*1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
ELA Focus ELA Focus Eureka Math: Standards-based math instruction that helps
10:05 to 10:55 Centers* Centers* students gain a deeper understanding of the why behind the
(ESOL Pull-Out) (ESOL Pull-Out) numbers
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
11:00 to 11:25 Recess Recess during this block.
Social Science: Direct instruction for grade level Science and
Social Studies content
11:30 to 11:55 Lunch Lunch
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
Click HERE for Click HERE for and iReady individualized computer-based instruction; The
12:00 to 12:40
Specials Rotation Specials Rotation Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
Social Science
12:50 to 1:15
(Second Step Monday) *Dismissal will begin at 2:50 PM and end at 3:15.
Social Science
Block Two:
Transdisciplinary
1:15 to 2:00
Learning
(Eureka Math)
Math
French
2:00 to 2:40 Enrichment
(EIP Math)
2:50 Dismissal Dismissal CLICK HERE FOR DUTIES AND ASSIGNMENTS
204
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Fifth Grade
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
Community Gathering foundational skills reading program providing explicit,
Morning Meeting *Rotating Schedule systematic instruction that moves students from foundational
8:15 to 8:30 skills to reading fluency.*One ESOL teacher will push in to
EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
Math collaboration
French
8:30 to 9:10 Enrichment
(EIP Math) *1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
Click HERE for Click HERE for ELA Focus Centers: Differentiated instruction to support
9:15 to 9:55 student growth, utilizing a small group rotation
Specials Rotation Specials Rotation
*1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Block One: Block One:
Transdisciplinary Transdisciplinary Eureka Math: Standards-based math instruction that helps
10:00 to 10:50 Learning Learning students gain a deeper understanding of the why behind the
(Ready GA Reading) (Ready GA Reading) numbers
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
ELA Focus ELA Focus during this block.
10:55 to 11:45 Centers* Centers*
(ESOL Pull-Out) (ESOL Pull-Out) Social Science: Direct instruction for grade level Science and
Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
Block Two:
intelligence, empathy, and problem-solving skills
Intervention Transdisciplinary
11:45 to 12:25
(Wonder Lab & EIP Reading) Learning
Intervention: Tier III student support, differentiated centers
(Eureka Math)
and iReady individualized computer-based instruction; The
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
12:30 to 12:55 Lunch Lunch Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:00 to 1:25 Recess Recess
Block Two:
Transdisciplinary
1:30 to 2:15
Learning
(Eureka Math)
Social Science
Social Science
2:15 to 2:40
(Second Step Monday)
2:50 Dismissal Dismissal CLICK HERE FOR DUTIES AND ASSIGNMENTS
205
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
EIP Math
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
8:30 to 9:10 Fifth Grade EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
9:15 to 10:25 Planning entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
10:30 to 11:00 Kindergarten *1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
11:05 to 11:40 Lunch
Math Enrichment: The introduction of new material
Planning and concludes. Begin differentiated instruction to support student
Compliance growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
11:45 to 12:25 First Grade Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
Second Grade and iReady individualized computer-based instruction; The
12:30 to 1:10
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 1:55 Third Grade
2:00 to 2:40 Fourth Grade
Dismissal Dismissal
2:50
Duty Duty
CLICK HERE FOR DUTIES AND ASSIGNMENTS
206
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
EIP Reading
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
8:30 to 9:10 Fourth Grade EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
9:15 to 9:40 Planning *1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
9:45 to 10:15 Kindergarten ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
*1st - 5th grades will share three ESL teachers. Students will
10:20 to 10:55 Planning be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
11:00 to 11:40 Fifth Grade
Math Enrichment: The introduction of new material
Planning and concludes. Begin differentiated instruction to support student
Compliance growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
11:45 to 12:25 Lunch Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
First Grade and iReady individualized computer-based instruction; The
12:30 to 1:10
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 1:55 Second Grade
2:00 to 2:40 Third Grade
Dismissal Dismissal
2:50
Duty Duty
CLICK HERE FOR DUTIES AND ASSIGNMENTS
207
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
ESOL
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
Reading Foundations Reading Foundations
8:30 to 9:15 EACH Kindergarten class during Reading Foundations.
(Kindergarten) (Kindergarten)
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
Tiered ELA Focus Tiered ELA Focus
9:15 to 10:00 entire Reading GA Reading and ELA Focus Center block. If this
(First & Second Grade) (First & Second Grade)
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
Tiered ELA Focus Tiered ELA Focus
10:05 to 10:55 (Third & Fourth Grade) (Third & Fourth Grade) *1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
Tiered ELA Focus Tiered ELA Focus numbers
11:00 to 11:50 (Fifth Grade) (Fifth Grade)
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
12:00 to 12:45 Lunch Lunch Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Social Science Social Science Intervention: Tier III student support, differentiated centers
12:50 to 1:15
and iReady individualized computer-based instruction; The
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
Planning Planning *Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 2:15
Social Science Social Science
2:15 to 2:40
Dismissal Dismissal
2:50
Duty Duty
CLICK HERE FOR DUTIES AND ASSIGNMENTS
208
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
French
Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Community Gathering
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
8:30 to 9:10 Fifth Grade EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
9:15 to 10:55 Planning ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
*1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
11:00 to 11:40 Lunch
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
11:45 to 12:25 First Grade Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
Second Grade and iReady individualized computer-based instruction; The
12:30 to 1:10
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 1:55 Third Grade
2:00 to 2:40 Fourth Grade
Dismissal
2:50 CLICK HERE FOR DUTIES AND ASSIGNMENTS
209
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Intervention
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
8:30 to 9:10 Fourth Grade EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
9:15 to 10:25 Planning entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
10:30 to 11:00 Kindergarten *1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
11:00 to 11:40 Fifth Grade
Math Enrichment: The introduction of new material
Planning and concludes. Begin differentiated instruction to support student
Compliance growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
11:45 to 12:25 Lunch Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
First Grade and iReady individualized computer-based instruction; The
12:30 to 1:10
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 1:55 Second Grade
2:00 to 2:40 Third Grade
Dismissal Dismissal
2:50
Duty Duty
CLICK HERE FOR DUTIES AND ASSIGNMENTS
210
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Specials
Monday - Thursday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Morning Duty at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Annoucements
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
8:30 to 9:10 Third Grade EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
9:15 to 9:55 Fifth Grade entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
10:00 to 10:55 Planning *1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
11:00 to 11:40 Second Grade
Math Enrichment: The introduction of new material
concludes. Begin differentiated instruction to support student
growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
Social Studies content
Second Step Monday: Evidence-based social-emotional
12:00 to 12:40 Fourth Grade learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
and iReady individualized computer-based instruction; The
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
12:45 to 1:10 Lunch
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 1:55 First Grade
2:00 to 2:40 Kindergarten
2:50 Dismissal Duty CLICK HERE FOR DUTIES AND ASSIGNMENTS
211
International Community School Charter Renewal Petition - November 2023
International Community School
2023-2024 Schedule
Wonder Lab
Monday - Thursday Friday Schedule Logistics and Special Considerations
*Breakfast will start at 7:45 AM. The cafeteria will be cleared
Arrival & Arrival & at 8:10 AM. The bell will ring at 8:15 AM. Announcements
7:45 to 8:10 will occur from 8:16 AM to 8:19 AM. Take attendance during
Breakfast Breakfast
announcements. If a student is not in his/her seat at the
START of announcements, s/he should be marked absent.
Announcements
Magnetic Reading Foundations: Kinder - 2nd Grade
foundational skills reading program providing explicit,
systematic instruction that moves students from foundational
skills to reading fluency.*One ESOL teacher will push in to
8:30 to 9:10 Fourth Grade EACH Kindergarten class during Reading Foundations.
Ready GA Reading (Kinder - 5th Grade): Read, Think, Talk,
Write model utilizing teacher-led discussion and small group
collaboration
*1st - 4th grades may utilize a Walk-to-Read model for the
9:15 to 10:25 Planning entire Reading GA Reading and ELA Focus Center block. If this
occurs, standards must be aligned across the grade level and
students should ideally be sorted into ability-based groups.
ELA Focus Centers: Differentiated instruction to support
student growth, utilizing a small group rotation
10:30 to 11:00 Kindergarten *1st - 5th grades will share three ESL teachers. Students will
be grouped -- Tier A and B/C across grade level spans. Gerstel
will pull students who require intensive ESL services
Eureka Math: Standards-based math instruction that helps
students gain a deeper understanding of the why behind the
numbers
11:00 to 11:40 Fifth Grade
Math Enrichment: The introduction of new material
Planning and concludes. Begin differentiated instruction to support student
Compliance growth, utilizing a small group rotation. *EIP Math will pull
during this block.
Social Science: Direct instruction for grade level Science and
11:45 to 12:25 Lunch Social Studies content
Second Step Monday: Evidence-based social-emotional
learning (SEL) curriculum that fosters students' emotional
intelligence, empathy, and problem-solving skills
Intervention: Tier III student support, differentiated centers
First Grade and iReady individualized computer-based instruction; The
12:30 to 1:10
Wonder Lab, Reading EIP AND Tier III Intervention will pull
during this block.
Black Box (Kindergarten): Unstructured breaks, snack and/or
restroom
*Dismissal will begin at 2:50 PM and end at 3:15.
1:15 to 1:55 Second Grade
2:00 to 2:40 Third Grade
Dismissal Dismissal
2:50
Duty Duty
CLICK HERE FOR DUTIES AND ASSIGNMENTS
212
International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
11
Sample Scope and Sequence
This Exhibit is Not Available in Word Format
213
International Community School Charter Renewal Petition - November 2023
Kindergarten Curriculum Map 2023-24
4 Day Week
3 Day Week Essential Standards
IB Unit Week D a t e Notes Science Social Studies Math Reading Writing Phonics High Frequency Words
GKIDs GKIDs Eureka
CG1&2: civics -
1 Aug. 7 beginning/emerging
A CG1&2: civics -
u Aug. 14 ***Parts of a book
2 beginning/emerging
g
u E1: space science - CG1&2: civics - I-READY***Focus on
L1: RL1 L1a - print letters
3 s Aug. 21 beginning/emerging developing introducing numbers 0-4 Mm, Tt
t E1: space science -
H1: holidays - Labor MAP ***Focus on introducing
developing (start L2: RL3 L1a - print letters Aa
Day numbers 5-9
4 Aug. 28 demonstrating)
CG1&2: civics -
Labor E1: space science - demonstrating
M1 Lessons 1-4 L3: RL3 L1a - print letters Ss, Bb
Day demonstrating (honesty, courtesy,
5 S Sep. 4 self-control, respect)
p CG1&2: civics -
e E1: space science - demonstrating
1 t M1 Lessons 5-9 L4: RL3 L1a - print letters Ii
demonstrating (patriotism, pride, self
6 e Sep. 11 control)
m
b GKIDs G1: customs &
L1: organisms -
e Readine cultures (family, M1 Lessons 10-14 L5: RL2 L1a - print letters Ff, Hh
beginning
7 r Sep. 18 ss Due language, holidays)
G1: customs &
L1: organisms -
cultures (food, M1 Lessons 15-19 L6: RI1 L1a - print letters Pp, Cc
emerging
8 Sep. 25 clothing, religion)
(Talk about living &
Friday nonliving throughout
No the week) NO SCHOOL M1 Lessons 20-23 L1a - print letters Oo
School WORMS & GUMMIES
9 Oct. 2 October 5th
H1: holidays -
Monday L1, L2: organisms - words, letters,
Columbus Day & L7: RI2
No developing M1 Lessons 24-27 sentences Kk, Nn
Indigenous People's Taylor
School mammals, reptiles L2
10 Oct. 9 Day
O L2: parts of a
c sentence & writing
t Planning L1, L2: organisms - sentences
G2: geographic - L8: RI3
o day demonstrating M1 Lessons 28 - 32 (capitalization, Rr, Dd
beginning Mary
b Oct. 20 amphibians, birds, fish spaces between
e words, whole idea,
11 r Oct. 16 punctuiation)
L2: parts of a
U.N. Day U.N. Day Lesson 33, Review, L9: RL4
UN Day M1 sentence & writing Ee
(October 27) (October 27) and Assess Rachel
12 Oct. 23 sentences
L1, L2: organisms -
demonstrating
amphibians, birds, fish G2: geographic - L10: RL5
M2 Lessons 1-4 W3: narrative Ll, Gg the, a
NATURE PERSERVE emerging Eboni
FIELD TRIP
13 Oct. 30 NOVEMBER3
Tuesday
Teacher L1, L2: organisms - H1: holidays - L11: RL6
M2 Lessons 5-8 W3: narrative Jj, Ww I, like
2
Work demonstrating Veteran's Day Taylor
14 Nov. 6 Day
N
o H1: holidays - Lessons 9/10 Mon.,
v E2: earth materials - Thanksgiving Tues. sphere, Wed. L12: RI4 W3: narrative ***Begin
M2 Uu and , to
e beginning (city, state, county cone, Thurs. cylinder, Mary heart words
15 m Nov. 13 homework) Fri. cube
b
e Nov. 20 Thanksgiving Break
r
Lessons 15-16, Review
E2: earth materials - G2: geographic - and Assess L13: RI5 & RI6 Qq, Zz
M2 W3: narrative
emerging demonstrating DECEMBER 1 SHAPES Rachel
16 Nov. 27 PARTY is, make
No G2: geographic -
E2: earth materials - L14: RL7 Vv, Xx, Yy
School CLAY GLOBES M3 Lessons 1-4 W3: narrative for, you
developing Eboni QU WEDDING
17 D Dec. 4 Tuesday (holidays) (Hanukkah)
e
H1: holidays -
c
Christmas, Kwanzaa
e E2: earth materials - L15: RL9
DECEMBER 13 M3 Lessons 5-9 W3: narrative Short a he, she
m demonstrating Taylor
HOLIDAY
b
18 Dec. 11 PERFORMANCE
e
r
Dec. 18 Winter Break
Dec. 25
Monday
Winter P1: physical attributes
W2: informative/
Break, - beginning /
H1: holidays - New L16: RI7 explanatory
Tuesday emerging (color, size, M3 Lessons 10-12 Short i
Year's Mary (how-to)***plan
Teacher shape, weight,
writing for Spring!
Planning texture)
19 J Jan. 1 Day some, that
a P1: physical attributes H1: holidays - MLK L17: RI8 W2: informative/
n Jan. 8 M3 Lessons 13-17 Short o
20 - developing Day Rachel explanatory (how-to) of, they
u
P1: physical attributes
a MLK L18: RI9 W2: informative/
- demonstrating / Geography review M3 Lessons 18-21 Short e
r Day Eboni explanatory (how-to)
21 Jan. 15 exceeding his, was
y
RL3: story elements
P2: motion - H2: American symbols W2: informative/
M4 Lessons 1-4 (transition words - first, Short u
beginning (pledge, flags) explanatory (how-to)
22 Jan. 22 then, next, last) her, when
P2: motion - emerging RL3: story elements
H2: Star Spangled W2: informative/
(straight, circular, M4 Lessons 5-9 (BME) -ck
Banner, bald eagle explanatory (how-to)
3
23 Jan. 29 back & forth) **2 days per each are, have, one, with
RL3: story elements
P2: motion - emerging (BME)
H2: holidays - W2: informative/
(fast & slow, M4 Lessons 10-14 assessment? -ss, -ll, -ff, -zz
President's Day explanatory (how-to)
motionless) UNIT 3: Caring Read
24 Feb. 5 Aloud be, no, so, we
F
e Friday RL3: story elements
W2: informative/
b Febuary NO SCHOOL NO SCHOOL M4 Lessons 15-18 (BME) Long a: a_e
explanatory (how-to)
25 u Feb. 12 Break assessment? from, or, there, this
214
International Community School Charter Renewal Petition - November 2023
a Monday
r H2: Statue of Liberty, White House RI2: main idea (topic) W2: informative/
Febuary M5 Lessons 1-4 Long i: i_e
y Feb. 19 Break Black History Month + door competition in a picture/group explanatory (how-to)
26 about, by, my, out
H2: holidays - Lincoln
P2: motion - Memorial, RI2: main idea (topic)
M5 Lessons 5-9 Labeling Long o: o_e
developing Washington in a text
27 Feb. 26 Monument could, said, what , would
Friday
Teacher RI2: main idea, details W2: informative/
NO SCHOOL NO SCHOOL M5 Lessons 10-14 Long u: u_e
Work in a picture/group explanatory (how-to)
28 Mar. 4 Day as, has, their, were
UNIT 4: Risk Taker
Read Aloud and
M E1: economics - RI2: main idea, details W2: informative/
Activity M5 Lessons 15-19 Long e: ee, e_e
a beginning in a text explanatory (how-to)
P2: motion -
29 r Mar. 11 developing do, into, very, who
c
h E2: economics -
P2: motion - RI2: main idea &
emerging W2: informative/ short and long a
demonstrating M5 Lessons 20-24 details (putting it all
Women's History explanatory (how-to) short and long i
Car building together)
30 Mar. 18 month more, other. peoplre, yourr
P2: motion - E3: economics -
Lessons 25-27, RL9/RI9: compare & W2: informative/ short and long o
demonstrating / developing (goods & M5
Review/Assess contrast (picture) explanatory (how-to) short and long u
31 Mar. 25 exceeding services) all, also, call, many
Apr. 1 Spring Break
P2: motion -
demonstrating
RL9/RI9: compare &
A EID on /exceeding E3: economics - short and long e
M6 Lessons 1-4 contrast W1: opinion writing
4/9 UNIT 4: Reflective developing (money) review sound spelliing
4
p (text)
r Read aloud and
32 i Apr. 8 Activity down, how, now, which
l Start E1/2/3/4: economics - Compare & contrast
Earth Day M6 Lessons 5-9 W1: opinion writing
33 Apr. 15 GKIDS demonstrating REVIEW
E1/2/3/4: economics - RI8: authors purpose -
Start PV M6 Lessons 10-14 W1: opinion writing
34 Apr. 22 demonstrating persuade
E4: economics -
IB RI8: authors purpose -
AAPI Month exceeding M6 Lessons 15-19 W1: opinion writing
Exibition inform
35 Apr. 29 Parent visits
Friday
RI8: authors purpose -
Field FIELD DAY FIELD DAY M6 Lessons 20-23 W1: opinion writing
M May. 6 entertain
36 Day
a
E4: economics -
y
exceeding Lesson 24, Review, RI8: authors purpose -
CAREER DAY M6 W1: opinion writing
Career Dress up day and Assess put it all together
37 May. 13 Day Needs v. Wants
LAST DAY LAST DAY REVIEW REVIEW REVIEW REVIEW
38 May. 20
215
International Community School Charter Renewal Petition - November 2023
4 Day Week
3 Day Week
Unit Week Date Notes Reading ELA Math Soical Studies Science Other Notes
Routines &
Routines & Procedures/
Routines & Procedures/ Learner
1 Aug. 7 Procedures/UNIT ELAGSE3L4a Routines &
1 (Context Clues) Procedures/ Profiles and ATLs
PRE-ASSESSMENT Lesson 1- 2
ELAGSERI1 (ask
and answer ELAGSE3L4b United States
2 Aug. 14 Georgraphy -
questions about (Prefixes and
Module 1 - Multiplication and Division
August
Unit 1: How We Organize Ourselves
key details) Suffixes) Lessons 3-7 SS3G1 (G1a, G1b),
with Units of 2, 3, 4, 5, and 10
ELAGSERI2 SS3G2 - GaDOE
3 Aug. 21
(finding the main Resources
idea and key ELAGSE3L4c Standards
details) (Root words) Lessons 8-12
ELAGSERI2
(finding the main ELAGSE3L6
4 Aug. 28
idea and key (Words for time
details) and space) Lesson 13- 17
ELAGSERI3 ELAGSE3L4b Regions of
Labor (reading about (Using a Georgia - S3L1
5 Sep. 5
Day time and dictionary or a
(L1a, L1b, L1c)
sequence) glossary) Lessons 18 -22
GA DOE
ELAGSE3L3a
(choosing words
Resources
ELAGSERI3 and phrases for
6 Sep. 11 (describing effect) Lesson 23,
cause&effect) ELAGSE3L3b Review & End
Spetember
UNIT 1 (spoken and of Module
ASSESSMENT writen English) Assessment
UNIT 2
PRE-ASSESSMENT
ELAGSERL1 Heat Energy -
Module 2 - Place Value Concepts Through Metric Measurement
7 Sep. 18
(asking&answer ELAGSE3L1a
questions about (nouns and
S3P1 (P1a, P1b,
stories) pronouns) Lessons 1-4 P1c)
ELAGSERL1
GA DOE
(asking&answer ELAGSE3L1a Resources
8 Sep. 25
questions about (verbs and
stories) adjectives) Lessons 5-9
ELAGSE3L1a
Friday =
Unit 2
ELAGSERL3 (adverbs)
9 Oct. 2 Teacher
Workday (describing ELAGSE3L1b
characters) - LP (pronouns) Lessons 10-13
Monday ELAGSERL2
10 Oct. 10 No (recounting ELAGSE3L1c
School stories) (abstract nouns) Lessons 14-17 American Indians:
ELAGSERL2 Past and Present -
(determining the SSH1 (H1a, H1b,
central message
H1c), SS3Ga
October
11 Oct. 16 for fables and
folk tales) ELAGSE3L1e GA DOE Resources
UNIT 2 (simple verb Standards
ASSESSMENT tenses) Lessons 18 -22
UNIT 3
PRE-ASSESSMENT
12 Oct. 23 UN Day ELAGSERI4 Lessons 23-25,
(unfamiliar ELAGSE3L1b Review,
words) (regular verbs) Assess
ELAGSERI4
and Division with Units of 0,
Module 3 - Multiplication
13 Oct. 30 (unfamiliar ELAGSE3L1b
words) (irregular verbs) Lesson 1-5
Rocks & Soil -
1, 6, 7, 8, and 9
Tuesday
Teacher ELAGSE3L1f S3E1 (E1a, E1b,
14 Nov. 6
Work ELAGSERI5 (text (subject verb E1c)
Day features) agreement) Lessons 6-9 GA DOE
ELAGSE3L1f Resources
(pronoun
15 Nov. 13
ELAGSERI5 (text antecedent
November
features) agreement) Lessons 10-14
Nov. 20 Thanksgiving Break
Unit 3
ELAGSE3L1g
Module 3 - Multiplication and Division with Units of 0, 1, 6, 7, 8,
(comparative
and superlative
adjectives and
16 Nov. 27
adverbs)
ELAGSERI6 ELAGSE3L1h
(author's point of (coordinating
view) conjunctions) Lessons 15-19
ELAGSE3L1h/ELA
GSE3L1i (simple
and compound
European Explorers
sentences) - SSH2 (H2a, H2b,
and 9
ELAGSE3L1h/ELA H2c), SS3G3b
17 Dec. 4 ELAGSERI6 GSE3L1i GA DOE Resources
(authors point of (Suboordinating Standards
view) Conjunctions
UNIT 3 and Complex
December
POST-ASSESSMEN Sentences)
T Lessons 20-24
UNIT 4 ELAGSE3L2c
PRE-ASSESSMENT (punctuating
18 Dec. 11 ELAGSERL4 dialogue)
ELAGSE3l5a Lesson 25,
(words in Review, and
context) (literal and
non-literal Assess
216
International Community School Charter Renewal Petition - November 2023
4 Day Week
3 Day Week
Unit Week Date Notes Reading ELA Math Soical Studies Science Other Notes
Dec. 18
Winter Break
Dec. 25
Monday
Winter
Break,
19 Jan. 3 Tuesday
Teacher ELAGSRL5 (what
Planning are stories made ELAGSE3L5b (real
Day of) life connections) Lessons 1-3
Unit 4
ELAGSE3L2e
(adding suffixes)
20 Jan. 8 ELAGSRL5 (what ELAGSE3L5c
Module 4 - Multiplication and Area
are plays made (shades of
of) meaning) Lessons 4-8
British Colonial
21 Jan. 16 MLK Day America - SS3H3
January
ELAGSRL5 (what ELAGSE3L2g
are poems made (using reference
(H3a, H3b, H3c),
of) works) Lessons 9-12 SS3G3c
ELAGSERL6
GA DOE Resources
(character point Standards
of view)
22 Jan. 23
UNIT 4 ELAGSE3L2g
POST-ASSESSMEN (using reference
T works) Lessons 13-17
UNIT 5
PRE-ASSESSEMEN
T
ELAGSERI7
23 Jan. 29 (connecting
words and
pictures in ELAGSE3L2a Lesson 19,
informational (capitalization in Review, and
text) titles) Assess
ELAGSERI8
(describing
connections
24 Feb. 5
between ELAGSE3L2b
sentences and (punctuating
paragraphs) addresses) Lessons 1-5
Friday -
Teacher ELAGSERI8
25 Feb. 12
Work (describing ELAGSE3L2d
Unit 5
Day comparisons) (posessive nouns) Lessons 6-9 Fossils - S3E2
Febuary
ELAGSE3L1f (a,b)
Module 5 - Fractions as Numbers
(possesive GA DOE
Monday
26 Feb. 20 Febuary
pronouns) Resources
ELAGSERI8 ELAGSE3L2d
Break
(describing (possesive
comparisons) pronouns) Lessons 10-13
ELAGSE3L1f
(possesive
pronouns)
27 Feb. 26
ELAGSERI9 ELAGSE3L2d
(comparing&con (possesive
trasting two texts) pronouns) Lessons 14-19
ELAGRERI9 ELAGSE3L1f
Friday (comparing&con (possesive
Teacher trasting two texts) pronouns)
28 Mar. 4
Work UNIT 5 ELAGSE3L2d
Day POST-ASSESSMEN (possesive
T pronouns) Lessons 20-23
UNIT 6
PRE-ASSESSMENT ELAGSE3L4a
ELAGSERL7 (Context Clues) American
29 Mar. 11
(connecting ELAGSE3L4b Lesson 24-27, Government -
words and (Prefixes and Review,
March
SS3CG1 (a,b,c),
pictures) Suffixes) Assess
SS3CG2 (a,b)
ELAGSE3L4a GA DOE Resources
Measurement, and Data
Module 6 - Geometry,
ELAGSERL9 (Context Clues)
30 Mar. 18 (comparing&con ELAGSE3L4b
Standards
trasting stories) (Prefixes and
Suffixes) Lessons 1-5
ELAGSERL9
ELAGSE3L4a
(comparing&con
(Context Clues)
31 Mar. 25 trasting stories)
ELAGSE3L4b
UNIT 6
(Prefixes and
POST-ASSESSMEN
Suffixes) Lessons 6-10
T
Apr. 1 Spring Break
Tuesday Review:
= Virtual ELAGSERI2
32 Apr. 8 Learning (finding the main
Module 6: Geometry,
Day idea and key ELAGSE3L4c
Economics 101 -
Measurement,
(EID) details) (Root words) Lessons 11-15
and Data
SS3E1, SS3E2, SS3E4,
April
Review:
Unit 6
33 Apr. 15
ELAGSRL5 (what SS3E4
are poems made ELAGSE3L4c GA DOE Resources
of) (Root words) Lessons 16-21 Standards
Review:
ELAGSRL5 (what
34 Apr. 22
are stories made ELAGSE3L4c
of) (Root words) Lessons 22-26
217
International Community School Charter Renewal Petition - November 2023
4 Day Week
3 Day Week
Unit Week Date Notes Reading ELA Math Soical Studies Science Other Notes
ELAGSE3l5a
Review:
(literal and
35 Apr.29 ELAGSERL2 review
IB non-literal
(Theme)
Exibition meaning
ELAGSE3l5a
Friday Review:
(literal and
36 May. 6 Field ELAGSERI6 (Point review
non-literal Pollution and
Day of View)
meaning
Conservation -
May
Review: S3L2 (L2a, L2b)
ELAGSERL7
37 May. 13 (connecting ELAGSE3L2c review
GA DOE
words and (punctuating Resources
pictures) dialogue)
Review:
ELAGSERL7
38 May. 20 (connecting ELAGSE3L2c review
words and (punctuating
pictures) dialogue)
218
International Community School Charter Renewal Petition - November 2023
Fourth Grade Curriculum Map 2023-24
Essential Assessment
4 Day Week
Standard Calendar
3 Day Week
Test-Taking
IB Unit Week Date Notes Math Reading Writing ELA Science & Social Studies SEL Notes for Next Year
Strategy
Fluency
Unit 1 - How The World Works: Function
Routines & Routines & Routines &
Mixed
1 Aug. 7 Procedures / Procedures / Procedures / Morphology Routines & Procedures
Addition for
Pre-assess Pre-assess Pre-assess ELAGSEL4b
Speed
Greek &
A Begin Station Station ELAGSE4L4b: Latin Affixes
Mixed ELA: 2 weeks on story elements
2 u Aug. 14 Literacy Routines & Routines &
Subtraction
Unit One Pretest Intro Greek & & Roots S4L1a Roles in an Ecosystem L1 Empathy &
Science: 2 weeks for roles/food
g Footprints Fluency / Fluency / L1: RI2 Latin affixes & S4L1b Food Webs Respect
for Speed webs
u Assessment Pre-assess Pre-assess roots
s Addition &
Module 1 - Place Value Concepts for
ELAGSE4W3: Narrative Writing
t Aug. 21 iReady ELAGSE4L2a: S4L1c-d Changes, Scarcity, L2 Listening Math: move NBT.1 & OA.1 to
3 L 1-5 Subtraction L2: RI3 Prefix re-
Testing Capitalization Overabundance & Extinction with Attention beginning of multiplication unit
Mixed Set
Addition and Subtraction
Prefix un- in-
MAP ELAGSE4L1f: L3 Being
4 Aug. 28 L 6-10 Multiply 0-3 L3: RI3 dis- non- Ecosystems Project
TESTING Sentences Assertive
de-
ELAGSE4L1f: L4 Respecting
Prefix en-
5 Sep. 4 Labor Day L 11-14 Multiply 4 L4: RI3 Sentences, BUFFER Similarities &
em-
Fragments Differences
L5
S ELAGSE4L1f:
Prefix mis- Understandin ELA: switch -in -im to come after
6 p Sep. 11 L 15-19 Multiply 5 L5: RI2 Sentences, SS4H1b: American Revolution
mal- g Complex -en -em
e Run-Ons
Feelings
t
e ELAGSEL2c:
L6
m Compound SS4H1c-d: American Revolution
IB Planning Prefix pre- Understandin
7 b Sep. 18 Day Mon L 20-24 Multiply 6 L6: RI1 Sentences/Coor G2a: American Rev. Battle sites
fore- g Different
e dinating
Perspectives
r Conjunctions
L7
Unit 2 - Sharing the Planet:
Unit One ELAGSE4L4a: H1d: Declaration of Independence Conversation
8 Sep. 25 L 1-5 Multiply 7 Prefix over-
Assessement Context Clues CG1a: Declaratoin of Independence &
Module 2 - Place Value Concepts for
Compliments
Math: move Factors, Multiples,
Multiplication and Division
ELAGSE4W2: Informative/Explanatory Writing
Unit Two Pretest ELAGSE4L4a:
9 Oct. 2 Fall Break L 6-9 Multiply 8 Prefix sub- Fall Break L8 Joining In Prime, Composite (L22-25) to
Connection
L7: RL3 Context Clues
middle of Division unit
ELAGSE4L2b: CG1b-d: Declaration of
10 O Oct. 9 Fall Break L 10 -13 Multiply 9 L8: RL3 Prefix inter- L8 Joining In
Quotations Independence
c
Family ELAGSE4L3c:
t L9 Showing
11 Oct. 16 Conferenc L 14-18 Multiply 10-11 L9: RL2 Formal vs. Suffix -s/-es E3: Water Cycle
o Compassion
es Informal Writing
b
e IB Planning ELAGSE4L3a:
L10 Emotion
12 r Oct. 23 day Thurs; L 19-23 Multiply 12 L10: RL2 Precise Word Suffix -ed UN Day
Management
UN Day Fri Choice
Mixed L11 Managing
ELAGSE4L1c:
13 Oct. 30 L 24 Multiplication L11: RL2 Suffix -ing E3: Water Cycle Strong ELA: move -able/-ible after -ing
Helping Verbs
for Speed Feelings
Teacher
and Division of
Multiplication
ELAGSE4L1c: L12 Calming
Module 3 -
14 Nov. 6 Work Day L 1-4 Divide 1-3 L12: RL1 Suffix -ly H2:Creation of the Constitution
Multi-Digit
Numbers
Linking Verbs Down Anger
Tues
N
Unit 3 - How We Organize
ELAGSE4L1b:
o Spelling Unit Two CG2: First Amendment L13 Managing
15 Nov. 13 L 5-9 Divide 4-5 Progressive Suffix -er/-or
v Bee Thurs Assessment CG3:Bill of Rights, Gov't. branches Anxiety
Tense
e
Ourselves: Form
m Nov. 20 Thanksgiving Break
b
e
Informative/Explanatory Writing
Module 3 - Multiplication and Division
Begin ELAGSE4L1g:
r L14 Avoiding
Literacy Unit Three Pretest Commonly
16 Nov. 27 L 11-14 Divide 6 Suffix -tion E4a-b: Weather Instruments & Maps Jumping to
Footprints L13: RI4 confused words
Conclusions
Assessment / Homophones
Multi-Digit Numbers
ELAGSE4W2:
iReady
Testing /
MAP ELAGSE4L5c: Suffix L15 Handling
of
17 D Dec. 4 L 15-19 Divide 7 L14: RI5 E4c-d: Clouds; Climate vs. Weather
Testing Synonyms -able/-ible Put-Downs
e
(Math
c
W-Th)
e
m MAP
b Dec. 11 Testing ELAGSE4L5c: L16 Solving
18 L 20-24 Divide 8 L15: RI5 MAP Testing Field Trip: High Museum of Art
e (Reading Antonyms Problems Pt 1
r M-T)
Dec. 18
Winter Break
Dec. 25
Unit 4 - Where We Are in Place & Time: Causation
Holiday
ELAGSE4L4c:
Monday /
Dictionaries /
Teacher L17 Solving Read/follow ELA: teach text features at
19 Jan. 1 L 1-5 Divide 9 L16: RI6 Glossaries Suffix -al/-ial P1: Light
Workday & Problems Pt 2 directions (Olivia) beginning of info texts
ELAGSE4L2d:
IB Planning
Spelling
Tues
Reword the
J Jan. 8 Unit Three ELAGSE4L4c: L18 Making a directions/question ELA: move thesaurus to come
20 L 6-10 Divide 10-11 Suffix -y P2: Sound
a Assessment Thesaurus Plan in your own words after synonyms/antonyms
n (Marie)
Module 4 - Foundations for Fraction
u
a
Multiple Choice:
r ELAGSE4L1a: L19 Solving
Unit Four Pretest process of
21 y Jan. 15 MLK Day L 11-13 Divide 12 Relative Suffix -ness P3: Forces and motion Playground
L17: RL4 elimination crossoff -
Pronouns Problems
ELAGSE4W1: Opinion Writing
nonanswers (Gladys)
Operations
Field Trip
L20 Taking
Wed Multiple Choice:
Mixed Division ELAGSE4L1a: Latin Root: Responsibility
22 Jan. 22 9-11:05 am L 14-18 L18: RL6 P3: Forces and motion "imposters" or
for Speed Relative Adverbs aud for your
/ ACCESS detractors (Marie)
Actions
testing
ELAGSE4L1e: L21 Dealing Multiple Choice:
ACCESS Mixed Division Latin Root:
23 Jan. 29 L 19 - 22 L19: RL5 Prepositional H3: Explain Westward Expansion with Peer choosing the BEST
testing for Speed cept
Phrases Pressure answer (Olivia)
Mixed
ELAGSE4L1d: G1: Physican/Manmade features
Multiplication Latin Root: Text Too Hard? Skim
24 Feb. 5 L 23 -27 L20: RL5 Order of G2b:Physical barriers/gateways of L22 Review
& Division for frag or Scan (Gladys)
Adjectives westward expansion
Speed
Mixed
F ELAGSE4L3b: Skip and Return; Math: Omit Module 5 L20-21
Multiplication Latin Root:
25 e Feb. 12 Feb Break L 28-32 L21: RL5 Punctuation for February Break Time Management (common denominators for
& Division for duct
b Effect (Olivia) adding)
Speed
u
a Mixed ELAGSE4L5a:
Bullying L1
Unit 5 - How Express Ourselves:
r Feb. 19 Feb Break Multiplication Unit Four Figurative Latin Root: Leave nothing blank
26 L 33-34 H4: Abolition & Suffrage Recognize, Science: expand E1 over 2 weeks
y & Division for Assessment Language - ject (Marie)
Report, Refuse
Speed Similes
ELAGSE4L5a:
Fraction / Bullying L2 How to check our
Module 5 - Place Value Concepts
Unit Five Pretest Figurative Latin Root:
27 Feb. 26 L 1-4 Decimal E1: Stars and Planets Bystander work step by step
L22: RI7 Language - min
Equivalences Power (Gladys)
Metaphors
Perspective
Decimal Fractions
ELAGSE4L5b:
Fraction / Latin Root: Bullying L3 Short Answer Q's
Figurative
28 Mar. 4 L 5-8 Decimal L23: RI8 scrib or Teacher Work Day Bystander with a 2 point Rubric Math: Line Plots - add L40
Language -
Equivalences script Responsibility (Olivia)
for
Idioms
ELAGSE4W3: Narrative
ELAGSEL4b: Bullying L4
M Mar. 11 Equivalent Greek Root: Using scratch paper
29 L 9-13 L24: RI9 Greek & Latin E1: Stars and Planets Bystanders to
a Fractions tele (Marie)
Affixes & Roots Cyber Bullying
r
Writer's Checklist for
Writing
c Equivalent Unit Five Greek Root:
30 Mar. 18 L 14 Flex Week E2: Sun-Earth-Moon systems Constructed Review before Assessment 2
h Fractions Assessment geo
Responses (Gladys)
Module 6
Unit Six Pretest
31 Mar. 25 L 1-5 REVIEW Media Feature 1 REVIEW REVIEW REVIEW
RL7
Apr. 1 Spring Break
32 Apr. 8 L 6-10 REVIEW REVIEW L25: RL9 REVIEW REVIEW REVIEW
Module 6 -
Measurem
ents and
Figures
Angle
Plane
33 Apr. 15 L 11-15 GMAS GMAS L26: RL9 GMAS GMAS GMAS
Who We Are:
Unit Six E2: Sun-Earth-Moon systems (Thursday
34 Apr. 22 L 16-20 GMAS GMAS GMAS GMAS
Assessment & Friday)
pinion Writing
A *IB Unit notes: add case studies
p Greek Root: Child for southern secession,
ange
r Apr. 29 Geometry IB UNIT Week One
35 phon, H5: Civil War; LE #9 Protection Emancipation Proclamation,
i Vocab LE #1-8
photo L1-2 Black Union soldiers, Juneteenth,
l Reconstruction accomplishments
219
International Community School Charter Renewal Petition - November 2023
Cha
ELAGSE4W1: Op
Unit 6 - W
Child
Measurement IB Unit Week Two Greek Root:
36 May. 6 Field Day Protection
Vocab LE #9-14 meter
L3-4
Greek Root:
Measurement IB Unit Week Three Child
37 M May. 13 graph, H6: Reconstruction
Vocab LE #15-20 Protection L5
a gram
y ELAGSE4RI10 / Greek Root: Child
38 May. 20 Review N/A
ELAGSE4RL10 bio Protection L6
220
International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
12
Student Code of Conduct
221
International Community School Charter Renewal Petition - November 2023
INTERNATIONAL COMMUNITY SCHOOL
STUDENT CODE OF CONDUCT
222
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Purpose
The purpose of the ICS Student Code of Conduct and Behavior Contract is as follows:
1. To create a safe environment
2. To maximize learning time
3. To provide information to students and parents about rules and regulations of the school and the plan
for consequences for infraction of these rules and regulations
4. To provide uniform disciplinary procedures for prevention and intervention for student behavioral needs
IBPYP BEHAVIOR EXPECTATIONS
The goals of the PYP Behavior & Discipline Policy at ICS are to create a safe and orderly environment that is
conducive to learning for all students, and to develop in our students an awareness of how their personal
actions affect others and the overall school community.
The relationship between rights and responsibilities is pivotal to behavior expectations of our PYP students. In
order for each of us to exercise our rights, it is necessary for us to uphold and honor our responsibilities to
preserve these rights for everyone.
Classroom rules and procedures are established in alignment with school-wide expectations and support the
development of the IB Learner Profiles. Students will receive positive reinforcement as well as clear and
consistent consequences that focus on students taking responsibility for their own behavior as appropriate.
Parents and students will be required to sign the Code of Conduct upon enrollment and at the beginning of
each school year. Students may not enroll in ICS, unless consequences at a prior school or system have been
served. This includes expulsion and alternative school determinations. Students who have been expelled from
another school or assigned to an alternative school will not be allowed to enroll at ICS until those consequences
expire or are reversed.
IBPYP students will be responsible for complying with these behavioral expectations in the classroom, in the
gym, on the playground, in the cafeteria, on the bus, and within the context of all other common spaces and
school-related activities. Every specific variation of conduct may not have been included. Each student is held
responsible for his or her actions when under the supervision of school personnel. Once students have been
dismissed, parents or guardians are expected to adhere to all policies and procedures in this document while
on campus.
ICS (PYP) teachers and students work together to build classroom community agreements that are consistent
and aligned with the IB Learner Profile. Each teacher has the professional discretion to establish and enforce
his/her own classroom agreements, which are posted in the classroom, and is responsible for communicating
the classroom agreements and consequences to the respective parents. Teachers may implement their own
systems for consequences and rewards in their classrooms. Teachers, students, parents and administrators
are committed to working together to address disciplinary matters with the aim to help students develop
strategies to self-regulate behavior and take responsibility for their chosen actions.
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ICS Essential Agreements Matrix
SETTING ICS Essential Agreements
Classrooms ▪ Adhere to the classroom agreements
▪ Demonstrate acceptable use and care of technology
▪ Store personal items in assigned areas
Hallways ▪ Walk orderly and quietly so that others can learn
▪ Retrieve/return cubby items and change indoor/outdoor shoes in an organized and
quiet manner
▪ Refrain from being in hallways before school and during morning and lunch recesses
Mealtimes/ Cafeteria ▪ Wash hands before eating
▪ Walk at all times
▪ Sit down while eating at designated areas when noted; use appropriate table
manners
▪ Clean up area when finished eating; carry tray to tray holder, push in chairs, throw
away any garbage/trash
▪ Take responsibility for spilled food or other accidents
▪ Talk using indoor voices
Community ▪ Remain seated
Venues/Assemblies ▪ Respect speakers, performers and show appreciation in appropriate ways
Bus ▪ Show respect to bus driver and all passengers at all times
▪ Wear seatbelts and stay seated while on the bus
▪ Use inside voices
▪ Be prompt for pick-ups and dismissal
▪ Use kind language
▪ Store all belongings safely
▪ Cross in front of the bus when boarding or exiting the bus
Playground/Recess ▪ Play in designated, supervised areas
▪ Seek adult help if someone is unsafe, or there is a conflict that needs mediation
Stay within boundaries
▪ Be respectful of trees and landscaped areas
▪ Use good sportsmanship and fair play
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Positive Recognition Strategies
POSITIVE RECOGNITION/INCENTIVES may INCLUDE:
● Complimentary notes to the student from students/teachers/ principal
● Complimentary notes home to parents from teachers/principal
● Class Dojo Points exchanged for class and individual rewards
● Community-wide recognition (Gatherings, Assemblies, Grade Level Meetings, Celebrations, etc.)
● Global citizen award (given monthly)
Student Misconduct and Consequences
Offenses are classified into four categories determined by the severity of the offense. The categories and
examples of behaviors are outlined in the chart below, as well as consequences for those infractions Referrals
are to be (can be) completed and submitted by Teachers, Teacher Assistants, Paraprofessionals, and
Administrators (Students receiving In School Suspension, will not be able to participate in extracurricular
activities, field trips, assemblies, or special class/school events on the same day):
Level 1- Incidental Level 2- Minor violations Level 3- Major violations Level 4- Illegal
Violations Violations
Behavior - Running - Disrespect to - Fighting/physical - Drug use/possession
- Loud noise/yelling authority aggression to cause - Weapon
- Off-task behavior - Direct inappropriate harm use/possession
- Noise making language/gestures or - Spitting, biting, throwing - Bomb threat
- Out of seat profanity large objects - Combustibles
- Inappropriate - Lying/cheating - Repeated refusal to - Extreme property
behavior - Throwing small follow adult directions damage/vandalism
- Chewing gum, objects - Property - Terroristic Threats
candy without - Not following destruction/misuse (verbal)
permission playground/cafeteria - Harassment/Bullying
- Uniform policy rules - Cyberbullying
violation - Disrupting the class - Forgery/theft
- Name calling - Electronic devices* - Repeatedly leaving the
- Not keeping hands to classroom without
themselves permission
- Unkind words to - Truancy
others - Fourth level 2 offense
Response Teacher Handled Teacher Handled Office Referral- Office Referral-
to
Administration Handled Administration Handled
Behavior
The teacher addresses The teacher addresses the
the behavior using behavior using logical The discipline designee will The discipline designee
classroom consequences investigate the facts of the will immediately
management incident and determine investigate the facts of
strategies which *Three incidences of a appropriate consequences the incident and
include the Thinking Level 2 behavior also and actions to be taken. determine appropriate
Time Reflection form. warrant an office referral consequences and
through School Incident actions to be taken.
Form*
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*Parents and administration must be notified if a student brings an electronic device to school.
Documentation for Repeated Behavior
School Infractions
Even with Tier 1 interventions in place, students will have situations that involve escalated behavior that
requires documentation and conversation with administration, counselor and parents. If an incident occurs
that requires redirection or reflection, students can be provided Thinking Time with written reflection and
documentation. The Thinking Time Reflection sheet should be sent home if a student has more than 2 incidents
within a week. If a student has more than 3 incidents in 2 weeks, a conference should be scheduled with a
parent or guardian, a Classroom Infraction Report sent home and notifying the counselor.
Examples of behavior for Thinking Time are:
● Lying/Cheating
● Classroom disruptions (out of seat, off-task behavior)
● Running, yelling, loud noise
● Unkind words, name calling
After the 2nd documentation of Thinking Time, a Classroom Infraction Report must be completed for repeat
incidents . At the 3rd documentation of Thinking Time, the counselor must be notified.
Chart for documenting Level 1 or 2 incidents
1st Incident - Level 1 or 2 2nd incident - Level 1 or 2 3rd incident - Level 1 or 2 4th or more incidents -
(if within 1 week) (if within 2 weeks) Level 1 or 2 (if within 4
weeks)
Teacher completes Teacher completes Teacher notes 3rd Teacher completes the
Thinking Time form and Thinking form, sends incident on School School Incident Report
1st incident on copy home and notes Infraction form, Form online and referral
Classroom Infraction 2nd incident on conferences with parent for RTI.
Report. Classroom Infraction and notifies counselor.
Report.
School Incidents
If a Level 3 or 4 incident occurs that requires an administrator to be notified, the online School Incident Report
Form must be completed on Google Drive. The form will electronically be sent to the Assistant Principal and
Counselor and be completed with the information provided by the reporting staff member.
Examples of behavior for School Incident Reports are:
● Fighting/physical aggression
● Spitting/biting
● Refusal to follow directions
● Property destruction
● Theft
● Repeatedly leaving without permission
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● Drugs or weapons
In the event that a Level 3 or 4 behavior occurs, the administrative team will use progressive discipline to
resolve the issue. ICS will use restorative practices and supports in conjunction with these consequences to
decrease the likelihood of the behavior happening again. Parents will be notified by an administrator if a level 3
or 4 behavior has occurred.
1. Reflection hall or ½ day In-school Suspension
2. ½ day to 1 day in-school Suspension
3. 1-3 days in-school Suspension
4. 1 day Out of School Suspension
5. 1-5 days out of school suspension
***Important Note: Urging others to disregard the Code of Conduct may result in a referral equal to the level of
the actual offense invoked.
Calling for Support/Building Incidents
If a student becomes escalated, a staff member can contact an Administrator or Counselor for support by
calling the front office at x3333 or using a radio stating “This is __ (provide your name)__ and I need support at
__(state location)__. The Staff Member providing individualized support collaborates with the teacher who
called for support to complete the online School Incident Report Form. For convenience each staff member
should bookmark the form or place a shortcut on their computer desktop.
Progressive Discipline
ICS adheres to a tiered system of actions that is geared specifically towards our diverse population.
Responding to student behavior can be challenging but the goal should be to maintain a safe classroom
environment and continue with a focus on learning. To achieve this, teacher and administrator response to
behavior should seek to understand the function of the behavior. This includes supporting students in
developing self-regulation skills, maintain and/or restore a safe classroom environment and help a student
recognize and fix any harm caused by their actions. Below are the tiers for behavior management and
response strategies for each tier.
Tier 1: School-wide behavior supports
Tier 1 supports are preventative and proactive procedures that are provided to all students that
attend ICS. These supports are to be put in place within every classroom and student gathering area within the
building. The criteria for receiving Tier 1 support is being an ICS student.
ICS Code of Conduct
The Code of Conduct outlines the expectations for student behavior across a variety of school environments as
well as consequences for misconduct. These charts are posted throughout the school and the classrooms for
easy reference.
Second-Step Curriculum
ICS uses the Second-Step Curriculum as a preventative behavioral support for daily engagement and
instruction for student behavior. All classes have dedicated instruction time during morning meetings and
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closing meetings to receive social skills instruction which includes front loading at the beginning of the year by
explicitly teaching school rules. The Second Step holistic approach helps to create a more empathetic society
providing students, teachers, parents and the larger community tools for an active role in the social-emotional
growth of children.
Community Oriented Classroom Management
ICS recognizes that the heart of the school is the community. Teachers and students collaborate to establish
classroom expectations, celebrate individual and group successes and problem solve as a team. These
collaborative rules and expectations should be developed at the start of the school year and referred to
frequently and when students are experiencing behavior challenges.
Regulation Breaks
To support students throughout the school day with maintaining positive interactions and internal regulations
of emotions, regulation breaks are provided in whole group or individual. A break can last from 2-5 minutes and
can include mindful minutes, quiet music or gross body movement.
An individual break can be teacher or student prompted. Individual breaks can be independent or staff
supported. In order for individual breaks to be successful, every classroom should have a telephone with a call
directory, designated break area, regulation tools and a break timer.
Inside the Classroom Outside the Classroom*
Independent Supported Independent Supported
● Ideal ● Telephone or walkie ● Agreed upon ● Walkie for support
● Quiet and on hand designated area ● Check-in with
productive ● Quiet and ● Sent with timer and support staff
● Timer provided with productive instructions ● Support teacher
instructions ● Timer provided with ● Only for older monitors time and
● Quickly return to instructions students who do not aids in return to
class and a check-in ● Quickly return to wander group
class with a check-in
*Whenever possible, offer an inside the classroom break as the first option before offering an outside the classroom break
to reduce the amount of lost instructional time.
If a student becomes highly escalated and refuses to leave, support should be called to assist the student in a
non-physical way to be removed from the classroom. If the student cannot be removed, a support staff
member should stay with the student so that the class can be relocated (this is a last resort).
Counselor Referral form
In situations where a student may need additional help, a Counselor Referral form can be completed and
placed in the Counselor’s box. Some examples of reasons for referral:
● attendance/tardies
● personal hygiene
● grief
● student personal request (student asks to speak with counselor)
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Tier 1 Toolbox of preventative strategies:
These strategies should be provided to all students as a way to promote positive behavior and prevent
disruptions within the classroom.
● Co-create class commitments
● Second Step curriculum weekly
● Whole class incentives
● Celebration of individual and group successes
● Student choice and voice
● Calm cozy corner in the classroom with rotation of break items
● Scheduled and impromptu break sessions
● Provide leadership and help opportunities for students
● Declutter the environment
● Use common positive language to engage students
● ICS Super Star Pins
● Global Citizen of the Month
Tier 1 Toolbox of intervention strategies:
● Facilitate group or 1:1 conflict resolution
● Second Step curriculum for specific classroom challenges
● Involve students in class problem solving
● Buddy students together for peer mentorship
● Counselor attended morning meeting/targeted lessons
Global Citizen of the Month
The Global Citizen is an ICS student that exemplifies IB characteristics that are the foundation of our school for
life-long learners. Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring,
Risk-Takers, Balanced and Reflective. Furthermore, at ICS we want to recognize students for exemplifying the
following characteristics: Enthusiasm, Appreciation, Commitment, Confidence, Cooperation, Creativity,
Curiosity, Empathy, Independence, Integrity, Respect and Tolerance. Teachers and Staff are models of these
attributes and nominate a student each month that they feel exhibits the Global Citizen of the Month qualities.
Students will be celebrated within the classroom and have their pictures taken and displayed on a bulletin
board. Examples of in class celebrations to recognize students are: no homework pass, extra technology time,
each lunch with the teacher or free drawing time.
Tier II: Small Group and Individualized Interventions
In Tier II, specific behaviors that are persistent in Tier I are identified and strategic interventions are put
into place for a small group of students or an individual student. A Tier II referral form prompts Tier II
interventions. Additional criteria indicating that a student needs Tier II interventions is:
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● 4 or more behavior incidents in a 4 week period
● Behavior resulting in 2 reflection halls
● Student behavior that requires relocation of the group
The teacher should work to present behavior data that will support a Tier II referral and present to the
MTSS (Multi-Tiered Support Systems) chair. Once a Tier II plan is initiated, the teacher should work
with the MTSS Chair to schedule a conference with the parent, homeroom teacher and Chair.. The
meeting will be to discuss strategies and address the target behavior with a team approach. Once
the Tier II plan is in place, formal data collection must begin to monitor student progress. If there is an
increase in problematic behavior or no change in behavior within 4-6 weeks, administration and the
MTSS chair must be notified to discuss if the student should be escalated to Tier III or the use of an
alternative strategy.
Behavior Data Collection
In order to monitor the effectiveness of interventions or to determine the pattern of problematic
behavior, formal data must be collected on the target behavior of any student on a Tier II behavior
plan. The homeroom teacher collaborates with the MTSS chair and Assistant Principal to determine
the best method to collect the data. The homeroom teacher must also alert other staff the student
interacts with when data collection begins as well as what the target behavior is so that all staff know
to input pertinent data. The homeroom teacher is responsible for reviewing student behavior data
collection forms to monitor frequency, duration and intensity of the target behavior. Reports on
behavior should be made available to parents on a weekly basis. Administration will monitor data on
Tier II students on a monthly basis.
Tier II Toolbox of intervention strategies:
Point System/Additional Reward Incentive
A student is provided a point sheet that allows him or her to monitor and reflect on their behavior goal
and strategies. The teacher and student collaborate to write a goal and reward which should be in
positive language. For example, instead of “stop hitting others” it should be “keep my hands to myself”.
The reward should be a school allowed activity or item the student can have at allowable interval(s)
throughout the day. This intervention is meant to be temporary with the number of additional
rewards/incentives decreasing over time until the student is successful with his or her target behavior.
School-to-Home Plan
Parents may set rewards or privileges at home based on a student receiving points which could also
be tiered. For example, John would get 30 minutes on his Wii for earning 28-30 points but only15
minutes for earning 24-27 points. School-to-home plans could include consequences for targeted
behavior such as aggression.
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Repair Plan
A repair plan helps students with accountability and is a restorative tool for students to make amends
when their actions are hurtful.
Video Feedback
This is a teaching tool to increase a child’s awareness of their actions and how they are affecting
others. With parental permission, a teacher or administrator must record 1 or more students
engaged in an activity. The recording is ONLY to be used for the purposes of behavior management
and is to only be shared with parents, MTSS chair, administrator or counselor. Video feedback may
NOT be used to shame or embarrass a student. Later the teacher observes the videos with student(s)
and counselor who supports the student to recognize and process their behaviors.
Supervised transitions
Unsafe behavior that repeatedly happens during transition time can be prevented by intervening
during transition time. Some behaviors that may result in supervised transitions may include:
● Elopement: running away from the group or walking away from the teacher without responding
● Engaging in unsafe behavior during transitions, such as pushing or aggressive arguing
A supervised transition involves a student being escorted by a teacher between destinations at
school: lunch breaks, bathroom breaks, recess, large group transitions. The supervised transition
period generally lasts throughout a school day. The student does not transition independently or with
friends at all on a supervised transition day. A student has a verbal conversation with a teacher to
confirm understanding of the supervised transition before implementing and parents are notified.
After the day of supervised transitions, the student reflects with the teacher and makes a plan for
moving forward.
Reflection hall
Reflection Hall is an intervention option for students who are not having success participating at
school with their learning group. Reflection hall can last from 1 class period to 3 class periods. Some
behaviors that may result in reflection hall include:
● Repeated disruptive behaviors that prevent the group from learning, such as yelling, arguing,
purposeful noise-making and intentional efforts to distract the group for the learning goal
● Repeated Unsafe behaviors that cause the learning group to feel uneasy or fearful, such as
threatening with words or body, hitting or otherwise harming/attempting to harm another
person or destroying property
● Inappropriate behaviors that result in classmates feeling uncomfortable
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Reflection hall is designed to provide a longer break for the student or the learning group, for the
student to contemplate the actions leading to reflection hall and creating a proactive return-to-class
plan to re-enter the group successfully. Any work generated for reflection hall by a homeroom
teacher is worksheet-based and on a student’s independent level so that interaction can be
minimized to reduce attention-seeking behaviors. Reflection hall may also include “making amends”
such as a written apology note.
Tier III: Intensive Individual Interventions
Criteria for Tier III Intervention
Tier III intervention is identified by one or more of the following:
● Unsuccessful change in target behavior through Tier II interventions within 6-8 weeks.
● Student requiring physical intervention/restraint more than once inside 1 month
● Sharp increase in aggressive or unsafe behavior
The homeroom teacher, MTSS Chair and an administrator should meet with parents to begin a Tier III
plan. The Tier III plan may include a new target behavior and will continue with collection of behavior
data. A Behavior Decision Guide form must be completed.
Professional Consultation
Once a student escalates to Tier III, the school LTSE (Lead Special Education Teacher) and an outside
professional may be consulted to provide additional strategies and support. Depending on the
severity of the behavior, a modified school day or learning at home may be required.
Tier III Toolbox of Intervention Strategies:
In Tier III, ICS relies on the professional knowledge of personnel such as the LTSE or the outside
professional. Possible interventions that may be put into place are:
Modified School Day
A modified school day be chosen when a student’s behavior data indicated he or she is having
success during part of the day and is consistently having difficulty managing behaviors during
another part of the day. The school day may be shortened or the student may benefit from a later
start. Modified school days are not punitive and can help build a student’s confidence when there are
few successful school days.
Learning at Home
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Learning at Home is a last resort option and result of behaviors that exceed the ability to keep all
parties safe. When a student requires learning at home, his or her homeroom teacher is responsible
for gathering any necessary materials and assigning work that may be completed at home.
Students with Individualized Education Plans (IEPs)
Responding to behavior for students with IEPs includes documentation and intervention. The
resource teacher as well as the IEP are integral in creating behavior strategies for students. If a
student has a Behavior Intervention Plan (BIP), that plan will be consulted when addressing behavior
challenges.
The school administrator(s), counselor, safety team, and Governing Board have broad discretion to
determine consequences for student misconduct. Because behavior is situational, professional
judgment must be utilized. Every effort to make fair and impartial decisions will be made.
ICS provides as comprehensive as possible guidelines for addressing student behavior. In the event
this document does not address a specific behavior or consequence, the DeKalb Code of Conduct will
be the consulting document. In the event of a discrepancy or disagreement with the DeKalb Code of
Conduct, ICS reserves the right to consult with outside behavior consultants, school Governing Board
and counselor to determine the best course of action.
BUS RULES AND CONSEQUENCES
School bus discipline and school bus safety are intertwined and inseparable. Students must properly
ride the bus to ensure everyone’s safety. Conduct that is disruptive or distracting will not be tolerated.
All bus safety rules apply to regular bus routes, field trips, and athletic trips.
Transportation to and from International Community School is a privilege afforded to the students and
parents/guardians. It is the responsibility of the school to transport students/passengers safely.
Regular Bus Rules:
1. Follow the bus driver’s direction the first time they are given.
2. Take your seat when you board the bus and remain there with your legs and feet out of the
aisle, seated with buttocks on the seat, back against the seat back, facing the front of the
bus until you have permission to move.
3. Keep your hands and feet and your personal belongings to yourself and inside the bus at all
times.
4. Speak softly when talking to others.
5. Be silent at railroad crossings.
6. Remain in your seat until the bus comes to a complete stop.
7. Do not use electronic devices (cell phones, video/flash cameras, gaming devices, lasers,
etc.) that will interfere with bus driver and/or safety of other students.
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Driver will warn a student verbally the first time (s) when breaking a regular bus rule before sending a
referral to the office. When a referral is sent to the office for a student for breaking a regular bus rule,
the consequence may include but not be limited to:
1st offense – warning by the administrator and possible reassignment of seat.
2nd offense – one to three day loss of bus riding privileges
3rd offense – three to five day loss of bus riding privileges
4th offense - ten day loss of bus riding privileges
5th offense – permanent bus suspension
STUDENT ATTENDANCE
Timely arrival and regular school attendance are an essential piece to student success. As a
reminder, teachers should be taking attendance daily and noting if a student is absent or tardy within
Infinite Campus.
Tardies
Students that arrive after 8:20 will need to walk in with a parent or guardian and sign in at the front
office. The student will be given a tardy slip. The student should be marked tardy by the homeroom
teacher. After a student receives 3 tardies, the Counselor should be notified through a Counselor
Referral form placed in her mailbox.
Student Absences
Students absences should be marked within Infinite Campus. If a student is absent for 2 consecutive
days, the homeroom teacher must call the parent or guardian to check on the student, make note if
he or she will continue to be absent and encourage the parent to bring a doctor’s note if applicable.
Once a student incurs 3 absences, the homeroom teacher must complete a Counselor Referral form
and placed in her box as well as follow-up by email.
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DeKalb County School District
Code of Student Conduct
2023-2024
ELEMENTARY
MIDDLE
HIGH
The DeKalb County School District provides translation of DeKalb County School District Code of Student
Conduct, courtesy of the English Learners Department. Request for a translated hard copy may be made to
the school principal or an electronic version is available at https://www.dekalbschoolsga.org/dese/student-
relations/.
The English language version is considered the most accurate.
In the event of a disagreement or discrepancy between the translation and the original English version of
this handbook or any notice or disclaimer therein, the original English version will prevail.
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2023-2024 Parent/Guardian Signature Page
Please return this page within five (5) days to your school.
To sign electronically, go to Infinite Campus at
https://campus.dekalb.k12.ga.us/campus/portal/parents/dekalb.jsp.
Parent/Guardian
Acknowledgement of Receipt
Please read and review the DCSD Code of Student Conduct with your child and emphasize your child’s role in helping to maintain a
safe and orderly school learning environment. Also, this handbook includes important information related to student records, the Family
Educational Rights and Privacy Act (FERPA), information about how to report concerns such as bullying and harassment, rights of
students with disabilities, and other rights and responsibilities. Please sign below to acknowledge that you and your child received this
handbook. Then, cut along the dotted line and return to your child’s school as soon as possible. Thank you for your support.
Student Summer School/Program Responsibilities
I affirm that I understand I am responsible for adhering to all rules, regulations, procedures, policies, state, local and federal laws found
in the 2023-2024 DCSD Code of Student Conduct during the 2023-2024 school year and all summer programs following the 2023-2024
school year. I further understand that I am immediately subject to the Levels of Consequences listed in the 2023-2024 DCSD Code of
Student Conduct if I am found in violation of any infraction during the 2023-2024 school year and all 2024 DeKalb County School
District summer school/programs.
Consent for Student to Participate in Surveys
Each year the Georgia Department of Education conducts surveys of 3 rd through 12th grade students. The topics surveyed include drugs,
violence, mental health issues, driving habits, exercise and diet. The surveys are anonymous, and no personal identification is required.
The surveys allow the School District to support and evaluate needs-driven programming for students. Participation in the surveys is
optional. Refer to the Protection of Pupil Rights Amendment section on page 64 for more information. This survey is separate and
distinct from the District Safety Audit, which ALL students will be asked to complete.
Parents of students less than 18 years of age:
I do not consent to my child participating in the Georgia Department of Education Georgia Student Health Survey.
I consent to my child participating in the Georgia Department of Education Georgia Student Health Survey.
DeKalb County School District
Safe School Pledge for Students
As a student, my individual choices and actions, when multiplied by those of other students throughout the DeKalb County School
District will make a difference. By honoring this pledge, I can do my part to make our schools safe and successful.
I believe that I can be a good student. I believe I can show good character. I believe that when I work hard, I will succeed, so I will work
hard each day to do my best. I can learn. I will learn. To help keep my school safe, I pledge to adhere to guidelines established within
the DCSD Code of Student Conduct. I understand that a violation of serious school rules may result in a ten (10) day suspension followed
by a District due process hearing. This process may result in additional consequences that may include my expulsion from school, or
my being assigned to an alternative school/program.
Compulsory Education
I affirm and understand the consequences and penalties for failing to comply with laws of the state of Georgia regarding Compulsory
Education, Student Attendance Protocol and Attendance/Discipline. Please see pages 37-38 for more information.
Please sign, date and return to your child’s Homeroom Teacher within three (5) days to your school.
Student Name (Please Print) Student Signature Date
Parent Name (Please Print) Parent Signature Date
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Translation Availability Statement
Amharic
የ DeKalb ካውንቲ ት/ቤት ዲስትሪክት የDekalb ካውንቲ ትምህርት ቤት ዲስትሪክት የተማሪ ስነምግባር ፣ የእንግሊዘኛ ተማሪዎች ዲፓርትመንትን ግምት ውስጥ ማስገባት
ትርጉም ይሰጣል። የተተረጎመ ቅጂ ለማግኘት ጥያቄ ለት/ቤቱ ርእሰ መምህር ሊቀርብ ይችላል ወይም ኤሌክትሮኒክ እትም እዚህ
https://www.dekalbschoolsga.org/dese/student-relations/ ይገኛል::
Arabic
بإذن قسم دارسي اللغة اﻹنجليزية،DeKalb County School District التعليمية ترجمة لمدونة سلوك طالبDeKalb County School District وفر منطقة
يمكن تقديم طلب الحصول على نسخة ورقية مترجمة إلى مدير المدرس أو تتوفر نسخة إلكترونية على.(English Learners Department)
.https://www.dekalbschoolsga.org/dese/student-relations/
Bengali
DeKalb County School District ইংেরিজ
িশ াথ িবভােগর এর সৗজেন DeKalb County School District-এর িশ াথ র
আচরণিবিধর অনুবাদ দান কের। ু েলর অধ ে র কােছ অনূিদত মুি ত সং রেণর অনুেরাধ ক ন অথবা এখােন
ইেল িনক সং রণ পান: https://www.dekalbschoolsga.org/dese/student-relations/।
Burmese
DeKalb ေကာင်တီ ခ ိင်ေကျာင်းသည် အဂလိပ်စာေလ့လာသများဌာန (English Learners Department) မ ကးယေဖာ်ြပသည့် DeKalb ေကာင်တီ ခ ိင်ေကျာင်း
ေကျာင်းသားကျင့ဝ
် တ်ဆိင်ရာကျင့ထ
် းံ (Code of Student Conduct) ကိ ဘာသာြပန်ေပးပါသည်။ ဘာသာြပန်ထားေသာ မိတ ကိ ေကျာင်းအပ် ကီးထံ ေတာင်းဆိ င်
ိ သည်
သိမဟတ်
့ အီလက်ထရွ နး် နစ်ဗား င်းကိ https://www.dekalbschoolsga.org/dese/student-relations/ တွင် ရ င်
ိ ပါသည်။
Chinese
DeKalb 县学区提供《DeKalb 县学区学生行为规范》的译本，经由英语学生系提供。可向校长索取译本复印件，或从此处获
取电子版：https://www.dekalbschoolsga.org/dese/student-relations/。
French
Le district scolaire du comté de DeKalb propose une traduction du code de conduite des élèves du district, fournie par le département
d'anglais langue étrangère. Il est possible de demander des exemplaires papier au principal de l’école ou une version électronique est
disponible à https://www.dekalbschoolsga.org/dese/student-relations/.
Hindi
DeKalb काउं टी ू ल िड अं ेज़ी िश ाथ िवभाग के सौज से DeKalb काउं टी ू ल िड के छा आचार संिहता, का अनुवाद दान
करता है। अनुवािदत हाड कॉपी के िलए ू ल ि ंिसपल को अनुरोध िकया जा सकता है या https://www.dekalbschoolsga.org/dese/student-
relations/ पर इले ॉिनक सं रण उपल है।
Karen
DeKalb uD>&h.cD;xH.uFdvD>u0DR[h.vDRw>usd;xH DeKalb uD>&h.cD;xH.uFdvD>u0DRySRuFdzdw>od.w>oDw>bsX<Aw>oH.pl;qJ;vRvXAySRrRvd
tJuvH;usdm0JRusdRA(English Learners Department) M.vDRIAw>ChxD.w>usd;xHtuGJ;'dwz.qluFdcd.Arhwrh>Aw>rRM>vXtH.vJ;}xDeH;tusdRtusJohzJ
https://www.dekalbschoolsga.org/dese/student-relations/.
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Nepali
DeKalb County School District ले अङ् ेजी भाषा अ यन िवभागको सौज मा DeKalb County School District को िव ाथ आचार
संिहताको अनुवादन दान गछ । िव ालयका धाना ापकसँग अनुवाद ग रएको कागजी ितिलिप मा सिक छ वा
https://www.dekalbschoolsga.org/dese/student-relations/ मा िवद् यूतीय सं रण उपल छ ।
Somali
Dugsiga Degmada Gobolka DeKalb ayaa bixiyo turjubaanida Xeerka Anshaxa Ardayga ee Dugsiga Degmada Gobolka DeKalb,
waxaa ixtiraamka leh Waaxda Ardayda af Ingiriiska. Codso koobi la turjumay oo laga codsado maamulaha dugsiga ama qaab
elecktaroonik ah ayaa laga helayaa https://www.dekalbschoolsga.org/dese/student-relations/.
Spanish
El Distrito Escolar del Condado de DeKalb ofrece la traducción del Código de Conducta Estudiantil del Distrito Escolar del Condado
de DeKalb, cortesía del Departamento de Aprendices del Inglés. Usted puede solicitar una copia al director de la escuela o una versión
electrónica está disponible en https://www.dekalbschoolsga.org/dese/student-relations/.
Swahili
Wilaya ya Shule za Kaunti ya DeKalb hutoa tafsiri ya Maadili Mema ya Wanafunzi wa Shule za Wilaya ya Kaunti ya DeKalb, kwa
hisani ya Idara ya Wanafunzi wa Kiingereza. Unaweza kuomba nakala halisi iliyotafsiriwa kutoka kwa mwalimu mkuu wa shule au
toleo la kielektroniki linaweza kupatikana kwenye https://www.dekalbschoolsga.org/dese/student-relations/.
Telugu
DeKalb ం ఇం లర ం జన ం , DeKalb ం ఆ ం కండ క
అ అం ం అ వ ంచబ న సం అభ ంచవ ఎల ర
https://www.dekalbschoolsga.org/dese/student-relations/ వద ల ం .
Tigrinya
DeKalb County School District፡ ትርጉም ናይ ደንቢ ኣደብ ተማሃሮ DeKalb County School District ይህብ፣ እዚ ድማ ብፍቓድ ክፍሊ ተማሃሮ እንግሊዝኛ
(English Learners Department) ዚውሃብ እዩ። ዝተተርጎመ ተነባቢ ቅዳሕ ንምርካብ ንናይ ትምህርት ቤት ርእሰ መምህር ምውካስ ወይ ድማ ኤሌክትሮኒካዊ
ግልባጥ ኣብ https://www.dekalbschoolsga.org/dese/student-relations/ ምርካብ ይከኣል።
Vietnamese
DeKalb County School District cung cấp bản dịch Bộ Quy Tắc Ứng Xử của Học Sinh DeKalb County School District, với sự giúp đỡ
của Bộ Phận phụ trách Học Viên Anh Ngữ. Quý vị có thể yêu cầu hiệu trưởng trường cung cấp một bản dịch bằng giấy hoặc tìm bản
dịch điện tử có sẵn tại https://www.dekalbschoolsga.org/dese/student-relations/.
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TABLE OF CONTENTS
2023-2024 Parent/Guardian Signature Page......................................................................................................................................................... 1
Translation Availability Statement ....................................................................................................................................................................... 3
POLICY STATEMENT ....................................................................................................................................................................................... 6
PURPOSE OF THE CODE OF STUDENT CONDUCT .................................................................................................................................... 6
LEARNING AND COMPLIANCE ..................................................................................................................................................................... 6
EQUAL EDUCATIONAL OPPORTUNITIES ................................................................................................................................................... 7
DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT ................................................................................................................... 7
INVESTIGATION OF MISCONDUCT .............................................................................................................................................................. 7
INDEX OF BEHAVIOR EXPECTATIONS AND CONSEQUENCES ............................................................................................................. 9
2023-2024 CHARACTER TRAITS................................................................................................................................................................... 11
Multi-Tiered Systems of Support and Response to Intervention (RTI): ............................................................................................................. 13
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS) ..................................................................................................... 14
RESTORATIVE PRACTICES .......................................................................................................................................................................... 15
BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES ............................................................................... 16
Levels and Consequences Matrices .................................................................................................................................................................... 16
OFFENSES AND CONSEQUENCES .............................................................................................................................................................. 26
DeKalb County School District Transportation Student Bus Expectations ........................................................................................................ 48
BUS AND BUS STOP RULES ..................................................................................................................................................................... 49
EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES ............................................ 51
DEFINITIONS OF TYPES OF DISCIPLINE ................................................................................................................................................... 53
RESTROOMS AND LOCKER ROOMS .......................................................................................................................................................... 54
STUDENT DISCIPLINE PROCEDURES ........................................................................................................................................................ 54
SCHOOL ADMINISTRATIVE DUE PROCESS FOR SUSPENSION ........................................................................................................ 54
DISCIPLINE TEAM MEETING (DTM) ...................................................................................................................................................... 54
DISTRICT DUE PROCESS HEARING ....................................................................................................................................................... 55
APPEAL TO DEKALB BOARD OF EDUCATION .................................................................................................................................... 56
STUDENT PLACEMENT PROTOCOL FOR STUDENTS RETURNING AFTER INCARCERATION, DETENTION, OR OTHER
SPECIAL CIRCUMSTANCES ......................................................................................................................................................................... 57
SEARCHES ....................................................................................................................................................................................................... 58
KEEPING WEAPONS OUT OF SCHOOL ...................................................................................................................................................... 60
STUDENT RIGHTS AND RESPONSIBILITIES ............................................................................................................................................. 62
RELEASE OF STUDENT INFORMATION .................................................................................................................................................... 63
STUDENT COMPLAINT PROCEDURES ....................................................................................................................................................... 65
INTERNET AND TECHNOLOGY USAGE .................................................................................................................................................... 71
SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION ................................................................................................................ 73
BOARD POLICY SECLUSION AND RESTRAINT ....................................................................................................................................... 80
NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504 ......................................................................................... 82
SECTION 504 PROCEDURAL SAFEGUARDS.............................................................................................................................................. 84
Special Education: A Parent’s Guide to Understanding Rights and Responsibilities......................................................................................... 86
APPENDIX ........................................................................................................................................................................................................ 89
PARENTS’ RIGHT-TO-KNOW (ESSA) .......................................................................................................................................................... 90
NON-DISCRIMINATION STATEMENT ........................................................................................................................................................ 90
DISCIPLINE DUE PROCESS FLOWCHART ................................................................................................................................................. 91
BULLYING/HARASSMENT/HAZING REPORTING FLOWCHART ..................................................................................................... 92-93
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DEKALB COUNTY SCHOOL DISTRICT
Code of Student Conduct
POLICY STATEMENT
The DeKalb County Board of Education is committed to providing the best possible education for children who attend its schools. This
commitment requires not only rigorous courses, highly qualified teachers, and well-equipped facilities, but also a safe, positive
environment for our students, staff, parents, stakeholders, and community partners. The Board of Education expects all students to
adhere to strict standards of acceptable behavior to foster learning.
The DCSD Code of Student Conduct identifies the rules of student behavior applicable to all DeKalb students, the discipline approach
used to promote and enhance positive behaviors, and the procedures for imposing discipline consequences on students who violate these
rules. When discipline must be administered, the DCSD Code of Student Conduct ensures that it is fair and serves the best interests of
all students in the School District.
In general, discipline is designed to promote positive behavior and to correct a student’s misconduct and encourages the student to be a
responsible citizen of the school community. DCSD understand that students’ misconduct is influenced by many factors, including
trauma, mental health, disabilities, discrimination, and chronic stress. Responses to misconduct and the resulting supports will address
the root cause of misconduct to the extent possible. The DCSD Code of Student Conduct is focused on behavioral expectations, rights,
and responsibilities, and is not an exhaustive overview of positive responses and supports.
Disciplinary actions in response to unacceptable behavior will be administered based on the discretion of the handling administrator in
proportion but not limited to the severity of the unacceptable behavior, its impact on the school environment, the student’s age,
developmental disabilities, grade level, the context and apparent intentionality, the student’s previous discipline history, substantial
injuries, and other relevant factors. The Board prefers to reassign disruptive students whose behavior cannot be corrected within the
home school setting to alternative educational settings rather than suspend or expel such students from school, as authorized by Georgia
law.
In considering the nature or severity of the behavioral situation, the disciplinary process may include student support services provided
by the District and other public entities or community organizations to provide services to help maximize the academic potential along
with the social and emotional well-being of students through the practices of effective consultations, comprehensive evaluations, and
the development of prevention and intervention strategies.
Parental notification and parental involvement are essential to any effort to modify a student’s inappropriate behavior. The DCSD Code
of Student Conduct will only be effective if parents and guardians, teachers, and school administrators work together to improve student
behavior and enhance academic performance. Parents, educators, and community members are urged to communicate concerns about
student behavior or the student discipline process to the school principal or the Department of Student Relations.
The DCSD Code of Student Conduct is authorized pursuant to Board Policy JCD.
PURPOSE OF THE CODE OF STUDENT CONDUCT
The DCSD Code of Student Conduct is intended to inform students in grades K-12 of the types of behaviors that are acceptable versus
unacceptable. It is impossible to write a Code that addresses every conceivable variation of permitted and prohibited behavior.
Consequently, students should understand they may be disciplined for any misconduct that disrupts the orderly mission of the school,
that endangers safety or that is otherwise determined by school administration to be unsuitable to maintain a safe, positive, and supportive
learning environment, whether or not it is specifically listed in the DCSD Code of Student Conduct.
Individual schools and classroom teachers may impose campus or classroom rules in addition to those found in this DCSD Code of
Student Conduct that are geared toward improving safety, well-being, and academic progress. These rules may be explained by the
teacher, posted in classrooms, or distributed to students, and may or may not constitute violations of the DCSD Code of Student Conduct.
The determination of whether a student has violated the DCSD Code of Student Conduct will be based solely on a preponderance of the
evidence. In other words, is it more likely than not, based on the evidence, that the student violated the rule?
LEARNING AND COMPLIANCE
All students, regardless of age or grade level, are required to know the contents of the DCSD Code of Student Conduct and abide by it
and any other rules of conduct imposed by the school district and/or the school they attend, to the extent possible based on their overall
developmental level. Teachers are required to conduct a more thorough review of the DCSD Code of Student Conduct with younger
students in grades K-3, Exceptional Education, and English Speakers of Other Languages (ESOL) to ensure their understanding. The
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DCSD Code of Student Conduct is distributed to all schools and centers. Prior to the distribution of the DCSD Code of Student Conduct,
it is reviewed with the faculty and staff before school begins and students arrive to ensure their understanding.
The DCSD Code of Student Conduct is distributed and taught to students during the first week of school. A signed Parent/Guardian
Signature Page found on page 1 is required from each student and parent/guardian. A parent or legal guardian that does not
acknowledge receipt of the student code of conduct shall not be absolved of any responsibility with respect to the information contained
in the student code of conduct. A district-wide mandatory test on the DCSD Code of Student Conduct is administered to students within
the first two weeks of school. This test may be administered during the traditional school day or electronically during virtual instruction.
Student test scores are recorded. Class meetings are held during the first three weeks of school to discuss discipline and the application
of discipline procedures.
Students who enter the School District during the school year will receive the DCSD Code of Student Conduct and will be tested
on its contents.
Students sent to in-school suspension for the first time are retaught and retested on the DCSD Code of Student Conduct. As with the
initial teaching, teachers are required to conduct a more thorough review of the DCSD Code of Student Conduct with younger students
in grades K-3, Exceptional Education, and English Speakers of Other Languages (ESOL) to ensure their understanding.
Students are urged to ask faculty or staff members for clarification of any part of the DCSD Code of Student Conduct they do
not understand.
EQUAL EDUCATIONAL OPPORTUNITIES
The DeKalb County School District provides equal educational opportunities for all students, regardless of their race, color, religion,
national origin, gender, disability, age, sexual orientation, and gender identity. No student shall be subjected to discrimination or
harassment because of the student’s race, color, religion, national origin, gender, disability, age, sexual orientation, and gender identity
in any of the District’s educational programs, activities, or practices, including implementation of this DCSD Code of Student Conduct.
The School District maintains a complaint procedure that affords students a prompt, fair, and orderly means of resolving complaints of
discrimination.
DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT
The DeKalb County School District has discipline authority over its students whenever the interests of the School District are involved.
Therefore, the DCSD Code of Student Conduct applies at the following times and places:
On school grounds at any time;
Off school grounds at a school bus stop or at a school activity, function, or event;
While the student is on a school bus or School District-sponsored transportation
While the student is participating in virtual instruction;
When either the alleged perpetrator or the alleged victim is en route from school, to home, en route from a school activity,
function, or event.
When utilizing district technology resources, including but not limited to equipment, networks, virtual platforms, and
software;
Off school grounds while the student is participating in or attending school-sponsored or school-related activities, such as field
trips, conferences, or athletic events, or is otherwise subject to the jurisdiction of school authorities;
Off school grounds while attending a school-sponsored or school-related activity of another school system in Georgia;
Off school grounds when the behavior of the student could result in the student being criminally charged with a felony and
which makes the student's continued presence at school a potential danger to persons or property at the school or which disrupts
the educational process (O.C.G.A. § 20-2-751.5(c)); or is in violation of state cyberbullying definition (O.C.G.A. § 20-2-751.4).
Off school grounds when a student leaves school without permission of a school official (Absent Without Leave).
INVESTIGATION OF MISCONDUCT
Minor misconduct is often correctable with immediate feedback from the teacher or other personnel. When a more severe violation of
school rules is reported or suspected, the principal or designee will determine whether an investigation is warranted and, if so, will
instruct appropriate personnel to conduct an investigation. The investigation should be timely and include interviews with the alleged
perpetrator(s), victim(s), identified witnesses, teacher(s), staff members, and others who might have relevant information. Written
statements should be obtained from all individuals who are interviewed. Video surveillance, if available, should be reviewed and secured.
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If administrators believe a request for a due process hearing will be made, the administrator should attempt to preserve video surveillance
of any misconduct. Any other physical and documentary evidence should be collected and preserved. School counselors, school social
workers, school police, and other support staff should be utilized for their expertise as determined by the circumstances of the matter.
At an appropriate time during or after the investigation, the parent or guardian will be notified. However, if the incident involves an
injury or similar situation, appropriate medical attention should be provided, and the parent or guardian should be notified immediately.
Furthermore, if the incident involves a threat to safety or intervention of law enforcement is otherwise determined to be appropriate,
appropriate authorities shall be contacted and the school investigation will proceed to the extent possible while avoiding interference
with any law enforcement investigation or detention.
The determination of whether a student has violated the DCSD Code of Student Conduct will be made based solely on a preponderance
of the evidence. In other words, is it more likely to be true than not true, based on the evidence, that the student did violate the rule? For
short term suspensions (10 days of suspension or less) there is no formal appeal process. If the parents/guardians or student disagree
with the decision, they may petition to the school principal. If they disagree with the principal’s decision, they may petition in writing
to the regional superintendent. Please refer to the Discipline Due Process flowchart in the DCSD Code of Student Conduct for a summary
of the District’s discipline process. If a referral for District due process hearing is made, the student will be provided with the opportunity
to participate in a disciplinary hearing and appeals process, as described herein.
SAFE SCHOOLS
Our top priority in DeKalb County School District is keeping our students and staff safe. A bold new step in that direction has been
taken by installing CENTEGIX® CrisisAlert™ throughout our schools to create safer spaces by delivering precise alert location,
immediate audio, and visual incident notifications. CrisisAlert™ covers the entire school campus while enabling staff and security
professionals to request assistance and implement emergency protocols from anywhere on campus. CrisisAlert™ solution empowers
teachers and administrators to act and respond with confidence during emergency and non-emergency situations. When educators and
children feel safe and secure, they can get back to focusing on their goals: learning and academic achievement.
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INDEX OF BEHAVIOR EXPECTATIONS AND CONSEQUENCES
Topics
AGGRAVATED ASSAULT (Attempt/Threat to Injure with HITTING/PHYSICAL CONTACT TO
a Weapon), 33, 34 STUDENTS/SCHOOL PERSONNEL/VISITORS, 33,
AGGRAVATED BATTERY (Causing Serious Injury or 34
Death), 34 IDENTIFICATION CARDS, 46
ALCOHOL (Possession and/or Use), 30 INAPPROPRIATE SEXUAL BEHAVIOR, 45, 65, 69
ASSAULT (Student, Faculty, Staff or Visitors), 33 INDECENT EXPOSURE, 45
ATTENDANCE (Excused/Unexcused Absences, Attendance INHALANTS, 30
Protocol, Chronic Tardiness), 37, 38, 41 INSUBORDINATION (Talking Back, Walking Away,
AUTO-INJECTABLE EPINEPHRINE (Epi-Pens), 31 Refusing to Comply), 37
BATTERY (Causing Injury), 33 INTENT TO SELL/DISTRIBUTE DRUGS, 30
BITING, 33 INTENTIONAL PHYSICAL CONTACT CAUSING
BREAKING AND ENTERING, 23, 25, 44 HARM TO SCHOOL PERSONNEL, 29
BULLYING, 34, 35, 36, 50, 65, 73, 74, 75, 76, 78, 92, 93 INTENTIONAL PHYSICAL CONTACT WITH
BURGLARY, 32 SCHOOL PERSONNEL, 29
BUS MISBEHAVIORS/EXPECTATIONS/MATRIX, 41, INTERNET/INTRANET USAGE, 27, 71
48, 49, 50 INTIMIDATING ACTIONS, 35, 36, 74
BYSTANDER BATTERY, 34 KICKING, 33, 34
CELLULAR PHONES, 17, 18, 19, 26, 35, 41, 49, 54, 74 KNIVES/RAZORS/BOX CUTTERS, 28
COMPUTER (Unauthorized Use, Hacking, Password LOITERING ON ANY SCHOOL
Violations, etc.), 26, 27, 29, 32, 45 CAMPUS/UNAUTHORIZED ENTRY AFTER
CONDUCT OUTSIDE OF SCHOOL HOURS/AWAY HOURS, 44
FROM SCHOOL, 42 MARIJUANA, 30, 31
COUNTERFEITING/POSSESSION OF COUNTERFEIT MEDICATION, 31
MONEY, CHECKS, BANK CARD, 32 MISREPRESENTATION (Cheating, Lying or Providing
CYBERBULLYING/CYBERSTALKING, 32, 35, 42, 74 False Statements/Information), 45
DAMAGE/DESTRUCTION OF PROPERTY (Actual or MISUSE OF CHEMICALS, 31
Attempted), 31 OBSCENE MATERIALS/GESTURES, 40
DISRUPTIVE BEHAVIOR (Chronic talking, horse playing, PARKING ON CAMPUS (Parking and/or Traffic
etc.), 38, 39 Violations), 44
DISTURBANCES (Classroom and/or School), 38, 39 PORNOGRAPHY, 40
DRESS CODE, 46, 79 POSSESSION OF DRUGS, 30
DRUG-RELATED PARAPHERNALIA (Papers, Pipes, POSSESSION OF STOLEN PROPERTY, 32
Clips, Bags, Other Related Items), 31 PRANKS, 39
DRUGS (Illegal/Synthetic Substances, Look-Alike Drugs or PROBATION (Local and District-Wide), 43, 44, 54
Prescribed Medication), 30 PROFANITY, CURSING, OBSCENITY and/or
ELECTRONIC COMMUNICATION DEVICES (Cell DEROGATORY LANGUAGE, 40
Phones, Pagers, Etc.), 32 PROFANITY/OBSCENITY, 40
ELECTRONIC COMMUNICATION DEVICES (Cell RECKLESS VEHICLE USE, 44
Phones, Smart Devices, etc.), 26 REFUSAL TO FOLLOW INSTRUCTIONS OF
EXTORTION, 32, 35, 74 ADMINISTRATORS/FACULTY/STAFF, 37
FAILURE TO ACCEPT DISCIPLINARY ACTION, 40 REPEATED VIOLATIONS, 43
FALSE EMERGENCY REPORT (Pulling a Fire Alarm, RIOTING or CHAOS, 39
Bomb Threat or Calling 911), 39, 46 ROBBERY, 32
FIGHTING/PHYSICAL ALTERCATION, 33, 34 RUDE/DISRESPECTFUL BEHAVIOR, 37
FIRE (Arson, Setting Fires), 31 SENDING INAPPROPRIATE
FORGERY, 45 MESSAGES/PICTURES/VIDEOS (SEXTING), 27, 54,
GAMBLING, 42 71
GANG-RELATED ACTIVITY (Violence, Retaliation, SEXUAL HARASSMENT/COMMENTS/FAVORS, 45,
Recruitment, Dress, Paraphernalia), 39 65, 69
GUNS (Pistols, Rifles, BB, Pellet, Facsimile or Look-Alike), SHOVING/PUSHING, 33, 35, 74
27, 28, 29 SIMPLE BATTERY, 33
HARASSMENT (Racial, Ethnic, Disability, Sexual SKIPPING CLASS/LEAVING THE SCHOOL CAMPUS
Orientation, Gender Identity), 36, 65, 74, 92 WITHOUT AUTHORIZATION, 38
HAZING, 33, 34, 36, 65, 73, 74, 75, 92 SPITTING ON OTHERS, 40
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TAKING PICTURES/VIDEOS AT SCHOOL, 27, 40, 54, TRESPASSING, 39, 44
71 UNSAFE ACTION, 46
TERRORISTIC THREATS (Threats to the School), 39, 76 USE/UNDER THE INFLUENCE OF DRUGS, 30
THEFT/STEALING (Actual or Attempted), 32, 36, 74 VANDALISM, 31, 49, 50, 62
THREATS OR INTIMIDATION (Staff or Student), 32, 33, VERBAL
34, 35, 39, 74 CONFRONTATION/PROVOCATION/ALTERCATIO
THROWING OBJECTS, 17, 18, 19, 20, 21, 28, 49 N, 33, 35, 36
TOBACCO (Cigarettes, Cigars, Chewing Tobacco, e- WEAPONS, 26, 27, 28, 30, 34, 40, 49, 76
Cigarettes, Snuff, Tobacco, Vaping Products), 26, 79
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DEKALB COUNTY SCHOOL DISTRICT
2023-2024 CHARACTER TRAITS
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true
education.” –Martin Luther King, Jr.
Character Education is the deliberate effort to help people understand, care about, and act upon core ethical values. An intentional and
comprehensive character education initiative provides a lens through which every aspect of school becomes an opportunity for character
development.
Benefits of Character Education:
Promotes character development through the exploration of ethical issues across the curriculum
Develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities
Teaches how to solve conflicts fairly, creating safer schools that are free of intimidation, fear, and violence, and are more
conducive to learning*
Character traits are essential for students to prepare for greatness! These traits should be modeled and maintained by adults and
students.
Respect, Responsibility & Caring
Modeling cornerstones of good character
Respect
Showing high regard for self, others and property
Responsibility
Being accountable for your own behavior
Honesty
Being truthful in word and action
Caring
Showing concern for the well-being of others
Justice and Fairness
Demonstrating impartial, unbiased and equitable treatment for all
Citizenship
Being an informed, responsible and caring participant in your community
Courage
Doing the right thing in the face of difficulty and following your conscience instead of the crowd
Perseverance
Staying on task and not giving up. Demonstrating commitment, pride and positive attitude in completing tasks
Hope
Believing you will be successful
*Character Education Informational Handbook & Guide, DPI
https://files.nc.gov/dpi/documents/charactereducation/handbook/content2.pdf
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Character Traits Found in the DCSD Code of Student Conduct
This handbook supports the belief that appropriate behaviors and positive character must be modeled and maintained by all staff and
students to have safe and orderly schools. Rules for expected student behavior should be taught and aligned with the following character
traits.
VIOLATIONS CHARACTER TRAITS
Violation #1: Tobacco Respect/Responsibility/Caring
Violation #2: Electronic Communication Devices Respect/Responsibility/Caring
Violations #3a, 3b: Weapons Responsibility/Caring/Citizenship
Violations #4a, 4b: Intentional Physical Violence Respect/Responsibility/Caring
Violations #5a, 5b, 5c: Drugs/Alcohol Responsibility
Violations #6a, 6b, 6c: Property Honesty/Respect
Violations #7a, 7b, 7c, Bullying/Harassment/Hazing/Fighting/Assault/ Respect/Responsibility/Caring
7d, 7e, 7f, 7g: Battery
Violations #8a, 8b: Refusal to Follow Instructions Respect/Responsibility/Caring
Violation #9: Unlawful Absence/Truancy Responsibility/Courage/Perseverance
Violation #10: Skipping Class Responsibility/Courage/Perseverance
Violation #11: Classroom Disturbance Respect/Responsibility/Caring
Violation #12: School Disturbance Respect/Responsibility/Citizenship
Violation #13: Profanity/Vulgarity/Obscenity Responsibility/Respect/Citizenship
Violation #14: Failure to Accept Disciplinary Action Responsibility/Respect/Courage
Violation #15: Chronic Tardiness Responsibility/Respect/Courage
Violation #16: Bus Misconduct Responsibility/Respect/Caring
Violation #17: Conduct Outside of School Hours Responsibility/Respect/Citizenship
Violation #18: Gambling Responsibility
Violation #19a: Repeated Violations Responsibility/Respect/Hope
Violation #19b: Violation of Probation Responsibility/Respect/Courage
Violation #20: Parking and Traffic Violations Responsibility/Citizenship
Violation #21: Loitering/Trespassing Respect/Responsibility/Courage
Violation #22: Providing False Information Honesty/Respect
Violation #23: Inappropriate Sexual Behavior Responsibility/Respect/Caring
Violation #24: Identification Card Violation Responsibility
Violation #25: Student Dress Code Violation Responsibility/Respect/Citizenship
Violation #26: Unsafe Action Responsibility/Respect/Citizenship
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Multi-Tiered Systems of Support and Response to Intervention (RTI):
What happens if a student needs help with learning and behavior?
Essential Component: Multi-Level Prevention System
Tier III: Tertiary Level of
3% to 5% of Prevention – Intensive
students Intervention
Tier II: Secondary Level of
Prevention – Intervention
15% of students
SWD, EL, Gifter
Tier I: Primary Level of
Prevention – Instruction/Core
Curriculum
80% of students
Students receive services at all levels, depending on need.
General Education Multi-Tiered Systems of Support (MTSS), Tiers 1-3
Introduction
Students sometimes need help with learning or behavior, beyond what is routinely offered by a teacher in a general education classroom.
In Georgia, General Education includes system with three levels of academic and social-emotional-behavioral supports for students who
may struggle with learning or behavior. Tier 1 describes the many ways that teachers support students’ learning and development and
includes core educational practices to support standards-based instruction. Tier 2 is the next level that is used if Tier 1 is not sufficient
and provides moderate intensity support to address how to help students develop and grow in specific skills. Tier 3 is used when Tier 2
is not sufficient and provides intensive support organized through Student Support Team (SST) process. focusing on helping students
with specific skills. SST is a Federal and State initiative that is defined in Georgia Board Rule 160-4-2-.32. Tier 2 or Tier 3 supports
are provided in addition to Tier 1 core instruction and supports.
Being enrolled in Tier 2-3 does not mean a student has a disability or is receiving special or exceptional education. These tiers provide
prevention and intervention in a general education setting and are not the only way to support students’ learning and behavior. In addition
to General Education MTSS supports, Georgia schools also provide specialized educational services through education programs.
Delivery models include Special Education, Gifted Programming, and/or English Language Learners Services. Those services are
offered to students who meet the criteria for eligibility for each program. If eligible, students may receive support for learning or behavior
through an Individual Education Plan (IEP) or 504 accommodation plan (see pages 85-88 for more information). Students who meet
eligibility criteria may be supported by a 504 accommodation plan and MTSS Tier 2 and/or Tier 3 supports simultaneously. Section 504
accommodations are provided to ensure students can access school facilities, curriculum, instruction, and assessments while MTSS
teaches academic and/or behavioral skills to help the student be more successful. Some students may benefit from both.
DeKalb County School District (DCSD) MTSS
MTSS is a required element of the continuous school improvement process. MTSS involves alignment of appropriate assessment with
purposeful instruction for all students. The DCSD MTSS framework supports both academic and behavioral development, teaching to
mastery, maximizing the growth of every learner, and continuous school improvement. The processes within MTSS are not extra or
additional duties, but rather they represent how we teach diverse learners to maximize the growth and development of each pupil. A key
element within the MTSS is ongoing data monitoring for student response to intervention (RTI) to inform intentional decision-making
for instructional planning and supports.
Interventions are types of instruction targeted to meet the academic and/or behavioral learning needs of a student. Interventions are in
addition to the general classroom instruction. These added learning tools are well researched and evidence-based to deliver specific
instructional strategies and techniques. The intensity of intervention supports increase at each tier of the MTSS framework. The
framework is intended to be fluid. As students make progress, they may move to less intense supports on lower tiers or return to Tier 1
Core Instruction. There are several types of instructional activities and strategies available to layer the learning techniques and tools
used to improve a student’s learning.
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Essential Components of the MTSS Framework
Identify Needs
Coherent
SCREENING Instruction
PROGRESS Effective Professional
MONITORING Leadership Capacity
DATA-BASED WHOLE
Examine Progress Select Interventions
DECISION
MAKING CHILD
READY TO LEARN
READY TO LIVE
MULTI-LEVEL READY TO LEAD
PREVENTION
SYSTEM Family & Supportive
Community Learning
INFRASTRUCTURE Engagement Environment
Implement Plan Plan Implementation
SUPPORTING THE WHOLE CHILD
The key components in Georgia’s MTSS-RTI process include:
1. The three tiered delivery model gives learning support that is matched to the student’s need.
2. Evidence-based instruction is the core of a teacher’s classroom lesson plan.
3. Evidence-based interventions that increase or decrease in intensity if the results of the progress monitoring show a change is
needed.
4. The use of a variety of ongoing assessment (test) data determines which students need supports to meet academic and/or
behavior expectations.
5. Delivery of resources for learning interventions are based on student assessment data and classroom observation.
Parents: You can help with the MTSS-RTI process by actively participating in your child’s education and being a partner in the success
of the teaching and learning in school. You can also read the Georgia Standards of Excellence for your child’s grade or course by going
to the parent page of www.GeorgiaStandards.org., ask for ways you can help at home to improve your child’s school performance,
review and ask questions about your child’s progress on assessments during parent conferences, become knowledgeable about the
classroom intervention process in your school or district, and if your child is being supported with an intervention, request progress
updates so you know if the intervention is working.
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary
incidents, increase a school’s sense of safety and support improved academic outcomes. DeKalb County Schools uses the framework to
guide the overall approach to discipline, however, the evidence-based application of the framework requires training teachers and staff
and developing specific implementation strategies. The implementation of PBIS in DeKalb County Schools is in progress. Currently,
more than 44 DeKalb County Schools, as well as 1,400 Georgia Schools and 27,000 schools nationwide are implementing PBIS and
saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with
acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater
productivity, safety, and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of
behavior analysis to develop school-wide, targeted, and individualized interventions and supports to improve school climate for all
students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009)
Behavioral support is provided for ALL students school wide. This system of support offers all students social skills instruction, positive
and proactive discipline, social behavior expectations, active supervision and monitoring, positive acknowledgement, fair and corrective
discipline, and parent training and collaboration. Parents report that their main school concern is the safety of their child (Neilsen Gatti,
Stansberry-Brusnahan, & Nelson, 2007). Challenging behaviors in schools that range from disruptive classroom behaviors to physical
violence are safety concerns and they represent barriers to teaching and learning. Educators and parents both share this concern. Rather
than relying on a mixed bag of short-term solutions for individual students and situations, schools should focus on proactive ways to
define, teach, and sustain appropriate student behaviors across all school settings including the classroom, lunchroom, restrooms, and
playground. The primary goal of PBIS is to help schools design effective environments that will increase teaching and learning for all
students. (Georgia Department of Education, GaPBIS)
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The ten critical elements of School-Wide, Tier 1 PBIS include the PBIS Team and principal, clear expectations and rules, teaching
behavior, data entry and analysis, acknowledgment (feedback), effective discipline process, faculty commitment, implementation,
classroom, and evaluation.
Social Competence & Academic
Achievement
OUTCOMES
DATA PRACTICES
Supporting Supporting Student
Decision Making Behavior
SYSTEMS
Supporting Staff Behavior
(Georgia Department of Education, GaPBIS)
RESTORATIVE PRACTICES
In conjunction with a PBIS framework, DeKalb County School District is utilizing innovative tools aimed at improving climate and
culture when the school community is affected by a student violating the rules of the DCSD Code of Student Conduct called Restorative
Practices. The goal of restorative practices is to develop community and to manage conflict and tensions by repairing harm and building
relationships rather than simply punishing the wrongdoer.
The use of restorative practices helps to:
reduce crime, violence and bullying,
improve human behavior,
strengthen civil society,
provide effective leadership,
restore relationships, and
repair harm.
Figure 1. What Are Restorative Practices?
Build healthy
Address and discuss relationships
the needs of the between educators
school community and students
RESTORATIVE
Resolve conflict,
PRACTICES
Reduce, prevent,
hold individuals and and improve harmful
groups accountable behavior
Repair harm and
restore positive
relationships
Information sourced via The American Federation of Teachers.
http://www.aft.org/ae/winter2015-2016/resources
Restorative practice promotes dialogue between those who have been hurt and those who have inflicted the harm. This allows the victim
and wrongdoer to have an opportunity to discuss how they have been affected by the violation and to decide what should be done to
repair the harm and relationship. This is a victim-sensitive tool that encourages victims to take an active role in addressing the violation.
Wrongdoers are encouraged to take responsibility for their actions, to repair the harm they have done by apologizing, returning stolen
property, community service, or restitution. This may allow for the greatest victim contentment and wrongdoer accountability.
Restorative practice is not suitable for instances of bullying, harassment, hazing, or discrimination.
A restorative conference is carefully planned to ensure that those who have been victimized and those who have done wrong are properly
prepared and that any further harm from confrontation is prevented. During the restorative conference, the victims, wrongdoers, both
parties’ family and friends, staff, and other community members volunteer to participate in a structured, scripted meeting to address the
violation, consequences, and restitution. The conference facilitator arranges the meeting, reads a script, and keeps the conference
focused, but intentionally does not actively participate in structuring the outcome of the conference. The goal of the conference is for
the participants to arrive at a jointly acceptable agreement that addresses the harm caused by the wrongdoer and necessary reparations.
Wachtel, Ted. http://www.iirp.edu/what-is-restorative-practices.php. International Institute for Restorative Practices. Retrieved 11
July 2012.
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BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES
Progressive discipline is designed to teach and reinforce good conduct, correct a student’s misconduct, and encourage the student to be
a responsible citizen of the school community. Progressive discipline should promote positive student behavior while establishing clear
and fair consequences for unacceptable behavior; and state what is unacceptable. Disciplinary actions are administered in proportion to
the severity of the unacceptable behavior, its impact on the school environment, the student’s age and grade level, the context and
apparent intentionality, the student’s previous discipline history, and other relevant factors. All due process procedures required by
federal and state law will be followed through the progressive discipline process.
The school discipline process should include appropriate consideration of support processes to help students resolve such problems.
These resources may include, but are not limited to, Student Support Team, positive behavioral supports, counseling with school
counselor, school social worker involvement, school resource officer reports, behavior, attendance and academic contracts or plans, peer
mediation, and prevention programs. The offenses have a range of seven (7) levels of unacceptable behaviors. Each offense provides
interventions as well as a range of consequences including suspension and expulsion if the level permits.
Each violation in the DCSD Code of Student Conduct is followed by a box similar to the one below. The minimum and maximum
consequences for each violation are indicated. Multi-tiered Systems of Support (MTSS) must be conducted prior to expelling or
suspending a student in kindergarten through third grade for 5 or more consecutive or cumulative days; unless student possessed a
weapon, drugs or other dangerous instrument or the student's behavior endangers the safety of other students or school personnel.
Exceptional Education Student procedures must apply. (O.C.G.A. § 20-2-742) In addition to discipline, behaviors may also be
reported to law enforcement at the District’s discretion and as required by law, including O.C.G.A. § 20-2-1184. Major offenses
including, but not limited to, drugs and weapon offenses, can lead to schools being named as an Unsafe School according to the
provisions of State Board Rule 160-4-8-.16.
Levels and Consequences Matrices
Teacher selected strategies should be used for minor acts of student behavior that is not suitable for the context. Level
1 behaviors include behaviors that may be permissible in some contexts (e.g, playing with toys) but are not appropriate
for the current context. Teachers will ensure that students understand when such behaviors are not appropriate and will
provide positive feedback and reinforcement before addressing recurring behaviors as possible misconduct. Teachers
should keep a written record of the violation and strategies used to address the behavior. If a Level 1 violation repeatedly
or substantially interferes with the learning environment, it may be elevated to a higher level after teacher selected
strategies have been utilized. Necessary strategies and positive behavioral interventions and supports will be provided
through the MTSS-RTI process at Tier 1 (pages 13-14).
Examples of behaviors that may impact only the student
Calling out in class
Inappropriate Noise
Chewing gum
Tapping pencils
Writing on self
Writing on desk
Not in seat
Not prepared for class
LEVEL 1 Off-tasks behaviors
Drawing instead of working
Tardy to class
Criticizing teacher one on one
Whining
Wearing a hat in school, minor deviation from dress code
Eating food when not allowed
Strategies for Managing Behaviors: Conference with student and other individuals as needed; Build relationships
that support academic achievement; Discussion about expectations; Review classroom procedures and
expectations; Eye contact; Proximity; High levels of supervision; Verbal warning; and Pre-teaching of
expectations.
Disciplinary Options may include but are not limited to: Time out in room; Time away in buddy classroom; Loss
of privilege; Reflection sheet; Moving seat; Parent contact; Reinforcement of appropriate behaviors; De-
escalation strategies; and
Redirect behavior. Exceptional education student procedures must apply. For students with an Individual
Education Plan (IEP) or 504 Plan, see pages 82-85.
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Level 2 violations include infractions which are more severe in nature than Level 1 and interfere with classroom instruction
and/or orderly operation of the learning environment, school transportation or a school-sponsored activity. These
violations include minor misconduct and misbehaviors directed against persons or property but do not seriously endanger
the health, safety, and well-being of others. Necessary strategies and positive behavioral interventions and supports will
be provided and documented through the Response to Intervention process at Tier 1. Certain level 2 violations might
result in Tier 2 or Tier 3 intervention supports if safety concerns for the student or others are present (pages 13-
14). Certain Level 2 violations may be elevated to Level 3 violations or higher based on the severity or context of the
misconduct if this behavior jeopardizes the health, safety, or well-being of others.
Examples of behaviors that interfere with the learning of others:
Touching
Poking
Standing on furniture
Constant talking
Out of seat and interfering with others learning
Inappropriate chair manners
Consistently not following directions
Unauthorized electronic device usage including but not limited to cell phones and iPods
Running away and leaving the classroom
Throwing items in classroom
LEVEL 2 Disrespectful language to adult
Yelling at teacher
Moving or kicking furniture in an angry way/tantrum
Bus misbehavior
Gambling
Dress code violations that noticeably affect safety or respect for self and others
Strategies for Managing Behaviors: Build relationships that support academic achievement; Discussion about
expectations; Review classroom procedures and expectations; Eye contact; Proximity; High levels of supervision;
Verbal warning; Pre-teaching of expectations; Mentoring; Consultation with grade level teams/school
counselor/school psychologist for classroom/individual behavior management ideas; Restorative practices; Teach
Pro-Social behaviors; and Use of safe place for students to retreat to help self-regulate.
Disciplinary Options may include but are not limited to: Time out in room; Time away in buddy classroom; Loss
of privileges; Reflection sheet; Moving seat; Parent conference; Reinforcement of appropriate behaviors; De-
escalation strategies; Redirect behavior; Behavior Contract; In-School Suspension; Restorative justice; and
problem solving with your grade level team. Corrective Strategies should be used to manage additional behaviors
with the involvement of the student, parent, teacher, or other internal supports. Exceptional education student
procedures must apply. For students with an Individual Education Plan (IEP) or 504 Plan, see pages 82-85.
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Level 3 violations include infractions which are more severe in nature than Level 2 and interfere with the orderly operation
of the learning environment, school transportation or a school-sponsored activity. These violations include repeated,
unrelated acts or misconduct and misbehaviors directed against persons or property and may impede the learning or
jeopardize the health, safety, or well-being of others. Necessary strategies and positive behavioral interventions and
supports will be provided and documented through the MTSS-RTI process at Tier 1. Certain Level 3 offenses may be
elevated to Tier 2 of the MTSS-RTI framework provided that Tier 1 supports have been completed and
documented with fidelity. In addition, certain Level 3 offenses may be elevated to Tier 2 or Tier 3 intervention
supports if safety concerns are present for the student or others (pages 13-14). If students have accumulated 2-4 out
of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior support plan
should be created, implemented, and documented with fidelity. If the student accumulates 5 or more suspensions, a Tier
3 plan should be created, implemented, and documented with fidelity. Certain Level 3 violations may be elevated to Level
4 violations or higher based on the severity or context of the misconduct if it seriously disrupts the school environment,
or presents threats to health, safety, or property.
Examples of behaviors that affect an orderly environment:
Any level 1 or 2 that takes excessive teacher time and takes away from student learning.
Talking back to adult
Throwing items in classroom at others
Lying
Cheating
Forgery
LEVEL 3 Fighting (Simple Battery)
Inappropriate language
Pushing
School disturbance
Bullying, Harassment, Hazing
Disrespect to peers/adults
Leaving room without permission
Banging on window
Vandalizing school property
Unauthorized electronic device usage including but not limited to cell phones and iPods
Conduct outside of school hours or away from school
Unsafe action
Dress code violations that noticeably affect safety or respect for self and others
Strategies for Managing Behaviors: Behavior Contract; Detention; In-School Intervention; Mediation; Mentoring;
Discipline Warning Letter to Parents; Referral Process; Restorative Practice; Shadowing; Substance Abuse
Education; and Violence Education.
Disciplinary Options may include but are not limited to: In-School Suspension for 1-3 days with Instructional
Module. Exceptional education student procedures must apply. For students with an Individual Education Plan
(IEP) or 504 Plan, see pages 82-85.
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Level 4 violations include infractions, which are serious acts of misconduct including, but not limited to, repeated
misbehavior that is similar in nature, behavior that results in serious disruptions of the school environment and behavior
that presents threats to health, safety, or property. Necessary interventions and positive behavioral interventions and
supports will be provided and documented through the MTSS-RTI process. Certain Level 4 offenses may be elevated
to Tier 2 or Tier 3 of the MTSS-RTI framework provided that Tier 1 supports have been completed and
documented with fidelity. In addition, certain Level 4 offenses may be elevated to Tier 2 or Tier 3 intervention
supports if safety concerns are present for the student or others (pages 13-14). If students have accumulated 2-4 out
of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior support plan
should be created, implemented, and documented with fidelity. If the student accumulates 5 or more suspensions, a Tier
3 plan should be created, implemented, and documented with fidelity (pages 13-14). Certain Level 4 violations may be
elevated to Level 5 violations or higher based on the severity or context of the misconduct.
Examples of behaviors that affect an orderly environment:
Any level 1, 2 or 3 behavior that takes excessive teacher time and takes away from student learning.
Talking back to adult
Throwing items in classroom at others
Lying
LEVEL 4 Cheating
Forgery
Fighting (Simple Battery)
Inappropriate language
School disturbance
Bullying, Harassment, Hazing
Disrespect to peers/adults
Leaving room without permission
Banging on window
Vandalizing school property
Unauthorized electronic device usage including but not limited to cell phones and iPods
Conduct outside of school hours or away from school
Unsafe action
Dress code violations that noticeably affect safety or respect for self and others
Disciplinary Options may include but are not limited to: Targeted Behavioral Contract. Consequence: Out-of-
School Suspension for 1-5 days. Exceptional education student procedures must apply. For students with an
Individual Education Plan (IEP) or 504 Plan, see pages 82-85.
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Level 5 violations include infractions which are serious acts of misconduct including, but not limited to, repeated
misbehavior that is similar in nature, behavior resulting in serious disruptions of the school environment, behavior that
present threats to health, safety, or property. Student will be placed on a mandatory Probationary Contract which may
result in expulsion if the student is found in violation of the contract, may result in expulsion. Necessary interventions and
positive behavioral interventions and supports will be provided and documented through the MTSS-RTI process. Certain
Level 5 offenses may be elevated to Tier 2 or Tier 3 of the MTSS-RTI framework provided that Tier 1 supports
have been completed and documented with fidelity. In addition, certain Level 5 offenses may be elevated to Tier 2
or Tier 3 intervention supports if safety concerns are present for the student or others (pages 13-14). If students
have accumulated 2-4 out of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2
behavior support plan should be created, implemented, and documented with fidelity. If the student accumulates 5 or more
suspensions, a Tier 3 plan should be created, implemented, and documented with fidelity. Certain Level 5 violations may
be elevated to Level 6 violations or higher based on the severity or context of the misconduct.
Examples of Harmful and Illegal Behaviors:
Intentional/Unintentional Violence against school employees
Stealing
Fighting (Simple Battery)
LEVEL 5 Battery
Drugs
Weapons
School disturbance
Biting
Bullying, Harassment, Hazing
Throwing furniture or other objects
Stealing
Threatening to do injury to person or property
Sexual harassment
Sexual behaviors
Alcohol
Disciplinary Options must include: School-based review of previous strategies and interventions implemented;
Participation in GRIP Program (Growing Responsibly, Increasing Possibilities).
Consequence: Suspension for 6-10 days with a Probationary Contract. Exceptional education student procedures
must apply. For students with an Individual Education Plan (IEP) or 504 Plan, see pages 82-85.
Level 6 violations include infractions which are of a serious and aggravated nature such that the student shall be removed
from class and will be subject to a required 10-day suspension served by the student and a District due process
hearing that may result in additional consequences, to include, but not limited to, additional suspension, in-school
suspension, social restriction, community service and assignment to an identified program or alternative school. The
Department of Public Safety, Social Worker, and other outside law enforcement or other agencies may investigate Level
6 violations and independent law enforcement investigations may result in state criminal or juvenile proceedings being
initiated by such outside agencies against the student accused of a Level 6 violation. Certain Level 6 violations may be
elevated to Level 7 violations or higher based on the severity or context of the misconduct. Level 6 infractions should be
met with Tier 3 intervention supports through MTSS-RTI framework upon the student’s return from suspension. At the
re-entry conference, a Tier 3 behavior intervention plan should be created. The plan should then be implemented and
documented with fidelity (pages 13-14).
Examples of Harmful and Illegal Behaviors:
Intentional/Unintentional Violence against school employees
Stealing
Fighting (Simple Battery)
Battery
LEVEL 6 Aggravated Assault
Aggravated Battery
Bystander Battery
Drugs
Weapons
School disturbance
Biting
Bullying, Harassment, Hazing
Throwing furniture or other objects
Threatening to do injury to person or property
Sexual harassment
Sexual behaviors
Alcohol
Consequence: Long-Term Suspension. Exceptional education student procedures must apply. For students with
an Individual Education Plan (IEP) or 504 Plan, see pages 82-85.
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Level 7 violations include infractions which are of a serious and aggravated nature such that the student shall be removed
from class and will be subject to a required 10-day suspension served by the student and a District due process hearing
that may result in additional consequences, to include, but not limited to expulsion, additional suspension, in-school
suspension, social restriction, community service and assignment to an identified program or alternative school, but to
continue beyond the current semester. The student may be excluded from ALL units of the District for a specified period
of time through permanent expulsion if applicable. The Department of Public Safety, Social Worker, and other outside
law enforcement or other agencies may investigate Level 7 violations, an independent law enforcement investigation may
result in state criminal or juvenile proceedings being initiated by such outside agencies against the student accused of a
Level 7 violation. Level 7 infractions should be met with Tier 3 intervention supports through MTSS-RTI framework
upon the student’s return from suspension. At the re-entry conference, a Tier 3 behavior intervention plan should be
created. The plan should then be implemented and documented with fidelity (pages 13-14).
Examples of Harmful and Illegal Behaviors:
Intentional/Unintentional Violence against school employees
Stealing
Fighting (Simple Battery)
LEVEL 7 Battery
Aggravated Assault
Aggravated Battery
Bystander Battery
Drugs
Weapons
School disturbance
Biting
Bullying, Harassment, Hazing
Throwing furniture or other objects
Threatening to do injury to person or property
Sexual harassment
Sexual behaviors
Alcohol
Consequence: Expulsion. Exceptional education student procedures must apply. For students with an Individual
Education Plan (IEP) or 504 Plan, see pages 82-85.
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ELEMENTARY MATRIX Level of Consequences Report School Official to
Contact
Offense/Violation 1 2 3 4 5 6 7
1-Tobacco and Other Tobacco Products
2-Electronic Communication Devices
3a-Weapons Police Report SRO
3b-Weapons SRO
4a-Intentional Physical Violence Not Causing Harm Incident Report Student Relations/SRO
4b-Intentional Physical Violence Causing Harm Incident Report Student Relations/SRO
Contact Student Relations Prior to Submitting
Charge
5a-Intent/Attempt/Sell/Distribute Police Report SRO
5b-Possession/Use/Under the Influence-1st Offense Police Report SRO
GRIP
5b- Possession/Use/Under the Influence-2nd Offense Police Report SRO
& Subsequent Offenses
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-1st Offense GRIP
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-2nd Offense & Subsequent Offenses
6a-Actual, Attempted or Threatened Incident Report SRO
Destruction/Damage/Vandalism/Arson to School,
Public or Private Property
6b-Actual, Attempted or Threatened Incident Report SRO
Theft/Robbery/Burglary/Extortion/Possession of
Stolen Property
6c-Textbooks, Media Center Materials, Computer Incident Report SRO as appropriate
Equipment/Use
7a-Assault GRIP
7b-Simple Battery/Fighting/Hitting GRIP
7c-Battery Incident Report
GRIP
7d-Aggravated Assault Incident Report SRO
GRIP
7e-Aggravated Battery Incident Report SRO/Student Relations
GRIP
7f-Bystander Battery GRIP
7g-Bullying/Hazing/Harassment Bullying
Report/GRIP
8a-Rude or Disrespectful Behavior
8b-Refusal to Follow Instructions
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ELEMENTARY MATRIX Level of Consequences Report School Official to
Contact
Offense/Violation 1 2 3 4 5 6 7
9-Unexcused Absences/Truancy Follow Attendance Protocol on Attendance For guidance, contact the
pages 37-38. Students will contract, Social Social Worker
NOT be suspended for Worker referral,
attendance-related Referral to
infractions. Juvenile Court,
Solicitor-General’s
Office, DFACS
10-Skipping Class/Required Activities For guidance, contact the
Social Worker
11-Classroom Disturbance
12-General School Incident Report SRO as appropriate
Disturbance/Threats/Intimidation/Gang Related
Activities
13-Profanity/Obscenity
14-Failure to Accept Disciplinary Action
15-Chronic Tardiness Follow Attendance Protocol on Attendance For guidance, contact the
page 41. Students will NOT contract, Social Social Worker
be suspended for attendance- Worker referral,
related infractions. Referral to
Juvenile Court,
Solicitor-General’s
Office, DFACS
16-Bus Misbehavior
17-Conduct Outside School Hours/Away from School Student Relations
Contact Student Relations Prior to Submitting Charge
18-Gambling
19-Repeated Violations
19a-Repeated Violations/Chronic Misbehavior Resource Referral
19b-Violation of Local School/District-Wide Probation Contract
20-Parking/Traffic Violations
21-Loitering/Trespassing/Breaking and Entering
22-Providing False Information
23-General Sexual Misconduct/Sexual SRO/ For guidance,
Harassment/Sexual Batter contact the Social
Worker/Student
Relations
24-Student Identification Card Violation
25-Dress Code Violation See details for Dress
Code on pages 46 and
79.
26-Unsafe Action Student Relations
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MIDDLE/HIGH MATRIX Level of Consequences Report School Official
to Contact
Offense/Violation 1 2 3 4 5 6 7
1-Tobacco and Other Tobacco Products
2-Electronic Communication Devices
3a-Weapons Police Report SRO
3b-Weapons SRO
4a-Intentional Physical Violence Not Causing Harm Incident Report Student
Relations/SRO
4b-Intentional Physical Violence Causing Harm Incident Report Student
Contact Student Relations Prior to Submitting Violation Relations/SRO
5a-Intent/Attempt/Sell/Distribute Police Report SRO
5b-Possession/Use/Under the Influence-1st Offense Police Report SRO
GRIP
5b- Possession/Use/Under the Influence-2nd Offense
& Subsequent Offenses
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-1st Offense
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-2nd Offense & Subsequent Offenses GRIP
6a-Actual, Attempted or Threatened Incident Report SRO
Destruction/Damage/Vandalism/Arson to School,
Public or Private Property
6b-Actual, Attempted or Threatened Incident Report SRO
Theft/Robbery/Burglary/Extortion/Possession of
Stolen Property
6c-Textbooks, Media Center Materials, Computer Incident Report SRO as appropriate
Equipment/Use
7a-Assault GRIP
7b-Simple Battery/Fighting/Hitting GRIP
7c-Battery Incident Report/GRIP
7d-Aggravated Assault Incident Report/GRIP SRO
7e-Aggravated Battery Incident Report/GRIP SRO/Student
Relations
7f-Bystander Battery GRIP
7g-Bullying/Harassment/Hazing Bullying Report/GRIP
8a-Rude or Disrespectful Behavior
8b-Refusal to Follow Instructions
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MIDDLE/HIGH MATRIX Level of Consequences Report School Official
to Contact
Offense/Violation 1 2 3 4 5 6 7
9-Unexcused Absences/Truancy Follow Attendance Protocol on Attendance contract, For guidance, contact
page 37-38. Students will Social Worker referral, the Social Worker
NOT be suspended for Referral to Juvenile
Court, Solicitor-General’s
attendance-related
Office, DFACS
infractions.
10-Skipping Class/Required Activities For guidance, contact
the Social Worker
11-Classroom Disturbance
12-General School Incident Report SRO as appropriate
Disturbance/Threats/Intimidation/Gang Related
Activities
13-Profanity/Obscenity
14-Failure to Accept Disciplinary Action
15-Chronic Tardiness Follow Attendance Protocol on Attendance contract, For guidance, contact
page 41. Students will NOT Social Worker referral, the Social Worker
be suspended for attendance- Referral to Juvenile
Court, Solicitor-General’s
related infractions.
Office, DFACS
16-Bus Misbehavior
17-Conduct Outside School Hours/Away from School Student Relations
Contact Student Relations Prior to Submitting Violation
18-Gambling
19a-Repeated Violations/Chronic Misbehavior Resource Referral
19b-Violation of Local School/District-Wide Probation Contract
20-Parking/Traffic Violations
21-Loitering/Trespassing/Breaking and Entering
22-Providing False Information
23-General Sexual Misconduct/Sexual SRO/ For guidance,
Harassment/Sexual Battery contact the Social
Worker/Student
Relations
24-Student Identification Card Violation
25-Dress Code Violation See details for Dress
Code on pages 46
and 79
26-Unsafe Action Student Relations
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OFFENSES AND CONSEQUENCES
Multi-Tiered Systems of Support (MTSS) must be conducted prior to expelling or suspending a student in kindergarten through
third grade for five (5) or more consecutive or cumulative days; unless student possessed a weapon, drugs or other dangerous
instrument or the student's behavior endangers the safety of other students or school personnel. Exceptional Education Student
procedures must apply. (O.C.G.A. § 20-2-740) Elementary schools that include sixth grade, must use the middle school
consequences.
1. TOBACCO AND OTHER TOBACCO PRODUCTS
Students will not possess or use any tobacco products (cigarettes, cigars, chewing tobacco, snuff, etc.), including electronic
cigarettes, vapor pens/tanks, cannabidiol (CBD) oil, or similar products on school property or on a school bus or at any school
event away from school. No student, staff member or school visitor is permitted to use any tobacco product or electronic
cigarettes, vapor pens/tanks or similar products at any time on any School District owned/leased property or at any
school event, including during non-school hours, virtual school days, 24 hours a day, seven days per week (Board Policy
JCDAA). Additionally, the use of vapor pens/tanks and juuls for “vaping” or “juuling” may be harmful due to the lack of known
dangers they may pose on the health of children.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
Students in violation of this offense will be referred to the web-based ASPIRE (A Smoking Prevention Interactive
Experience) program at www.mdanderson.org/aspire. A Certificate of Completion must be printed and presented to the
referring administrator.
2. ELECTRONIC COMMUNICATION DEVICES, INCLUDING CELLULAR PHONES, SMART PHONES,
TABLETS, WALKIE-TALKIES AND SIMILAR DEVICES
Students will not use any electronic communication device, including but not limited to, cellular phones, smart phones, tablets,
walkie-talkies, and similar devices during traditional and/or virtual instructional time or on school buses and must not interfere
with the educational mission of the school or pose a safety hazard. The instructional day includes, but is not limited to, lunch
periods, class changes, study halls, and any other structured or non-structured instructional activity that occurs during the
normal school day. At all times, students are expected to adhere to the following rules relative to electronic communication
devices: (1) Phones must be turned completely off (not on silent or vibrate mode) and put away out of view (as directed by the
school) during instructional time (official start of school day to the end of the school day), (2) No text messaging is allowed,
(3) Students with serious medical conditions or other unusual circumstances may be given special permission by the school
principal to use an electronic device if it is determined to be essential for the health of the student. Even for approved
instructional purposes, use of a personal electronic communication device such as a smartphone is optional; students will not
be required to provide personal electronic communication devices and will be furnished with a device or an alternative means
to conduct the activity.
Parents/guardians are asked to refrain from calling, e-mailing, or texting their student during instructional time. In the event of
an emergency, the parent/guardian may contact the student via the school’s phone system. POSSESSION OF A PERSONAL
ELECTRONIC COMMUNICATION DEVICE ON SCHOOL PROPERTY IS A PRIVILEGE NOT A RIGHT. All violations
of these expectations will result in confiscation of the device. Moreover, the confiscated device will be returned only to the
parent/guardian. The school is not responsible for personal electronic devices on school property or at school sponsored events.
Electronic devices may be confiscated by the school administrator or designee for unapproved use on school property or at
school sponsored events, including the following:
(a) Purposely look for security problems, attempt to disrupt school technology resources, or engage in any activity that
monopolizes or compromises school technology resources;
(b) Copying computer programs, software or other technology provided by the District for personal use; download
unauthorized files; or use school technology resources for personal gain or private business enterprises;
(c) Attempting to, threaten to, or actually damage, destroy, vandalize, or steal private property or school property while using
school technology resources on or off school grounds (The local school police officer must be notified of such incidents.);
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(d) Using or participating in using personal or school technology resources to distribute or display inappropriate material.
Inappropriate material does not serve an instructional or educational purpose and includes but is not limited to the following
(See Rule 7G for bullying using technology):
Profane, vulgar, lewd, obscene, offensive, indecent, sexually explicit, pornographic or threatening
information/material;
Advocates illegal or dangerous acts;
Causes disruption to DeKalb County School District, its employees or students;
Advocates violence;
Contains knowingly false, recklessly false, or defamatory information; or
Is otherwise harmful to minors as defined by the Children’s Internet Protection Act. (The local school police officer
must be notified of such incidents.)
(e) Refusing to comply with reasonable directions or commands of school staff regarding responsible use of technology, and/or
use audio or visual recording devices without permission of a school administrator.
(f) Gaining or attempting to gain unauthorized access to the District's computer data, network, system, Internet connections,
e-mail accounts, or intranet or to any third party's computer system, data, or network, such as:
Malicious tampering, phishing, or hacking activities;
Intentionally seeking information about passwords belonging to other users;
Disclosing a user's password to the District's computer network, system, Internet connections, e-mail accounts, or
intranet to other individuals. Students, however, may share their passwords with their parents.
Modifying passwords belonging to others;
Attempting to log in through another person's account;
Attempting to gain access to material that is blocked or filtered by the District;
Accessing, copying, or modifying another user's files without authorization;
Disguising a user's identity;
Using the password or identifier of an account that does not belong to the user; or
Engaging in uses that jeopardize access into others' accounts or other computer networks or systems.
NOTE: No one is allowed to take pictures or video of other persons at school without the express permission of the
principal. At no time shall a student take any pictures, video or audio recordings of students or staff while on school
property or at any school sponsored event or post any pictures, videos or audio recordings of students or staff on social
media without their consent. Violation of this provision will result in the student losing the privilege of using an electronic
communication device while on school property. Visitors or volunteers may also not take pictures or video of students
other than their own child without the consent of the student’s parent or guardian. Visitors and volunteers should consult
with teachers about photo or video permissions that may have been obtained from the student’s parent or guardian.
Students must never send threatening/inappropriate messages and/or images via electronic communication devices or the
internet/intranet at any time, including during virtual instructional time. This could result in very serious school, personal and/or
criminal consequences. Go to http://www.dekalbschoolsga.org/bullying-harassment-hazing-awareness for further information
on cyberbullying.
Student must not wear headphones with or without electronic devices during instruction time unless used for approved
medical or instructional purposes only.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
3. WEAPONS, EXPLOSIVES, HAZARDOUS OBJECTS AND OTHER DEVICES
NOTE: Weapons present an immediate and real danger to students, faculty and staff, and can also damage the learning
climate and reputation of a school. Federal law (Gun-Free School Zone Act;) states that school districts must have a
policy requiring the expulsion of a student from school for at least one calendar year for possession of or for bringing a
firearm or dangerous weapon to school, school-sponsored functions, on school property or school buses. (18 U.S.C. §
921(a)(25); O.C.G.A. § 16-11-127.1; O.C.G.A. §20-2-751.1) The possession of any dangerous weapon, hazardous object,
or firearm in violation of O.C.G.A. § 16-5-21; 16-5-24; 16-11-127; 16-11-127.1; or 16-11- 132 will trigger the reporting
requirements of O.C.G.A. § 20-2- 1184.
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A. Students shall not possess, handle, bring, transmit, or cause to be transmitted; use or threaten to use; sell, attempt to sell,
or conspire to sell a firearm, a dangerous weapon or dangerous instrument/hazardous object/unauthorized item, either
concealed or open to view, at school, on school property, at school-sponsored functions or school buses. There is no
exception for students who have a valid legal license to carry a weapon.
NOTE: The definition of "weapon" for purposes of this Code of Conduct is one that includes, but is not limited to, the
following items:
Category I Weapon: Firearm/Dangerous Weapons
Any loaded or unloaded firearm or a dangerous weapon.
Per O.C.G.A. §20-2-751.1, a student who is determined to have possessed a Category I weapon at school, shall be subject
to expulsion from school for a period of not less than one calendar year; provided, however, that a hearing officer,
administrator, superintendent, or local board of education shall have the authority to modify such expulsion requirement
on a case-by-case basis, and is authorized to place a student determined to have brought a Category I weapon in an
alternative educational setting.
A firearm includes a handgun, rifle, shotgun, or other weapon which will or can be converted to expel a projectile by the
action of an explosive or electrical charge.
A dangerous weapon includes any weapon commonly known as a "rocket launcher," "bazooka," or "recoilless rifle" which
fires explosive or nonexplosive rockets designed to injure or kill personnel or destroy heavy armor, or similar weapon used
for such purpose. The term shall also mean a weapon commonly known as a "mortar" which fires high explosive from a
metallic cylinder, and which is commonly used by the armed forces as an antipersonnel weapon or similar weapon used
for such purpose. The term shall also mean a weapon commonly known as a "hand grenade" or other similar weapon which
is designed to explode and injure personnel or similar weapon used for such purpose.
Category II Weapon: Hazardous Objects
Any pellet gun, paint pellet gun, or BB gun, antique firearm, nonlethal air gun, stun gun, Taser, or any similar weapon that
does not meet the definition of a Category I weapon; any Bowie, Dirk, machete, switchblade knife, ballistics knife, any
other knife having a blade of two or more inches; any razor blade (e.g., straight, regular, retractable, etc.); boxcutter; any
bludgeon (e.g. billy club, PR-24, night stick, spring stick, blackjack, club); any firearm muffler or firearm silencer; "look-
alike" bomb; any "martial arts" device or flailing instrument consisting of two or more rigid parts connected in such a
manner as to allow them to swing freely (e.g., nunchakus, nun chuck, nun chahka, shuriken, or fighting chain, etc.); any
disc of whatever configuration with at least two points or pointed blades which is designed to be thrown or propelled (e.g.,
Chinese star, oriental dart, throwing star, etc.); miscellaneous devices such as swords, sword/knife canes, ice picks, chains,
bow and arrows, knuckles made of metal, thermoplastic, wood or other similar material, objects placed on fingers, in
hands, or on fists or knuckles to provide a "loaded fist," etc., or any tool or instrument which the school administration
could reasonably conclude as being used as a weapon or intended by the student to be used as a weapon and thus a violation
of the intent of this Code of Conduct.
In addition to the above, Category II weapons include any item defined as a weapon or hazardous object as defined by
O.C.G.A. § 16-11-127.1 and § 20-2-751, with the exception of firearms and dangerous weapons (See Category I).
Category III Weapon: Knives/Other Weapons
Any knife or instrument having a blade of less than two inches, any "look-alike" firearm, or plastic disposable razor or
sling shot.
Dangerous Instruments/Unauthorized Items
Students shall not possess ammunition, BBs, paint pellets, CO2 cartridges fireworks (other than "snap its", "poppers", or
"pop-its" which may be addressed as a disruptive behavior), stink bombs, pepper spray, mace or similar instruments /items.
These instruments/items are disruptive to the function of the school and may pose a safety risk.
NOTE: A student must never touch or handle weapons at any time. Students should never take or
agree to hold weapons, drugs, illegal or unknown items from other students. Tell an administrator if
any of these items are found.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
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ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES: CATEGORY I WEAPONS
Minimum: Level 7 – Expulsion; one calendar year
Maximum: Permanent Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 7.
B. Students will not use, possess, or handle water pistols, other instruments that project water or other liquids, toy guns,
matches, lighters, laser pointers, devices that emit an electrical shock, or other devices, which when used inappropriately,
cause discomfort/harm to another person and/or disrupt the class, school or school event.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
4. INTENTIONAL PHYSICAL VIOLENCE AGAINST TEACHERS, BUS DRIVERS, SCHOOL
OFFICIALS, OR OTHER SCHOOL EMPLOYEES
Students will not intentionally hit or attack any school employee to cause physical hurt, harm or injury.
A. Intentional Physical Violence Not Causing Physical Harm/Injury
Students will not intentionally hit or attack a teacher, school bus driver, school official, or other school employee. Students
will not intentionally hit, attack or make physical contact of an insulting or provoking nature with a teacher, school bus driver,
school official, or other school employee. A due process hearing shall be held for such violation even for recommendation
of short-term suspension, unless waived by the employee.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-
7.
B. Intentional Physical Violence Causing Physical Harm
Students will not intentionally hit, attack or otherwise make intentional physical contact with a teacher, school bus
driver, school official, or other school employee and cause physical hurt, harm or injury, unless in defense of themselves,
as provided in O.C.G.A. §16-3-21.
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ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
State Law indicates a student found by a preponderance of evidence to be in violation of committing an act of physical
violence against a teacher, school bus driver, school official, or school employee causing physical hurt, harm or injury
will be expelled from school for the remainder of the student’s eligibility to attend public school (O.C.G.A. § 20-2-751.6).
The law applies to all students in grades K-12. The Hearing Officer may assign the student to an alternative education program
for the period of the expulsion. If the student is in kindergarten through grade eight, the Hearing Officer may allow the student
to re-enroll at some point when the student reaches the high school grades. Additionally, if the student is in kindergarten through
grade six and there is no alternative educational program available, the Hearing Officer may permit the student, at a
recommended time, to re-enroll in school.
5. ALCOHOL, DRUGS, AND OTHER ILLEGAL/CONTROLLED SUBSTANCES *
*As used in this DCSD Code of Student Conduct, “drugs” shall mean all substances, including but not limited to, alcohol
and alcoholic beverages, marijuana, medical marijuana, prescription drugs, over-the-counter drugs, look-alike drugs,
inhalants, pills, tablets, capsules, synthetic substances and all other legal and illegal drugs or controlled substances under
state or federal law. Use of alcohol, marijuana and other drugs by minors is illegal and harmful.
NOTE: A student must never touch or handle drugs at any time. Students should never take or agree to hold weapons,
drugs, illegal or unknown items from other students. Tell an administrator if any of these items are found.
A. Sale or Distribution of Drugs
Students will not sell, attempt to sell, or intend to sell, distribute, attempt to distribute, or intend to distribute, drugs or
substances represented or believed by the seller, buyer, distributer or recipient to be drugs.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
B. Possession/Use/Under the Influence of Drugs
Students will not possess, use, attempt to use, or be under the influence of drugs or substances represented or believed by
the student to be drugs. Students will not cause, invite, or induce any person to possess, use, attempt to use, or be under
the influence of drugs or substances represented or believed by the student to be drugs. Students will not deliberately smell,
inhale, or ingest any legal substances or will not cause, invite, or induce any person to smell, inhale or ingest any legal
substances in a manner other than for its intended purpose, including but not limited to, fingernail polish, model airplane
glue, hand sanitizer, etc.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
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NOTE: The principal may request a referral to a District Due Process Hearing from the Superintendent/Designee for a
possible long-term suspension/expulsion for any student whose presence may constitute a clear threat to the safety of
others.
1st Offense: The student is suspended for 10 school days with a contract. If the parents/guardian and student accept the
offer to attend the drug-education program, Growing Responsibly, Increasing Possibilities (GRIP), 5 days of the 10-day
suspension shall be waived upon successful completion of the GRIP program and the contract will remain in effect. If
the GRIP program is not successfully completed, the full 10-day suspension with a contract shall be imposed. This option
is available for elementary, middle and high school students.
2nd Offense and subsequent offenses and/or if the student’s conduct is a felony or designated felony possession: The
student is suspended for ten (10) school days and is referred to a due process hearing, which may impose long-term
suspension or expulsion, or assignment to an alternative school.
Prescribed Medications
The parent of a student who has to use a prescribed medication at school must consult the school administrator and follow the
appropriate School District procedures, including required medication documentation. Required student protocol, rules and
documentation are provided in District Policy JGCD, Regulation JGCD-R(1) and Form JGCD-E(1). School approval must be
given prior to the student possessing or using any medication, including over-the-counter medication. Students may not possess
medical marijuana at school, including CBD or low-THC oil, on school property, school buses or at school-sponsored
functions.
NOTE: Under state law, students with asthma, life-threatening allergies or diabetes may carry and use their inhalers, auto-
injectable epinephrine, and necessary supplies and equipment to perform diabetes monitoring and treatment as needed, based
upon school receipt of a doctor’s prescription and parent’s written permission. A student may be subject to disciplinary action
if they use auto-injectable epinephrine or any other medications in a manner other than as prescribed.
C. Possession and/or Distribution of Drug-Related Paraphernalia
A student will not possess or distribute drug-related paraphernalia, including items associated with the use, sale or
distribution of drugs. As used in this DCSD Code of Student Conduct, “drug-related paraphernalia” includes, but is not
limited to pipes, water pipes, clips, rolling papers, scales, small baggies, grinders, and other items used or related to drug
use (i.e., vapor pens, vapor tanks, juuls, etc.)
* This offense relates only to drug-related paraphernalia. Offenses related to possession, use, distribution, and sale of
drugs, alcohol, or other substances are addressed in Offense 5A or 5B.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
1st Offense: The student is suspended for 10 school days with a contract with the option to attend the Growing
Responsibly, Increasing Possibilities (GRIP) program to reduce the suspension to five days, as discussed above.
This option is available for elementary, middle and high school students.
2nd and Subsequent Offenses: The student will be suspended for ten (10) school days.
6. PROPERTY
A. Actual, Attempted or Threatened Destruction/Damage/Vandalism/Arson to School, Public or Private
Property
Students will respect all property and will not attempt to, threaten to, or destroy, damage, vandalize, deface, or set fire to
school, public or private property located at the school.
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ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
NOTE: The student must make restitution for any damage to school property caused by his/her behavior while on
school property.
B. Actual, Attempted or Threatened Theft/Robbery/Burglary/Extortion/Possession of Stolen Property
Students will respect all property rights and will not engage in, attempt or threaten theft; theft by deception; extortion;
robbery; burglary; possession of stolen property or missing property. This applies to public, school, district and privately-
owned property. Students will not engage in use, possession and/or distribution of stolen or counterfeit
money/checks/money orders/bank or credit cards.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
NOTE: The student must make restitution for any loss or associated damage of school, district or personal
property caused by his/her behavior while on school property. The student must make restitution for any financial
loss caused by his/her distribution or use of stolen or counterfeit money, checks, money order, bank cards or credit
cards.
C. Textbooks, Media Center Materials, Computer Equipment/Use
Students will respect school related materials and will not lose, destroy, deface, damage, and/or inappropriately use
textbooks, media center materials, or district-owned technology, including computer and computer-related equipment and
materials. Technology misuse includes but is not limited to, inappropriate use/hacking of the Intranet or Internet.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
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NOTE: Students must make restitution for any damage to school property caused by their behavior.
Any form of electronic bullying (cyberbullying/cyberstalking), threats and/or harassment using school equipment,
school networks, e-mail systems or committed at school is strictly prohibited.)
7. BULLYING/HAZING, ASSAULT, BATTERY AGAINST STUDENTS, SCHOOL PERSONNEL, SCHOOL
VISITORS
Students will respect all persons’ physical and mental health and well-being and will participate in creating a school climate
free of violence of all types.
A. Assault
Students will not verbally threaten and/or intimidate teachers, administrators, bus drivers, other school personnel, other
students, or persons attending school-sponsored functions, with or without the use of physical contact; will not attempt to
hurt any such persons without physical contact; and will not engage in verbal altercations and/or actions which cause such
persons to be in reasonable fear of immediate bodily harm.
NOTE: Threatening witnesses may result in expulsion.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
B. Simple Battery/Fighting/Hitting
Students will not engage in fighting, hitting, kicking, shoving, pushing, biting, spitting on or making physical contact with
teachers, administrators, bus drivers, other school personnel, and/or other students or persons.
NOTE: If the incident involves intentional physical contact with a school employee not causing physical harm/injury,
see Offense #4a.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
C. Battery
Students will not make physical contact causing substantial physical harm or visible bodily harm including but not limited
to substantially blackened eyes; substantially swollen lips or other facial or bodily parts; substantial bruises to body parts
or other substantial injury to teachers, administrators, bus drivers, other school personnel, other students, or persons in
school or attending school-related functions. Visible bodily harm is any bodily harm capable of being perceived by another
person.
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NOTE: If the incident involves intentional physical injury to a School District employee causing physical
harm/injury, see Offense #4b.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
D. Aggravated Assault
Students will not use or make threats with a deadly weapon or hazardous object, which is likely to or does cause serious
bodily harm to a teacher, administrator, bus driver, other school personnel, students, or other persons in school or attending
school-related functions.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
E. Aggravated Battery
Students will not maliciously cause bodily harm to a teacher, administrator, bus driver, other school personnel, students,
or other persons attending school-sponsored functions, by depriving such person of a member of his/her body, by rendering
a member of his/her body useless, or by seriously disfiguring his/her body or a member thereof.
ELEMENTARY MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
NOTE: If the incident involves intentional physical injury to a School District employee causing physical harm/injury,
see Offense #4b.
F. Bystander Battery
Students who observe any type of fight will immediately notify a teacher or other adult and will not become involved in a
fight that the student does not start. A student who does not start a fight but becomes involved in it will be charged with
Bystander Battery. This offense includes, but is not limited to, hitting or kicking another student while that student is
fighting another student. Note: For information about situations that constitute self-defense, see page 54.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
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G. Bullying/harassment/hazing
Students will not threaten, intimidate, harass, make physical contact with or subject another student to any other form of
physical or emotional hurt, including hazing associated with membership in extracurricular organizations (sports teams,
band, etc.). School officials will address each act of bullying/harassment/hazing that is reported or of which they otherwise
become aware.
Bullying/Harassment/Hazing
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power
imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who
bully others may have serious, lasting problems.
Bullying means an act that is:
(1) Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present
ability to do so; in light of a real or perceived power imbalance;
(2) Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm;
or
(3) Any intentional written, verbal, or physical act by a person with real or perceived power over another person
which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that:
(A) Causes another person visible bodily harm;
(B) Has the effect of substantially interfering with a student's education;
(C) Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment;
or
(D) Has the effect of substantially disrupting the orderly operation of the school.
Bullying applies to acts which occur on school property, on school vehicles, at designated school bus stops, or at school
related functions or activities or by use of data or software that is accessed through a computer, computer system,
computer network, or other electronic technology of a local school system.
Examples of bullying include but are not limited to:
Verbal assaults such as unwanted teasing or name-calling;
Threats, taunts and intimidation through words and/or gestures;
Direct physical contact such as hitting or shoving;
Physical violence and/or attacks:
Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language
by or using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional
distress to the victim;
Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person using digital technologies,
including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat
rooms, texts, and instant messaging;
Rumors or spreading of falsehoods;
Stalking;
Public humiliation;
Social isolation;
Extortion or manipulation, including incitement and/or coercion;
Using cameras or camera phones to take embarrassing or unauthorized photographs of students or school employees
and distributing them to others or posting them online;
Sending abusive or threatening text messages or instant messages; and
Using websites to circulate gossip and rumors to other students.
Cyberbullying
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can
occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in,
or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about
someone else. It can include sharing personal or private information about someone else causing embarrassment or
humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior. (www.stopbullying.gov)
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Examples of cyberbullying include but are not limited to:
Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language
by using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional
distress to the victim;
Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person using digital technologies,
including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat
rooms, gaming, texts, and instant messaging.
Please refer to Offense #17 for cyberbullying violations that occur away from school or after school hours.
Harassment
Students will not harass or subject another student to any other form of physical, verbal or nonverbal harassment.
Harassment may be defined as offensive behavior (physical, verbal, social, emotional, and/or relational) that targets a
specific person or persons. Harassment includes, but is not limited to, behavior that targets another based on race, religion,
gender, disability, or national origin. (The word “intentionally” was removed from both sentences.
Examples of harassment include but are not limited to:
Harassment or intimidation motivated by any actual or perceived characteristic including race, color, ethnicity, religion,
gender, disability, age, gender identity, sexual orientation, ancestry, national origin, physical attributes, socioeconomic
status, physical or mental ability, or by any other distinguishing characteristic;
Public humiliation;
Social isolation.
Hazing
Students will not haze or subject another student to any other form of physical, verbal or nonverbal hazing
(O.C.G.A. § 16-5-61).
Hazing may be defined as the practice of rituals and other activities involving harassment, abuse or humiliation used as a
way of initiating or raising the rank of a person into a group. Hazing happens regardless of a person’s willingness to
participate.
Examples of hazing include but are not limited to:
Physical or verbal harm/degradation/abuse;
Theft/Destruction of personal property for the purpose of bullying, harassing, or intimidating;
Public humiliation;
Intimidation/domination.
School officials will address each act of bullying/harassment/discrimination/hazing that is reported or of which they
otherwise become aware.
Disciplinary action after the first incident of bullying may include, but is not limited to, the following:
Counseling;
Loss of a privilege;
Reassignment of seats in the classroom, cafeteria, or school bus;
Reassignment of classes;
Detention;
In-school suspension;
Out-of-school suspension (through appropriate due process hearing);
Expulsion (through appropriate due process hearing); and
Assignment to an alternative school (through appropriate due process hearing).
A student who has engaged in bullying should be given an age-appropriate consequence which will include, at minimum
and without limitation, disciplinary action or counseling as appropriate under the circumstances.
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Students in grades six through twelve found to have committed the offense of bullying for the third time in a school year
shall at a minimum be assigned to an alternative school through appropriate due process hearing by disciplinary
Hearing Officers, panels, or tribunals (O.C.G.A. § 20-2-751.4).
Schools should clearly communicate to all parties that any retaliation following or related to a report of bullying is
strictly prohibited and may result in strong disciplinary action.
It should be noted that bullying does not involve actions that are solely the result of a mutual conflict. Please refer to other
offense codes for violations that do not constitute bullying. For more information on bullying, harassment and hazing violations,
please see pages 65-70, 73-76, and 92-93.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
8. RUDE/DISRESPECTFUL BEHAVIOR AND/OR REFUSAL TO CARRY OUT INSTRUCTIONS
A. Rude or Disrespectful Behavior
Students will be courteous and not use inappropriate language, behavior, or gestures, including vulgar/profane language,
toward teachers, administrators, bus drivers, other school personnel, other students, or persons attending school-related
functions.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
B. Refusal to Follow Instructions of Faculty or Staff Member/Insubordination
Students will follow the instructions of teachers, school administrators, other staff members (e.g., will not refuse to leave
an area, refuse to stop aggressive behavior, refuse to stop disruptive behavior), or rules set forth in the DCSD Code of
Student Conduct (e.g., dress code, bus rules, classroom rules, local school rules, etc.)
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
9. UNEXCUSED ABSENCES AND/OR TRUANCY
Students will attend school unless their absence is explicitly excused and will not participate in truancy. Excused absences are defined
by District Policy JB which also requires submission of appropriate documentation. Georgia law allows absences to be excused as
follows: personal illness; serious illness or death in the family; religious holiday; instances in which attendance could be hazardous
as determined by the DeKalb County School District; registering to vote/voting in a public election; tests and physical exams for
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military service and the National Guard; and other such absences as provided for by law or by the local Board of Education. Georgia
law also provides for special treatment of absences in the following circumstances:
Georgia law provides up to 5 days of excused absences for students whose parents are in the armed forces and who are
called to duty or home on leave from overseas deployment in a combat zone.
Students serving as Pages of the Georgia General Assembly will be counted as present for days missed from school for
such service.
Students volunteering to work as poll officers in the Student Teen Election Program (STEP) will be counted present for
up to two (2) days of service in that program.
Foster care students attending court proceedings related to their foster care shall be credited as present for any day(s) or
portion of a day missed from school for that purpose.
2023-2024 Attendance Protocol
*The Attendance Protocol/Consequences are subject to change at any time.
Number of Action
Absences
1-2 Teacher notifies (phone call, email, parental contact) the parent of absences and documents the outcome in Infinite Campus
teacher contact log.
3 The Attendance Protocol Manager (APM), attendance secretary, registrar, or principal’s designee will send an attendance
warning letter, email, newsletter, or call the parent/guardian informing them of their child’s absence.
4-5 The Attendance Protocol Manager (APM) should meet with the school attendance team (SAT) regularly and complete necessary
attendance interventions. The APM, SAT, and or member of the SAT will complete a student interview, parent conference (via
phone or in person), and complete the Attendance Intervention Summary Form. * Members of the SAT should include an
administrator, school counselor, school social worker, student support person, and any other principal designee.
6 The APM will send a six-day unexcused attendance letter to the parent/guardian, informing them of consequences of continued
absences.
8 An Infinite Campus referral should be submitted to the school social worker, accompanied by any documented attempts to the
parent/guardian, six-day letter, and the Attendance Intervention Summary Form.
NOTE: State law provides that any parent/guardian who does not comply with compulsory attendance mandates (O.C.G.A § 20-2-690.1) shall
be guilty of a misdemeanor and, upon conviction thereof, shall be subject to a fine not less than $25.00 and not greater than 100.00,
imprisonment not to exceed 30 days, community service, or any combination of such penalties, at the discretion of the court having jurisdiction.
Each day of absence from school in violation of this section after the child’s school system notifies the parent/guardian of five unexcused days
of absence shall constitute a separate offense. State law also requires students 16-17 years of age to have written permission from their parent
or guardian to withdraw/drop out of school (O.C.G.A. § 20-2-690.1).
NOTE: Students WILL NOT be suspended for attendance-related infractions only.
Poor attendance can keep children from reading proficiently by the end of third grade, which is shown to negatively
affect their chances of graduating on time. ~American Graduate
10. SKIPPING CLASS OR REQUIRED ACTIVITIES
Students will attend school and activities as directed and will not skip classes or required school activities. If students do not
report to class/required school activity or leave school or school property without permission from an administrator, they are in
violation of this offense.
The following applies to all skips:
School Action Per Occurrence*
*The Attendance Protocol/Consequences are subject to change at any time.
Number of
Action
Skips
1-2 Student receives a warning. Teacher is responsible for contacting the parent(s).
Student receives 1 day detention or comparable consequence. Referred to the counselor who is responsible
3-6
for contacting the parent(s).
Student receives a discipline referral and 1 day in-school suspension (ISS) or comparable consequence.
7 - 10
School to schedule a student/parent conference for the purpose of signing an attendance contract.
Student receives a discipline referral and ISS or comparable consequence. Parent contacted and referral to
11+ counselor and social worker. Student is given choice of ten (10) days ISS, alternative school/program
placement, or comparable consequence.
NOTE: Students WILL NOT receive out-of-school suspension for attendance-related infractions only.
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11. CLASSROOM DISTURBANCE
Students will avoid any behavior that disrupts class instruction, distracts students and/or teachers, or creates a dangerous or
fearful situation for students and/or staff including but not limited to talking, loud interruptions, repeated defiance, etc.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
12. SCHOOL DISTURBANCE
Students will respect the school as a place of learning and will not engage in acts that cause or may cause a material and
substantial disruption of the school and/or threaten the safety or well-being of other students. Prohibited acts include, but are
not limited to, walk-outs, sit-downs, rioting/chaos, trespassing, inciting disturbances, pranks, terroristic threats, gang-related
activities, threats to the school, bomb threats, pulling fire alarm, calling 911, and actual violence during period of disruption,
etc.
A. General School Disturbance
Students will not engage in acts that cause or may cause disruption of the school and/or threaten the safety or well-being of
other students. Prohibited acts include, but are not limited to walkouts, sit-downs, picketing, trespassing, inciting
disturbances, and/or food fights, etc.
B. Threats/Intimidation
Students will not engage in acts of school-wide threats and/or intimidation. Prohibited acts include, but are not limited to
threatening pranks, terroristic threats, bomb threats, rioting/chaos, pulling fire alarm, calling 911, and actual violence during
period of disruption, etc.
C. Gang Related Activities
Students will not engage in acts of gang-related activities and affiliations. Prohibited acts include wearing, displaying or
possessing gang-related apparel, accessories, tattoos or other markings; conveying membership or affiliation with a gang;
gang-related solicitation; violence; threats; activity that interferes with the orderly operation of schools; defacement of
school or personal property by painting, tagging, marking, writing, or creating any form of graffiti, etc.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
The DeKalb County School District believes that school should be a safe place for students to learn and grow. Distractions caused
by gangs and similar organizations are a direct threat to the safety and security of students and disrupt the learning environment.
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Therefore, the DeKalb County School District strictly prohibits all activities related to gangs and other organizations that engage
in unlawful or delinquent behavior. The School District provides support for students affected by gang activity. A student will
not, by use of violence, force, coercion, threat of violence, or gang activity, cause disruption or obstruction to the educational
process. “Gang-related activities” are acts by a group of students or an individual student representing the group, which can or
may cause danger/disruption to the school environment and/or threaten the safety of students, faculty, or other employees of the
school district. Prohibited behavior includes, but is not limited to:
Displaying gang signs and symbols on personal and school property
Wearing clothing that symbolizes gang affiliation (shirts, hats, bandanas, belts, jewelry, etc.);
Displaying gang hand-signs, tattoos / brands, and/or other adornments which symbolize gang affiliation;
Defacing school property with gang graffiti (furniture, walls, buses, buildings, structures, etc.);
Using electronic devices (computers, cellular phones, camera/video phones, video cameras, camcorders, MP3 players, etc.)
for the purpose of documenting, disseminating, or transmitting gang activity, threats, and/or planned violent behavior;
Engaging in any criminal offense involving violence, possession of a weapon and/or use of weapon which includes, but is
not limited to, gang recruitment, intimidation, and premeditated/planned school disturbances that may place students, faculty
and staff in reasonable fear of receiving bodily injury.
A gang is a formal or informal organization, association, or group consisting of three or more persons who engage in activities
that threaten the safety of students, staff, volunteers, visitors, or others; that compromise the general school order or its activities;
and/or that interfere with the School District’s educational mission. Individuals associated with a gang may share a common name
or common identifying signs, symbols, tattoos, graffiti, or attire or other distinguishing characteristics.
Students who participate in gang-related activities, as defined in this section, will be charged with Offense #12 Gang Related
Activity. Upon being found in violation of this offense, the student will be referred to a District due process hearing, which may
result in suspension, referral to an alternative school or expulsion. In addition, the student will be referred to mandatory gang
prevention counseling. Parents, law enforcement and other appropriate persons will be notified any time a student is suspected of
being involved in gang-related activity. Students who participate in gang-related activities may be subject to consequences set
forth in state law (O.C.G.A. §§ 16-15-3, 16-15-4). Students who feel bullied, threatened or unsafe at school because of gang
activity should report their concerns to a teacher, counselor, principal, assistant principal, or the Georgia Department of
Education’s anonymous hotline number to report gang-related activity by calling 1-877-SAY-STOP (1-877-729-7867) or
the DeKalb County School District Alert Line at 1-888-475-0482. Students who want to leave a gang should contact a principal
or a staff member whom they trust for guidance and support services. The school or School District may provide students and
parents with information on community organizations that assist students in leaving gangs.
13. PROFANITY/OBSCENITY
Students will respect themselves and others and will not engage in conduct that includes, but is not limited to, cursing; profane,
vulgar, obscene, offensive words or gestures; possession of obscene material/pornography; and profane, vulgar, or obscene
comments or actions. Offensive language may include, but is not limited to, disparaging statements on the basis of national origin,
disability, race, ethnicity, gender, sex, gender identity, age, pregnancy status, and/or sexual orientation.
ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
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14. FAILURE TO ACCEPT DISCIPLINARY ACTION
Students will accept disciplinary action and not refuse or fail to serve detention, in-school suspension, or any other
disciplinary action imposed by a teacher or school administrator.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
15. CHRONIC TARDINESS
Students will attend school and school activities on time and will not demonstrate chronic tardiness. Being repeatedly late to
school, class, or a school activity constitutes a violation of this section.
The following applies to all unexcused tardies:
Number
School Action Per Occurrence*
of *The Attendance Protocol/Consequences are subject to change at any time.
Tardies
1-2 Student receives a warning. Teacher is responsible for contacting the parent(s).
Student receives one day detention or comparable consequence. Referred to the counselor who is
3-6 responsible for contacting the parent(s).
Student receives a discipline referral and 1 day in-school suspension (ISS) or comparable consequence.
7 - 10 School to schedule a student/parent conference for the purpose of signing an attendance contract.
Student receives a discipline referral and ISS or comparable consequence. Parent contacted and second
11+ discipline and counselor referral completed. Student is given choice of ten (10) days ISS, alternative
school/program placement, or comparable consequence.
NOTE: Students WILL NOT receive out-of-school suspension for attendance-related infractions only.
If a student is 10 minutes late to school each day, this adds up to missing more than 33 hours of class time.
~American Graduate
16. BUS MISBEHAVIOR
NOTE: See Bus Expectations/Bus Stop Rules/Bus Matrix (pages 4-51)
Students will do their part to ensure safe and orderly bus operations. Students must adhere to the following rules: A.
Students shall be prohibited from acts of any physical violence as defined by O.C.G.A. 20-2-751.6, bullying as defined
by subsection (a) of O.C.G.A. 20-2-751.4, physical assault or battery of other persons on the school bus, verbal assault
of other persons on the school bus, disrespectful conduct toward the school bus driver or other persons on the school
bus, and other unruly behavior; B. Students shall be prohibited from using any electronic devices during the operation
of a school bus, including but not limited to cell phones, audible electronic devices, or similar devices without
headphones; or the use of any other electronic device in a manner that might interfere with the school bus
communication equipment or the school bus driver’s operation of the school bus; C. Students shall be prohibited from
using mirrors, lasers, flash cameras, or any other lights or reflective devices in a manner that might interfere with the
school bus driver’s operation of the school bus. Violations that occur involving the school bus and/or incidents that
occur while students are on the way to school (bus stop/neighborhood) or returning from school (bus
stop/neighborhood) may result in direct intervention by the school. (See Bus Referral Matrix Page 48)
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Per O.C.G.A. 20-2-751.5, if a student is found to have engaged in bullying, physical assault or battery of another
person on the school bus, a meeting should be held between student’s parent/guardian and school officials to form a
school bus behavior contract for the student. Such contract shall provide for progressive age-appropriate discipline,
penalties, and restrictions, and may include but shall not be limited to assigned seating, ongoing parental involvement,
and suspension from riding the bus.
ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
17. CONDUCT OUTSIDE OF SCHOOL HOURS OR AWAY FROM SCHOOL
The following applies to student behavior including conduct that occurs outside of school hours; off school or district property
and transportation; during virtual instructional days, weekends, holidays or school breaks; and with or without the use of
district-owned/provided technology, software and networks.
A. Off-Campus Misconduct
Students will not engage in any off-campus behavior that could result in the student being criminally charged with a felony
(or punishable as a felony if committed by an adult) and which makes the student's continued presence at school a potential
danger to persons or property at the school or which disrupts the educational process.
B. Cyberbullying
Cyberbullying applies to the use of electronic communication, whether such electronic act originated on school property
or with school equipment, if the electronic communication:
(1) is directed specifically at students or school personnel;
(2) is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly
operation of the school; and
(3) creates a reasonable fear of harm to the students' or school personnel's person or property or has a high likelihood of
succeeding in that purpose.
Electronic communication includes but is not limited to any transfer of signs, signals, writings, images, sounds, data or
intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical
system.
ELEMENTARY CONSEQUENCES:
Minimum: Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
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NOTE: A student attempting to enroll/re-enroll into school who is or may be criminally charged with a felony or a
designated felony as defined by O.C.G.A. § 15-11-63 must be referred directly to the Department of Student Relations
and subject to the Student Placement Protocol as described on pages 57-58.
18. GAMBLING
Students will not engage in acts of gambling including, but not limited to, betting money or other items on card games, dice
games, or the outcome of games or activities, and/or possession of gambling materials or paraphernalia.
ELEMENTARY CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
19. REPEATED VIOLATIONS/CHRONIC MISBEHAVIOR/VIOLATION OF PROBATION
A. Repeated Violations/Chronic Misbehavior
Students will address any misconduct by working to improve their behavior and will not engage in behavior that repeatedly
or chronically disrupts or disturbs the educational process, the orderly operation of school, school activities, school buses,
or other school operations that constitutes a violation of the DCSD Code of Student Conduct. A "chronic disciplinary
problem student" is defined by law as a student who exhibits a pattern of behavioral characteristics which interfere with
the learning process of students around them, and which are likely to recur. This may be demonstrated by repeated
violations of the DCSD Code of Student Conduct, but may also be shown by other behaviors of the student. Before a
student may be charged with such a violation, the student must be warned of possible consequences and have three
documented referrals including, but not limited to a school counselor, school social worker, and/or other appropriate
resource personnel. In addition, the parents/guardian must be contacted about the misbehavior, be given an opportunity to
observe their child in school and be given an opportunity to participate in developing a student discipline correction plan.
When a student is identified with a Chronic Disciplinary Problem:
1. The principal shall notify the student’s parent or guardian of the discipline problem by telephone AND by certified or
first-class mail or statutory overnight delivery; AND
2. The parent or guardian shall be invited to observe the student in a classroom setting; AND
3. At least one of the parents or guardians shall be requested to attend a conference with the principal or their designee to
devise a disciplinary and corrective action plan/probation contract; AND
4. Before a student may be charged with a violation of this section the school must further document that the student has
been warned of possible consequences of their chronic behavior, that a disciplinary and corrective action plan/probation
contract had been implemented prior to the violation (or documentation that the parent or guardian did not co-operate in
the process), and support provided to the student by at least three separate referrals to three different resources: school
counselors, social workers, mentors, MTSS/RTI, Positive Behavioral Supports, Restorative Practices, GRIP, or other
interventions in the student’s behavior plan; AND
5. Before any chronic disciplinary problem student is permitted to return from suspension or expulsion, the school to which
the student is to be readmitted should request by telephone call and by either certified mail with return receipt requested
or first-class mail that at least one (1) parent or guardian schedule and attend a conference with the principal or designee
to devise a disciplinary and behavioral correction plan/probation contract. At the discretion of the principal or designee,
a teacher, counselor, or other person may attend the conference. The principal will note the conference in the student's
permanent file. Failure of the parent or guardian to attend such conference shall not preclude the student from being
readmitted to the school.
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ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
B. Violation of Local School and/or District-Wide Probation
Students will follow school rules and will not disregard District and local school rules while they are on local school or
District-wide probation. Failure to follow all District and local school rules could result in possible long-term suspension
or expulsion.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6 -10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
20. PARKING AND TRAFFIC VIOLATIONS
Students will adhere to all traffic and parking rules and will not violate parking and traffic guidelines if they drive a vehicle to
school. Students who choose to park a vehicle on school property must purchase a parking permit, display the decal sticker on
their vehicle, park in their assigned spot, and comply with all parking and traffic regulations issued by the school or School
District. Parking on school property without a permit or with an expired permit, engaging in reckless or careless operation of a
vehicle on or near school property or near a school bus, or failing to comply with all parking and traffic regulations issued by
the school or School District will constitute a violation of the DCSD Code of Student Conduct. Parking permits must be
renewed upon expiration.
HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
NOTE: Penalty may include revocation of parking permit or towing of vehicle off campus at the student’s expense.
21. LOITERING OR GOING ON ANY SCHOOL CAMPUS WITHOUT
AUTHORIZATION/TRESPASSING/BREAKING AND ENTERING
Students will respect school property and will not enter the premises of a school other than their own school, unless prior
permission is received from an administrator of the school to be visited, or unless the school is hosting a school-related function,
such as an academic or athletic activity. A student will not enter or remain in any school or district building on weekends or
after school hours without authorization or permission.
NOTE: When a student refuses to leave any school property and/or returns to any school property after being instructed
by school staff or law enforcement staff to leave the property, the student will be in violation of this section and the matter
may be handled by law enforcement.
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ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
22. PROVIDING FALSE INFORMATION
Students will act ethically and honestly and will not engage in an act of providing false information including, but not limited
to, falsifying school records, forging signatures, making or providing false statements, to teachers, administrators or other School
District personnel, cheating, bribery, or using an unauthorized computer user ID or password. Students are prohibited from
falsifying, misrepresenting, omitting or erroneously reporting information to legal authorities, teachers, administrators
or other School District personnel regarding instances of alleged inappropriate behavior by a teacher, administrator, or
other School District employee.
ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 -10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
23. GENERAL SEXUAL MISCONDUCT/SEXUAL HARASSMENT/SEXUAL BATTERY
Students will show respect for self and others and will not engage in inappropriate bodily contact of a sexual nature. This offense
prohibits sexual conduct between or among students and between or among a student and School District employees or visitors
on school property or at any school activity or event, including, but not limited to, consensual sexual contact, nonconsensual
sexual contact, sexual assault, unwelcome sexual advances or comments, request for sexual favors and/or indecent exposure.
Reports or complaints of sexual harassment under Title IX should be promptly reported to the principal or Title IX coordinator
per District Policy JCAC. Additional information regarding the District’s Title IX contacts and reporting, formal complaint and
investigation procedures can be found at: https://www.dekalbschoolsga.org/hr/employee-relations/ and by emailing
titleixcoordinator@dekalbschoolsga.org.
A. General Sexual Misconduct
Students will not willingly participate in any form of sexual activity, expose one’s intimate body parts, take part in any
inappropriate public displays of affection, lewd behavior (i.e., “moon”), etc.
B. Sexual Harassment
Students will not engage in any sexual remarks or unwelcome comments directed towards or not directed towards
individuals, physical advances, requests for sexual favors or otherwise violate the District Sexual Harassment Policy.
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Reports or complaints of sexual harassment under Title IX should be promptly reported to the principal or Title IX
coordinator per District Policy JCAC. Additional information regarding the District’s Title IX contacts and reporting,
formal complaint and investigation procedures can be found at: https://www.dekalbschoolsga.org/hr/employee-relations/
and by emailing titleixcoordinator@dekalbschoolsga.org.
C. Sexual Assault or Battery
Students will not engage in any indecent behavior including, but not limited to rape, statutory rape, fondling, child
molestation, sodomy, making physical contact with the intimate parts of the body of another without that person’s consent
or other offenses outlined within Georgia code, Chapter 16, Title 6.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
24. STUDENT IDENTIFICATION CARD VIOLATION
Students will participate in ensuring that their presence on school grounds is permitted and not be present on school grounds or
attend any school event without proper student identification whenever required. If mandated by the local school, DeKalb
County high school students must carry ID cards while on school property and at any school event. A suspected non-student
with no ID card will be asked to leave the school grounds, with police assistance if needed. Students who are not in possession
of their ID cards are in violation of this section. Students must pay for replacement ID cards.
ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Maximum: Level 3 - In-School Suspension of 1-3 days
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
25. STUDENT DRESS CODE VIOLATION
Students are expected to wear clothing that is suitable for school and adheres to the student dress code. Students are not permitted
to wear any look alike garments that are illegal (i.e., bullet-proof vests, etc.) on school grounds or at school events. ALL
students are expected to wear clothing that limits safety concerns and that adheres to the student dress code found on pages 79-
80 of this handbook and any additional requirements listed in local school regulations.
The following penalties apply to ALL student dress code violations:
Number of Offenses Actions of the School
Verbal reprimand; parent contacted to bring suitable clothing
First Offense
or student may change into other suitable clothing if available.
Required parent conference; parent must bring suitable
Second Offense clothing or student may change into other suitable clothing if
available.
For repeated dress code violations, the student will be charged
with violating Rule #25 Student Dress Code, Rule #8B –
Third Offense
Refusal to Follow Instructions of Faculty or Staff
Member/Insubordination and Rule #19 Repeated Violations
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and subject to the listed consequences. The student will be
required to comply with a behavior contract specific to the
DCSD Student Dress Code.
26. UNSAFE ACTION
Students will show respect for the health and wellbeing of themselves and of others and will not commit any action that has the
potential to cause danger or physical harm to themselves or to others, to include exiting or opening the door of a moving school
bus, exiting a school bus by way of the emergency exit (when an emergency does not exist), attempting to elude school officials
by running through a parking lot or any traffic area, climbing on the roof of buildings, being in construction areas, boiler rooms,
attics or elevator shafts, any knockout style punches to an unsuspecting victim, or TikTok Challenges, failure to wear Personal
Protective Equipment (PPE) when required, or any action that has the potential for physical harm to self or others. This rule will
only apply when the unsafe behavior does not meet the standards of any other violation.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7
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DeKalb County School District Transportation Student Bus Expectations
BUS BE SAFE BE RESPONSIBLE BE RESPECTFUL
Waiting for the Bus Stand 12 ft. away from Arrive 10 minutes early Keep hands, feet and
the road on the sidewalk objects to self and out of
Line up appropriately aisle
Be watchful of traffic
Wait in a quiet and orderly Stay off private property
Wait for Driver directions manner
Entering the Bus Allow bus to stop Be seated quickly and slide Greet the bus driver
completely over
Be respectful of others and
Board bus in an orderly Remain seated their property
manner
Use inside voice
Hold the handrail
Riding the Bus Stay seated at all times Keep food and drink in your Keep hands, feet and
bag objects to self and out of
Keep aisles and aisle
emergency exits clear Keep bus clean
Ask permission to open
Keep self and objects Follow Driver directions windows
inside the bus Use appropriate language
Practice orderly conduct and topics
Silence at railroad
crossings Use inside voice
Exiting the Bus Remain seated until bus Leave at your assigned bus Keep arm’s length between
stops stop you and person in front of
you
Leave bus in an orderly Take belongings with you
manner
Leave the bus stop in an
Cross in front of bus Hold orderly manner
the handrail
Evacuation of the Bus Stay quiet Follow Driver directions Exit quickly and safely
Help others when appropriate
Listen for directions from
Driver
Leave belongings on bus
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BUS AND BUS STOP RULES
Students are expected to observe the following rules for safety and courtesy on the bus and at the bus stop.
AT THE BUS STOP
Arrive at the assigned stop ten (10) minutes before bus pickup
Stand on the sidewalk or the edge of the street by the curb
Stay off private property
Do not stand on the part of the road reserved for vehicles
Be respectful and watchful of traffic
Wait in a quiet and orderly manner
WHEN THE BUS ARRIVES
Allow the bus to come to a complete stop
Board the bus in a quiet and orderly manner
ON THE BUS
Remain seated at all times until time to get off bus
Remain silent at railroad crossings
Cooperate with the driver and practice orderly conduct
Do not bully, harass or haze other students
No profanity or obscene behavior
No smoking
No eating or drinking
No vandalism
No body parts outside bus
No radio, tapes, or electronic audio/video devices without headphones
No cell phone use at any time
No live animals
No unsafe objects or weapons
No throwing of items from the bus or on the bus
LEAVING THE BUS
Remain seated until the bus comes to a complete stop
Leave the bus in an orderly manner
Leave at your assigned bus stop
Cross in front of the bus
Leave the bus stop in an orderly manner
Violations that occur involving the school bus and/or incidents that occur while students are on the way to or returning from school,
whether at the bus stop or in the surrounding neighborhood may result in direct intervention by the school. (See Bus Matrix Page 50)
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BUS REFERRAL MATRIX FOR ALL STUDENTS
Fourth and
INAPPROPRIATE BEHAVIOR OR First Second Third
Succeeding
VIOLATION OF BUS RULES Offense Offense Offense
Offense
Delaying the bus schedule Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
Not sitting in the seat Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
Playing radio, tape, CD, IPOD, MP3 without
Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
earphones
Disrupting the bus (Excessive Noise) Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
Using inappropriate language (Cursing, name
Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
calling directed toward student or adult)
Alternative Alternative
Bullying/Harassment/Discrimination/ Hazing Level 2 (All) Level 3 (All) School* School*
(MS/HS) (MS/HS)
Hitting other students Level 2 (All) Level 3 (All) Level 4 (All) Level 5 (All)
Throwing objects in the bus Level 2 (All) Level 3 (All) Level 4 (All) Level 4 (All)
Throwing objects out of the bus window (Without
Level 2 (All) Level 3 (All) Level 4 (All) Level 4 (All)
damage to property)
Vandalism Level 4 (All)
Level 5 (ES) Level 5 (ES)
(Includes vandalism resulting from an object being Damage under Level 5 (All)
Level 6 (MH) Level 6 (MH)
thrown from the bus) Damage under $100 $100
Level 4 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Fighting (NO HITTING ZONE) Level 5 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES)
Violating the alcohol/drug policy (Possession/Use) Level 5 (All)
Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Violating the alcohol/drug policy (Distribution) Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Vandalism Level 5 (ES)
Level 6 (MH) Level 5 (ES) Level 5 (ES) Level 5 (ES)
(Includes vandalism resulting from an object being Damage over Level 6 (MH) Level 6 (MH) Level 6 (MH)
thrown from the bus) Damage over $100 $100
Exiting or opening the emergency exit while in Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
route Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Assault Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Multiple Assault (Physical assault by 2 or more Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
students acting together) Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Inciting to Riot/Chaos Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Possession of a Weapon, other than a Firearm Level 6 (MH) Level 7 (MH) Level 7 (MH) Level 7 (MH)
Possession of a Firearm Expulsion (All) Expulsion (All) Expulsion (All) Expulsion (All)
*O.C.G.A. § 20-2-751.4
Consequences for Levels 1, 2, 3, & 4 are bus specific and do not include a school suspension.
Consequences for Levels 5, 6 & 7 require a bus suspension and a school suspension.
(ES)-Elementary School Students Only, (MH) Middle and High School Students, (All)-Elementary, Middle and
High School Students
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EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND
CONSEQUENCES
SCHOOL- INITIATED CONSEQUENCES
Each school is responsible for following the DCSD Code of Student Conduct and applying the appropriate consequence levels and
corrective strategies.
Level 1 Conference: Administrator and/or teacher communicate(s) with the student’s parent or counselor by phone, email,
written notes, or person to person about the discipline concern.
Staff members may conduct a conference among any combination of the following:
Teacher/Student
Teacher/Parent
Teacher/Counselor
Teacher/Student/Administrator
Teacher/Student/Counselor/Parent
Administrator/Student
Administrator/Parent
Telephone Conference with Administrator/Parent
Telephone Conference with Teacher/Parent
Other parties as deemed necessary
Level 2 Strategies: ALL strategies should be age appropriate and behavior specific.
Build relationships that support academic achievement
Discussion about expectations; Review classroom procedures and expectations
Eye contact
Proximity; High levels of supervision
Verbal warning; Pre-teaching of expectations
Mentoring
Consultation with grade level teams/school counselor/school psychologist/case manager for students with disabilities for classroom/individual behavior
management ideas
Restorative practices
Teach Pro-Social behaviors; and Use of safe place for students to retreat to help self-regulate
For dress code: Parents/guardians may be asked to bring clothing or school may provide alternative clothing for student to wear.
Level 3 Strategies: ALL strategies should be age appropriate and behavior specific.
*Programs may be available based upon DeKalb County School District budgetary mandates.
Targeted Behavioral Contract A written contract or plan for the student with stated goals, objectives and outcomes for the student to
develop necessary skill to address the stated behavior concern
Detention Detaining a student for disciplinary reasons before or after school hours (including Saturdays)
In-School Intervention May include, but is not limited to, Saturday School, work assignment, behavior essays or
transportation restriction
Probationary Contract Written statement which lists steps to be taken to improve behavior and describes the support to be
provided by school staff and/or parent/guardian as well as the date the contract will be reviewed and
must be signed by the student and parent/guardian
Lockout Designated area on campus where students who are disruptive in class or tardy to class are assigned for
the remainder of the period in which the infraction occurred
Mediation Referral to conflict mediation
Mentoring An agreed upon adult or student who provides consistent support, guidance, and help to a student who
is needs a positive role model.
Discipline Warning Letter to Write-up for the discipline offense with a defined period of good behavior to prevent suspension
Parents
Progress Report A progress report or assignment sheet which gives the student and parent the opportunity to track the
student’s academic and behavioral progress in each of his/her class for a specified period of time
Referral Referral to School Counselor, Student Support Team, Student Support Services, School Social Worker,
IEP Review, Attendance Staff, or other appropriate personnel
Restricted Activity Denial of participation in school activities and extra-curricular events or the use of common areas or
other parts of the school
Restorative Practice A structured process guided by a trained facilitator in which the participants in an incident examine the
intended and unintended impact of their actions and decide on interpersonal remedies to repair harm
and restore relationship
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Shadowing Parent/guardian attends class with their child at school for an agreed upon time during the school day.
Staffing Meeting of school personnel and perhaps other individuals to consider the behavior of the student and
make recommendations
Substance Abuse Education & Required participation in *GRIP Program (Growing Responsibly, Increasing Possibilities)
Conflict Resolution
Time-Out Temporary denial of a student’s right to attend class
ADDITIONAL STRATEGIES - SCHOOL DETERMINES USE
Anecdotal Record (Teacher Record) Behavior Checklist
Referral to Communities in Schools
Counseling
Limit Movement (Provide Supervision)
Referral to School Psychologist
Moving the Student's Seat in Class/on the Bus
Review for Possible Exceptional Ed. Placement
Parent Visit the School and Shadow the Student
Review for Possible 504 Plan
Parent Accompany Student to the Bus Stop
Tutoring
Referral to School Nurse
Written Disciplinary Assignments
Schedule Change
*Modification of the School Day
Revisit IEP/Section 504 Plan for Additional Modifications
Involvement of Outside Agency (Initiated by parent)
Evaluation
*Used only after demonstrated exhaustion of intervention supports through Tier 3 were provided and documented with fidelity, or an IEP or
504 plan was created and indicates that this is an agreed upon accommodation .
SCHOOL- INITIATED CONSEQUENCES
NOTE: Suspensions may consist of in-school, out-of-school or bus suspensions as deemed appropriate by school administrators.
Level 3 In-School Suspension (1-3 days): School initiated suspension
Level 4 Suspension of 1-5 days; School initiated suspension
Level 5 Suspension of 6-10 days (with contract); School initiated suspension with Targeted Behavioral Contract
Level 6 Long-Term Suspension/District Due Process Hearing Required
Level 7 Expulsion/District Due Process Hearing Required
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DEFINITIONS OF TYPES OF DISCIPLINE
IN-SCHOOL SUSPENSION
“In-school suspension” means the removal of a student from regular classes and assignment to an in-school suspension setting in the
local school. The student’s teachers send class assignments to in-school suspension. The student may not attend or participate in
extracurricular activities while assigned to in-school suspension.
A teacher may request that a student who has been assigned to in-school suspension be allowed to attend their class (such as lab classes).
The granting of this request is limited to cases where it is extremely important that a class not be missed or where a class cannot be made
up at a later date. The principal has the final decision.
For minor offenses, in lieu of in-school suspension, and upon student or parent request, students may be given the option of school
service (i.e., picking up trash on the school grounds, cleaning lunchroom tables, etc.), provided the school service is age-appropriate,
supervised, and does not include restroom duties.
OUT-OF-SCHOOL SUSPENSION
“Short-term suspension” means the removal of a student from school (or school bus) for 1-10 school days, as imposed by the school
administrator.
School work missed during 1-3 day suspensions may be made up when the student returns to school. For suspensions of 4-10 school
days, parents/guardians may request schoolwork and pick up the schoolwork during school hours. A student on short-term suspension
is not allowed on school property and may not participate in any school activities or school functions.
“Long-term Suspension” means the removal of a student from school (or school bus) for more than ten school days but not beyond the
current school semester. A District due process hearing is required for imposition of long-term suspension. A student on long-term
suspension who has not been referred to an alternative school may not receive homework, make up work, or take semester exams unless
allowed to do so by the Hearing Officer, Superintendent/Designee or the Board of Education. A student on long-term suspension is not
allowed on school property and may not participate in any school activities or school functions.
In some cases (limited to one per student per academic year), the principal may temporarily postpone a student’s suspension if the
offense was committed at a critical time in the academic calendar (i.e., immediately before final exams). This does not apply to offenses
that are violations of state or federal law or that involve weapons, violence, or drugs.
EXPULSION
“Expulsion” means the removal of a student from school (or school bus) for a specified period of time beyond the current semester. A
District due process hearing is required for imposition of expulsion. During an expulsion, a student may or may not be allowed to attend
an alternative school or virtual school.
ALTERNATIVE SCHOOL
A student who is removed from his/her local school for more than ten (10) school days may be assigned to an alternative school for
instruction, academic support, and counseling. Alternative school enables a student to take academic classes that allow the student to
keep up with the course credit requirements toward graduation. The student must attend and successfully complete their alternative
school assignment and may not return to their local school or any other school or attend any extracurricular activities while
attending an alternative school pursuant to a long-term suspension or expulsion.
Students cannot withdraw/leave the DeKalb County School District to circumvent an assignment to an alternative school. Students who
are assigned to an alternative school must attend and successfully complete that program before returning to the designated local school.
Students who leave the School District and return at a later date will automatically be assigned to an alternative school to complete the
original assignment unless the student was enrolled in a comparable alternative setting as approved by the Superintendent or Designee.
Also, the student may be allowed to return to their previous school on an early re-admission upon the decision of the hearing officer.
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PROBATION
“Probation” means that a student is placed on a trial period during which the student is expected to maintain good behavior. A student
found by a preponderance of evidence to be in violation of certain offenses may be placed on probation by a school administrator,
Hearing Officer, the Disciplinary Action Review Committee, or the Board of Education. Violation of a local school or School District
rule while on probation may result in further disciplinary action, including a possible referral to a District due process hearing. A student
placed on district-wide probation may be subject to further disciplinary action up to expulsion.
RESTRICTIONS ON SCHOOL ACTIVITIES
Students who are suspended or expelled will not be allowed to participate in any school-sponsored activities, including the prom or
graduation exercises if these occur during the period of suspension or expulsion. A parent or guardian may, for good cause, petition the
school principal for permission for the student to participate in school-sponsored activities. If denied permission by the principal, the
parent or guardian may appeal to the appropriate Regional Superintendent for the final decision.
ACCESSORY
Based on a preponderance of evidence, a student may be found to be an accessory to a violation of the DCSD Code of Student Conduct
if the student assists, plans, participates, advises, incites, counsels, and/or encourages other individuals to violate the DSCD Code of
Student Conduct. A student accessory is subject to the same penalties as the students who are actively involved in committing such
offenses.
SELF-DEFENSE
A student’s use or threatened use of force may be justified when and to the extent that they reasonably believe that such threat or
force is necessary to defend themselves or a third person against such other's imminent use of unlawful force. O.C.G.A. §16-3-21.
Such actual/threatened use of force may be unreasonable in instances where School District personnel were in the immediate area to
intervene. However, the student must not use more force than appears reasonably necessary in the circumstances. Self-defense is not
available as a defense where the use of force continued after staff intervention. When a student is claiming self-defense, it is the
student’s responsibility to prove that they acted in self-defense. If self-defense is accepted as a valid justification under the
circumstances, the student is found not in violation by a preponderance of evidence and no discipline is imposed for that offense.
RESTROOMS AND LOCKER ROOMS
All offenses listed in this DCSD Code of Student Conduct apply to student behavior in school restrooms and locker rooms. Students are
expected to help keep restrooms clean and safe. Also, students are expected to report disruptive, unsafe, and/or unclean conditions in
restrooms to an administrator.
No cell phones, camcorders, video recorders, or cameras are allowed in locker rooms. It should be noted that no one is allowed to
take pictures or video of other persons in any area of the school without the express permission of the principal.
STUDENT DISCIPLINE PROCEDURES
Students are entitled to certain due process measures before being suspended/expelled from public school. The extent of the procedural
protections depends on how long the suspension/expulsion from school will last. For example, for suspensions of ten school days or
less, the United States Supreme Court has held that only minimal due process is required.
The DeKalb County School District has adopted a set of procedural safeguards that afford students greater due process than
the law requires. The procedures are described in the following sections.
SCHOOL ADMINISTRATIVE DUE PROCESS FOR SUSPENSION
School administrative due process for suspension is held before a student is given in-school suspension, out-of-school suspension, or
bus suspension up to ten (10) days or other appropriate consequences. If the violation warrants further suspension beyond the ten (10)
days, it must be referred by the school principal with a recommendation for long-term suspension or expulsion.
At the school administrative due process for suspension meeting, the student is informed verbally of the offense with which the student
is charged, who made the charge(s), who witnessed the offense, and what disciplinary action is proposed to be taken. The student is
provided with an opportunity to tell their side of the story. The student’s parent/guardian will be contacted if disciplinary action is taken.
Witnesses (when applicable) are asked to submit verbal and/or written accounts of the incident as soon as possible after the incident.
DISCIPLINE TEAM MEETING (DTM)
When a Principal recommends a long-term out of school suspension/expulsion, and the disciplinary hearing may potentially be waived,
a Discipline Team Meeting (DTM), which consists of the principal/designee, the student behavioral specialist and/or another
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representative from the system office of student discipline, and the parent/guardian, will be offered to the parent/guardian within five
(5) school days of the first day of suspension. The student may be invited where practicable. The principal/designee will notify the office
of the Student Support Team Coordinator, or Superintendent’s designee, as soon as practicable after the investigation of the occurrence.
The principal/designee should furnish the following documents to the MTSS/RTI Coordinator or Superintendent’s designee, before or
at the time of the Discipline Team Meeting DTM: witness/student statements; a current copy of the student's permanent record; a copy
of the student's test record card; current status of the student's academic and conduct grades in all classes (progress reports); days present
and absent (excused and unexcused absences); number of tardies and class cuts; detention assignments with reasons; anecdotal report
citing discipline, attendance and academic records, and interventions offered at the local school including SST referral, counseling
sessions and parent/guardian conferences with dates, reasons, and results; copy of police report; special education, Section 504 or SST
status (active enrollment or referral for any of these programs); SST reports; copy of the currently approved suspension letter that
includes the school administrations’ recommendation for consequences, and any other information or evidence relevant to the incident.
The purpose of this meeting is for the team to discuss the investigation completed by the school, the discipline procedures afforded, and
any information provided by the student and/or the parent/guardian. As this is a parent conference, the student’s or parents’ legal counsel
may not attend. The MTSS/RTI Coordinator and/or another representative from the district office of student discipline may set a
reasonable time limit for the DTM, and may end the DTM if it is evident that resolution is not imminent. If the parent/guardian and
school are able to reach an agreement about the disciplinary outcome, the agreement is approved by the Director of Student Relations,
and the parent/ guardian waives the hearing in writing, then the hearing will be canceled. If the parent/ guardian disagrees with the
disciplinary outcome and the end result of the DTM, or the parent/guardian does not attend the DTM, then the hearing will proceed as
scheduled. Discipline Team Meetings can be conducted using various modes of communication. If the DTM does not occur or does not
occur as discussed in this Code, the hearing will proceed as scheduled.
DISTRICT DUE PROCESS HEARING
In-person and virtual District due process hearings are conducted by a Hearing Officer who hears evidence concerning violation of
student misconduct, which, if proven, may require discipline greater than a ten (10) school-day suspension. The Hearing Officers are
appointed by the Superintendent and should have no prior knowledge of the violation. If a Hearing Officer does have prior knowledge
of the violation prior to the hearing, it may proceed if Hearing Officer affirms that they can hear evidence and come to a decision without
bias.
When a school principal recommends a student to the District due process hearing, the recommendation is reviewed by the appropriate
Hearing Officer, who decides whether to hold a hearing. All hearings must be held no later than ten school days after the disciplinary
action or school-initiated arrest by a School Resource Officer (SRO) unless the School District and parents/guardians mutually agree to
an extension. If a hearing is to be held, the student and parent/guardian will be provided verbal and written notice of the date, time and
place of the hearing, violations and a list of possible witnesses.
District due process hearings are confidential and not open to the public. The student, his/her parent or guardian or a parent representative
with written parent permission, and their witnesses may attend the hearing, but other relatives or friends of the student will not be
allowed to attend. The proceedings are recorded electronically. The School District may summon witnesses to testify on its behalf at the
hearing. The student and parent/guardian may also bring witnesses. The Hearing Officer will make determinations regarding whether
witnesses have relevant testimony to the charges considered. If the student or parent/guardian wants School District personnel or other
students to testify at the hearing, they should contact school administration, which will arrange the issuance of summonses for these
persons. The parent/guardian must contact the school within 48 hours of the hearing so that parental consent can be requested for the
student asked to testify. Witnesses testifying in a District due process hearing will not be allowed to have an attorney present at the
hearing unless that witness is or may be charged in the incident.
The evidence presented at a District due process hearing may include physical evidence, such as drugs or weapons; witness testimony;
photographs; recordings; and relevant documents, such as witness statements, investigation reports, and the student’s current discipline
and academic record. The School District bears the burden of proving the violations against the student by a “preponderance of the
evidence.” The student has the right, at his/her own expense, to be represented by counsel at the District due process hearing. The
parent/guardian must give the Department of Student Relations notice at least 48 hours before the hearing that they will have legal
representation during the due process hearing and the attorney must provide an Entry of Appearance to the Department of Student
Relations at least 48 hours before the hearing. Failure to give notice may result in the hearing being postponed and reset for a later date
so that the school can make any necessary arrangements and/or schedule District attorney. The School District is not usually represented
by an attorney at District due process hearings, but in some cases an attorney is used.
The District due process hearing is not required to be identical to a courtroom trial, and the strict rules of the Georgia Evidence Code do
not apply. All parties may offer relevant information to assist the Hearing Officer with determining whether the student is in violation
of an offense and whether discipline must be imposed. The Hearing Officer is authorized to make the final decision regarding relevancy
of information provided. Based upon a preponderance of the evidence presented at the hearing, the Hearing Officer will determine
whether school rules have been violated and identify the discipline to be imposed.
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After the presentation of evidence by both sides, each side is given an opportunity to make a closing argument. The hearing then ends,
and the Hearing Officer will deliberate privately to decide whether a violation has occurred and an appropriate discipline if the student
is found in violation by a preponderance of evidence. If the student is found not in violation of school rules, the student shall be allowed
to return to school. If the student is found in violation, the Hearing Officer may impose discipline ranging from sending the accused
back to school on probation to expulsion from the School District. Parents/guardians may contact the office the next school day to
receive the decision. A letter will be sent to the student’s parent/guardian within ten days after the hearing is held. The student’s
parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request to the
Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request must be
made within twenty (20) calendar days from the date the decision is rendered.
APPEAL TO DEKALB BOARD OF EDUCATION
The student’s parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request to
the Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request must be
made within twenty (20) calendar days (including weekends, public and legal holidays) from the date the decision is rendered by the
Hearing Officer. The written notice of appeal should set forth the reasons, together with any supporting arguments, as to why the Hearing
Officer’s decision is alleged to be incorrect. The notice should further specify what portion or portions of the record support the
appellant’s contentions. No new evidence will be allowed.
The DeKalb Board of Education will review the record and shall render the decision in writing within ten (10) days excluding weekends
and public and legal holidays from the date the request for appeal is received. The decision of the DeKalb Board of Education will be
based solely on the record created during the District due process hearing. The DeKalb Board of Education will not consider any new
evidence or hear any oral arguments; however, written arguments concerning the merits of the appeal may be submitted. The DeKalb
Board of Education has the power to affirm, reverse, or modify the Hearing Officer’s decision. The DeKalb Board of Education’s
decision will be final, unless an appeal is made to the State Board of Education by filing a notice of appeal in writing with the DeKalb
County School District superintendent within thirty (30) calendar days of the DeKalb Board of Education’s decision. The appeal shall
set forth: the question in dispute; the decision of the local board; and a concise statement of the reasons why the decision is being
appealed. The contents of this notice of appeal and the procedure to be followed before the State Board of Education of Georgia are
specified in O.C.G.A. § 20-2-1160 and State Board Rule 160-1-3-.04.
A transcript of the District due process hearing will be made only if there is an appeal. The student’s parent/guardian or attorney may
request an audio copy of the hearing at the Department of Student Relations or may order a copy of a written transcript at their own
expense.
DISTRICT DUE PROCESS WAIVER
A parent/guardian and student may choose to waive their District due process hearing and accept the appropriate consequences for the
incident by completing and signing a District Due Process Hearing Waiver. By submitting this waiver, the parent/guardian and student
agree to the decision and waive any future challenges and appeals relative to that incident.
STUDENTS WITH DISABILITIES
The discipline procedures for students that receive special education services under IDEA and students with disabilities covered under
Section 504 are the same as above with the following additional steps:
Special circumstances for students with disabilities (weapons, drugs, & or serious bodily harm)
1. The local school administrative staff should determine if a student was in possession of a weapon, drugs, or inflicted serious bodily
harm to another individual. If yes, proceed to A & B.
A. The Exceptional Education Director/District 504 Coordinator should be notified immediately of the above triggers.
The Exceptional Education/Section 504 District personnel will investigate the situation and provide guidance to the
local school.
District personnel and local school personnel will collaborate to determine a plan of action.
B. Exceptional Education/504 Coordinator will contact the local school if an emergency change in education location is
needed.
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2. The Special Education teacher(s), the IEP case manager or the Section 504 chairperson is notified of the occurrence.
3. If a student with disabilities is referred to a District due process hearing, a school administrator contacts the school’s Lead
Teacher for Special Education/Section 504 Chair to schedule a Manifestation/Determination meeting.
4. If it is determined that the behavior is not a manifestation for the disability, a recommendation is made by the school principal
for a District due process hearing, subject to the education rights of the student under IDEA 2004. If the behavior is a
manifestation of the disability, any further placement decisions will be made by the IEP Review Committee or Section
504 Team.
STUDENT PLACEMENT PROTOCOL FOR STUDENTS RETURNING AFTER INCARCERATION,
DETENTION, OR OTHER SPECIAL CIRCUMSTANCES
Students who have been out of school due to incarceration or detention often need a period of transition before returning to their local
school. Moreover, there may be circumstances in which a current student’s presence at school may pose a serious and significant danger
to the persons and/or property at the school. A protocol has been established for determining whether a student returning from a period
of incarceration or detention due to alleged or adjudicated criminal conduct should be placed in an alternative school program or returned
to the student’s local school. The DeKalb County School District affords these students an opportunity to rebuild their academic and
social skills so that the transition to their local school will go smoothly. The primary considerations in making this determination are the
educational needs of the returning student and the safety of other students and staff.
In many cases, the conduct at issue is very serious, ranging from property offenses to serious sexual violations or weapon possession,
or other violent acts. Students adjudicated for these offenses may be placed on a safety plan by the Department of Juvenile Justice (DJJ)
or the Juvenile Court. These plans may impose certain restrictions on the returning student; for example, the student may not be allowed
around children of a certain age, around the victim or children with the victim’s profile, or may have to be supervised by an adult at all
times.
In some cases, students have been expelled or suspended from DeKalb or another school district or private school, and the term of
suspension or expulsion has not yet been completed. (O.C.G.A. § 20-2-751.2) In other cases, students may seek readmission or
enrollment that have been suspended or expelled for being convicted of, being adjudicated to have committed, being indicted for, or
having information filed for the commission of any felony or any delinquent act that would be a felony if committed by an adult.
(O.C.G.A. § 20-2-768) This brings other questions into play, such as whether the student should be excluded altogether for the remainder
of the expulsion or suspension or offered an alternative placement.
Before these students return to school, they will be referred to the Department of Student Relations. Department personnel will gather
and review all appropriate information, including any information that the student’s parents may wish to provide, and make a placement
determination. The parents and student may be present for this review and may provide input. Attorneys will not be allowed to attend.
Parents who disagree with the placement determination made by the Department of Student Relations will have three school days
following the determination to request a review by the Disciplinary Action Review Committee (DARC). The DARC operates under the
auspices of the Department of Student Relations and is authorized to consider and rule on special requests from parents/guardians and
school administrators pertaining to student discipline-related situations. The DARC will meet and make a placement determination
based upon a review of the information from the Department of Student Relations and any additional information provided by all other
parties. Parents who disagree with the placement determination made by the Disciplinary Action Review Committee will have three (3)
school days following the determination to request a District due process hearing, pursuant to O.C.G.A. § 20-2-754.
The protocol described above may be used in other types of student placement situations as deemed appropriate by Student Relations
administrators. All placement determinations will be made on a case-by-case basis. Various factors, including age, length of
incarceration, nature of charges, existing discipline order, potential safety concerns or disruption of the educational process, present/prior
discipline history, etc. may be used in making placement determinations at all levels. For example, the following general categories of
serious violent offense set forth below will result in the school administrator’s referral to the Department of Student Relations. By way
of example, these general categories include but are not limited to the following:
Assault resulting in serious injury
Assault involving use of a weapon
Death by other than natural causes (homicide)
Kidnapping
Rape
Robbery with a dangerous weapon (armed robbery)
Robbery without a dangerous weapon
Sexual assault (not involving rape or sexual offense)
Sexual Offense
Taking indecent liberties with a minor
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Additionally, an offense involving accusations of manufacturing, selling or trafficking large quantities of controlled substances is to be
included.
All principals will continue to follow the DCSD Code of Student Conduct when a student’s disciplinary infraction occurs within the
school’s jurisdiction. The normal disciplinary procedures will be followed in these instances.
This protocol does not apply to students with disabilities. Students with disabilities will be referred directly to the Department
of Exceptional Education or the Section 504 Coordinator for students with 504 plans.
SEARCHES
To maintain order and discipline in the schools and to protect the safety and welfare of students and school personnel, school authorities
may search a student, student lockers, student desks and tables, or student automobiles under the circumstances outlined below and may
seize any illegal, unauthorized, or contraband materials discovered in the search.
As used in this DCSD Code of Student Conduct, the term "unauthorized" means any item dangerous to the health or safety of students
or school personnel, or disruptive of any lawful function, mission or process of the school, or any item described as unauthorized in
school rules available beforehand to the student.
A student's failure to permit a search or seizure as provided in this DCSD Code of Student Conduct will be considered grounds for
disciplinary action.
All searches by school employees shall be reasonably related to the objectives of the search and not excessively intrusive in light of the
student's age and gender and the nature of the infraction.
PERSONAL SEARCHES
A student's person and/or personal effects (e.g., purse, book bag, etc.) may be searched whenever a school official has reasonable
suspicion to believe that the search will reveal a violation of the law, the student conduct behavior code, or local school rules.
If a pat-down search of a student's person is conducted, it will be conducted in private by a school official of the same sex and with an
adult witness present, when feasible. If the school official has reasonable grounds for suspecting that the student has on his or her person
an item immediately dangerous to the student or to others, the student should be isolated, a school resource officer should be notified,
and appropriate disciplinary action should be administered.
In appropriate circumstances, searches may include the use of electronic devices such as hand-held metal detectors or walk-through
metal detectors. Searches may also include the use of drug detection canines.
LOCKER, DESK, AND TABLE SEARCHES
Student lockers, desks, and tables are school property and remain at all times under the control of the school. Principals of each school
where lockers are issued should ensure that each student receives written notice prior to the issuance of the locker that lockers are subject
to inspection and search by school officials. Each school shall maintain duplicate keys or records of all locker combinations and avoid
any practices that would lead students to believe that lockers are under their exclusive control.
Periodic general inspections of lockers, desks, and tables may be conducted by school authorities for any reason at any time without
notice, without student consent, and without a search warrant. The School District may use K-9 Units to check lockers, desks, and tables.
Items brought to school or placed in lockers, desks or tables are subject to
reasonable searches.
AUTOMOBILE SEARCHES
Students are permitted to park on school premises as a matter of privilege, not of right. The school retains authority to conduct routine
patrols of student parking lots and visual inspections from the outside of student vehicles on school property. State law does not authorize
a student to have a firearm secured in a vehicle parked on school premises.
The interiors of student vehicles may be inspected whenever a school authority has reasonable grounds for suspecting that illegal,
unauthorized, or contraband materials are contained inside. Such patrols and inspections may be conducted without notice, without
student consent, and without a search warrant.
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Notice of the foregoing right to search shall be given to students who park on school property; however, failure to give such notice will
not preclude school officials from conducting searches of vehicle interiors when otherwise authorized.
SEARCH RESULTS
If a search reveals a violation of federal, state, or local law, law enforcement authorities may be notified so that they may take appropriate
action.
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KEEPING WEAPONS OUT OF SCHOOL
The DeKalb County School District is proactively working to help keep your child safe while in school. In this effort, the District
recently selected and installed Evolv Technology as the new weapons screening system. This system allows your child to enter school
at the pace of life without waiting in long lines or experiencing the intrusiveness of metal detectors. All visitors entering the school
building will be subject to this screening process. This system evaluates items passing through, not the students, to determine if there
is a threat.
KEEPING SCHOOLS SAFE
Every student wants and deserves a safe and secure school. For that reason, school districts and schools have rules against weapons and
violence at school, on any school bus, and at any school-sponsored function.
Students may be expelled for bringing weapons to school. Also, bringing certain weapons to school is a “designated felony” under
Georgia law. This means that student offenders under the age of 17 may be arrested and placed in a youth detention center for carrying
or possessing a weapon at school, on a school bus, or at any school-sponsored function. For students aged 17 or over, these offenses
amount to a felony and may result in a felony conviction and imprisonment.
Schools across the nation are required by federal law to have a student discipline policy that mandates a minimum one calendar year
expulsion for bringing a firearm to school or for being in possession of a firearm on school property (including school buses).
Consequently, DeKalb has a policy that requires a minimum one calendar year expulsion from all DeKalb schools for possession of a
firearm.
WHAT OTHER WEAPONS MAY RESULT IN EXPULSION?
Having any type of knife, razor blade (including box cutters), chain, pipe, martial arts device, mace, BB gun or pellet gun, and other
items such as ammunition at school, on the school bus or other school property, or at school functions is a violation of the DCSD Code
of Student Conduct and may result in expulsion. (For a full and complete list of weapons, see pages 27=29.)
INFORMATION FOR STUDENTS: SO, WHAT CAN YOU DO?
Take pride in your school and show respect for yourself and your friends by participating in keeping your school and friends safe.
Do not, for any reason, bring a weapon to school, or accept a weapon from another student, or allow another student
to place a weapon in your locker, desk, vehicle, or personal belongings.
Tell your friends not to bring weapons to school for any reason, not to show off, not for protection, not for any
reason.
If you hear about or see a weapon at school or on a school bus, inform a teacher or administrator immediately (you
may ask that your name not be used).
WHY GET INVOLVED IN MAKING SCHOOLS SAFER?
Students should get involved because the problems that weapons at school can cause are serious and will not completely go away without
student involvement. Students across the nation have said “enough is enough.” These students are taking a more active interest in keeping
their schools safe and free of weapons. These students let it be known that weapons will be reported, regardless of who brings them to
school.
A SPECIAL MESSAGE TO STUDENTS 17 YEARS OLD OR OLDER
If you are 17 years old or older and you are caught with a weapon at school or on the bus or in your vehicle at school, you may be
charged with a felony. A felony conviction gives you a record, one that may keep you from being accepted in colleges, technical
schools, and the armed services. It may also keep you from getting a job or voting.
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DCSD Code of Student Conduct
The DCSD Code of Student Conduct makes it very clear to all students that weapons cannot be brought to school. The DCSD Code of
Student Conduct also includes important information and advice to students about weapons and other dangerous items.
IT’S IMPORTANT TO REMEMBER
When the weapons laws of Georgia are violated, the student may be:
ARRESTED
PLACED IN A POLICE CAR
TAKEN TO JAIL OR A DETENTION CENTER
SENTENCED TO JAIL
PENALIZED WITH SUBSTANTIAL COURT FINES
PLACED ON PROBATION
EXPELLED FROM SCHOOL
PREVENTION AND INTERVENTION
What are school districts doing to keep weapons out of schools? Several strategies are being used, such as:
Distributing the DCSD Code of Student Conduct to all students to let them know that weapons are against the law and against
school rules;
Informing students that lockers, desks, tables, vehicles, and personal belongings are subject to being searched by school
officials;
Informing parents that most weapons come to school from home;
Randomly conducting firearm and drug searches using gunpowder and drug-sniffing dogs;
Restricting or limiting the use of book bags at school;
Expelling students who have brought weapons to school or on a school bus;
Installing more surveillance cameras and increasing the use of metal detectors.
Responsibility is knowing what is expected of you.
Responsibility is having high expectations of yourself and others.
Responsibility is making responsible choices.
Responsibility is making the right decision when the wrong decision is easier.
Responsibility is the measure of maturity.
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STUDENT RIGHTS AND RESPONSIBILITIES
RESPONSIBILITIES
1. Parent(s)/Guardian Responsibilities
Through dissemination of the DCSD Code of Student Conduct each school will inform the parent of the following expectations:
1. To assume legal responsibility for the behavior of the child as determined by law and community practice and to
ensure that the child is familiar with the discipline policy and regulations.
2. To teach the child self-discipline, respect for authority and for the rights of others.
3. To make sure that the child attends school regularly and that the school receives notification of the reason for absences
when the child cannot attend school.
4. To work to the best of their ability to provide the necessary materials and a positive home learning environment for
the child to succeed in school.
5. To maintain communication with the school and provide the school with a current telephone number through which
they may be reached during the school day.
6. To respond quickly to school to get the child when called upon.
7. To be available for conferences when requested.
8. To cooperate with the school staff to develop strategies to benefit the child.
2. Student Responsibilities
1. To be aware of and to abide by District-wide policies, regulations and school guidelines regarding acceptable behavior.
2. To be responsible for one’s own behavior.
3. To conduct oneself in a manner which is conducive to learning and does not interfere with the teacher’s right to teach
or the student’s right to learn.
4. To respect the personal, civil and property rights of all members of the school community.
5. To refrain from the use of physical force, verbal abuse or harassment, blackmail, stealing, vandalism, and other illegal
activities.
6. To seek clarification from school personnel concerning the appropriateness of any action or behavior.
7. To attend school and classes regularly, on-time and be prepared with the necessary learning materials.
8. To know and follow the policies and regulations for every event considered part of the school program regardless of
the time or place.
9. To comply immediately with any staff member’s reasonable request to carry out school rules.
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RELEASE OF STUDENT INFORMATION
Notification of Rights under the Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain
rights with respect to the student’s education records. These rights are:
(1) The right to inspect and review the student’s education records within 45 days of the day the DeKalb County School District
receives a request for access.
Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to
inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where
the records may be inspected.
(2) The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate,
misleading, or otherwise in violation of the student’s privacy rights under FERPA.
Parents or eligible students who wish to ask the District to amend a record should write the school principal, clearly identify
the part of the record they want changed, and specify why it should be changed. If the District decides not to amend the record
as requested by the parent or eligible student, the District will notify the parent or eligible student of the decision and advise
them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures
will be provided to the parent or eligible student when notified of the right to a hearing.
(3) The right to privacy of personally identifiable information in the student’s education records, except to the extent that FERPA
authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests.
A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff member
(including health or medical staff and law enforcement unit personnel); a person serving on the DeKalb County Board of
Education; a person or company with whom the District has outsourced services or functions it would otherwise use its own
employees to perform (such as an attorney, auditor, medical consultant, educational consultant, volunteer, or therapist); a parent
or student serving on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other
volunteer assisting another school official in performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his
or her professional responsibility.
Upon request, the District discloses education records without consent to officials of another school district in which a student
seeks or intends to enroll or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer, or as
otherwise required by law.
(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the District to comply with
the requirements of FERPA. The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-8520
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RELEASE OF DIRECTORY INFORMATION
FERPA requires that the District, with certain exceptions, obtain the written consent of a parent, guardian, or eligible student (i.e., a
student over 18 years of age) prior to the disclosure of personally identifiable information from a child’s education records. However,
the District may disclose appropriately designated “directory information” without written consent, unless the parent, guardian, or
eligible student has advised the District to the contrary in accordance with District procedures. The primary purpose of directory
information is to allow the District to include this type of information from a child’s education records in certain school publications.
Examples include:
A playbill, showing a student’s role in a drama production;
The annual yearbook;
Honor roll or other recognition lists;
Information posted on the school’s or the District’s website;
Graduation programs; and
Sports activity sheets, such as for wrestling, showing weight and height of team members.
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be
disclosed to outside organizations without the prior written consent of a parent, guardian, or eligible student. Outside organizations
include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, federal law requires the District
to provide military recruiters, upon request, with the following information—names, addresses and telephone listings—unless the parent,
guardian, or eligible student has advised the District that they do not want their student’s information disclosed without their prior
written consent.
A parent, guardian, or eligible student who does not want directory information to be disclosed from the student’s education records
without prior written consent must notify the District in writing annually within a reasonable time period after receiving this notice. The
District has designated the following information as directory information: student’s name, address, and telephone listing, date of birth,
electronic mail (e-mail) address, dates of attendance, grade level, major field of study, photograph, audio recordings, video recordings,
participation in officially recognized activities and sports, weight and height of members of athletic teams, degrees, honors, and awards
received, and the most recent educational institution previously attended. Such notification should be sent to the student’s principal
within ten (10) days of receipt of this handbook.
COMPLAINTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT
The Protection of Pupil Rights Amendment (PPRA) affords parents of elementary and secondary students certain rights regarding the
conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. Parents and eligible students
who need assistance or who wish to file a complaint under PPRA should do so in writing to the following address: Family Policy
Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington D.C., 20202-5920. Informal inquiries
may be sent to the Family Policy Compliance Office via the following email address: PPRA@ED.Gov. The Family Policy Compliance
Office website address is: www.ed.gov/fpco.
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STUDENT COMPLAINT PROCEDURES
COMPLAINTS OF BULLYING, HARASSMENT, HAZING, OR DISCRIMINATION
Pursuant to federal and state laws, students are entitled to a Complaint Procedure to address allegations of discrimination and harassment
(including bullying). Accordingly, the School District has established both informal and formal procedures for resolving any complaints
of discrimination, harassment, or bullying on the basis of race, color, religion, national origin, sex (including sexual harassment), sexual
orientation, gender identity, disability, or age. Allegations of discrimination should be reported immediately to any school employee,
administrator, or counselor at the school, center or any school event. A student may also make a direct report via mail or in person to
the attention of: Title IX Officer, 1701 Mountain Industrial Blvd., Stone Mountain, Georgia 30083 or by dialing 678-676-0310. The
school administrator or the Title IX Officer shall assist the student with formalizing and processing the complaint, which should include
a statement of facts, identification of witnesses and any other information necessary to fully describe the matter.
Formal complaints should be filed within 30 calendar days of the alleged incident. All policies and/or procedures mandated by any
agency of the State of Georgia, or the United States, will be followed. As per O.C.G.A. § 20-2-751.5 (17), it is unlawful for a student to
falsify, misrepresent, omit, or erroneously report information regarding instances of alleged inappropriate behavior by a teacher,
administrator or other school employee, including during off-school hours. Please refer to page 92 for the Bullying/harassment/hazing
flowchart and page 93 for the Bullying/harassment/hazing Report Form in the DCSD Code of Student Conduct.
REPORTING OF SEXUAL HARASSMENT UNDER TITLE IX
Sexual harassment under Title IX is defined as conduct on the basis of sex that satisfies one or more of the following:
1. An employee of the District conditioning the provision of a District aid, benefit, or service on an individual’s participation in
unwelcome sexual conduct; or
2. Any unwelcome conduct that a reasonable person would find so severe, pervasive, and objectively offensive that it denies a
person equal access to the District’s educational program or activity; or
3. “Sexual assault” - an offense classified as forcible or non-forcible sex offense under the uniform crime reporting system of
the Federal Bureau of Investigation; or
“Dating Violence”- sex-based violence committed by a person-
A. who is or has been in a social relationship of a romantic or intimate nature with the victim; and
B. where the existence of such a relationship shall be determined based on a consideration of the following factors:
i. The length of the relationship.
ii. The type of relationship.
iii. The frequency of interaction between the persons involved in the relationship; or
“Domestic Violence”- sex-based violence which includes felony or misdemeanor crimes of violence committed by a current
or former spouse or intimate partner of the victim, by a person with whom the victim shares a child in common, by a person
who is cohabitating with or has cohabitated with the victim as a spouse or intimate partner, by a person similarly situated to
a spouse of the victim under the domestic or family violence laws of the jurisdiction receiving grant monies, or by any other
person against an adult or youth victim who is protected from that person's acts under the domestic or family violence laws
of the jurisdiction; or “Sex-based Stalking” - engaging in a course of conduct directed at a specific person that would cause
a reasonable person to-
A. fear for his or her safety or the safety of others; or
B. suffer substantial emotional distress.
The District’s Policy regarding Title IX complaints is Policy JCAC. Additional information regarding DeKalb County School District
Title IX procedures is available at: https://www.dekalbschoolsga.org/hr/employee-relations/.
Student’s principal serves as the Title IX Site Coordinator and Title IX reports/complaints may be directed to them. The District’s Title
IX Coordinator is:
Marissa Key
Executive Director of Employee Relations; Title IX Coordinator
DeKalb County School District 1701 Mountain Industrial Blvd
Stone Mountain, Georgia 30083
678.676.0105
titleixcoordinator@dekalbschoolsga.org
Title IX complaints and/or reports will be addressed through the following grievance process.
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GRIEVANCE PROCESS:
Reports or complaints made to the District regarding alleged sexual harassment in violation of Title IX shall be processed in accordance
with the following process:
1. Reports or complaints may be verbal or written and may be made at any time (including during non-business hours) in person,
by mail, by telephone, or by electronic mail using the contact information posted on the school and/or District website.
2. Any student, applicant for admission, or other person wishing to report or file a complaint alleging a violation as described
above shall promptly notify either the principal at his/her school or the Title IX Coordinator designated and authorized by the
District. Any employee who receives information alleging sexual harassment of a student shall report it to the principal or Title
IX Coordinator. If the alleged offending individual is the principal, the report or complaint should be made by the complainant
to the Title IX Coordinator.
3. The Title IX Coordinator or designee shall promptly contact the complainant to discuss the availability of supportive
measures as defined in this policy, consider the complainant's wishes with respect to supportive measures, inform the
complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the
complainant the process for filing a formal complaint. The District shall treat complainants and respondents equitably by
following this grievance process before punishing the respondent or providing remedies to the complainant. Remedies will be
designed to restore or preserve equal access to the District's education program or activity. Such remedies may include the
same individualized services described as “supportive measures.” However, remedies need not be non-disciplinary or non-
punitive and need not avoid burdening the respondent.
4. Formal Complaint - Upon receipt of a complaint, District will within 10 days send written notice to both parties to include:
a. District’s grievance process, and
b. Notice of the allegations potentially constituting sexual harassment, including sufficient details known at the time and
with sufficient time to prepare a response before any initial interview. Sufficient details include the identities of the
parties involved in the incident, if known, the conduct allegedly constituting sexual harassment, and the date and
location of the alleged incident, if known. The written notice shall include a statement that the respondent is presumed
not responsible for the alleged conduct and that a determination regarding responsibility is made at the conclusion of
the grievance process. The written notice shall inform the parties that they may have an advisor of their choice, who
may be, but is not required to be, an attorney, and may inspect and review evidence. The written notice shall inform
the parties of any provision in the student code of conduct that prohibits knowingly making false statements or
knowingly submitting false information during the grievance process. The notice shall describe the range of or list the
possible disciplinary sanctions and remedies that the District may implement following any determination of
responsibility.
c. If, during an investigation, the District decides to investigate allegations about the complainant or respondent that are
not included in the notice provided pursuant to paragraph (4)(B), the District shall provide notice of the additional
allegations to the parties whose identities are known.
5. Dismissal of a Formal Complaint
The District shall investigate all allegations in the formal complaint. The District will dismiss allegations of conduct that do
not meet the definition of sexual harassment or did not occur in a district education program or activity, or against a person in
the United States. This dismissal will only apply to Title IX allegations. Such dismissal does not prohibit the District from
addressing allegations under another provision of the District’s policies.
The District, may also dismiss a formal complaint if:
a. the complainant informs a Title IX Coordinator in writing of their wish to withdraw the formal complaint or any
allegations therein;
b. the respondent is no longer employed by the District; or
c. there are circumstances preventing the District from gathering sufficient evidence to reach a determination regarding
the allegations.
The District will simultaneously provide parties with a written notice of dismissal including the reasons for the dismissal.
6. Consolidation of Formal Complaints
The District may consolidate formal complaints as to allegations of sexual harassment against more than one respondent, or
by more than one complainant against one or more respondents, or by one party against the other party, where the allegations
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of sexual harassment arise out of the same facts or circumstances. Where a grievance process involves more than one
complainant or more than one respondent, references to the singular “party,” “complainant,” or “respondent” include the
plural, as applicable.
7. Investigation of a Formal Complaint
After providing written notice to the parties of the receipt of a formal complaint, the District shall have 30 days to investigate.
When investigating a formal complaint, and throughout the grievance process, the District shall
a. Assume the burden of proof and the burden of gathering evidence sufficient to reach a determination regarding
responsibility and not place such burdens on the parties provided that the District cannot access, consider, disclose,
or otherwise use a party's records that are made or maintained by a physician, psychiatrist, psychologist, or other
recognized professional or paraprofessional acting in the professional's or paraprofessional's capacity, or assisting in
that capacity, and which are made and maintained in connection with the provision of treatment to the party, unless
the District obtains that party's voluntary, written consent to do so;
b. Provide both parties with an equal opportunity to present fact and expert witnesses and other inculpatory and
exculpatory evidence, and an opportunity to fully review and respond to all evidence on the record;
c. Not restrict the ability of either party to discuss the allegations under investigation or to gather and present relevant
evidence;
d. Provide the parties with the same opportunities to have others present during any grievance proceeding, including
the opportunity to be accompanied to any related meeting or proceeding by the advisor of their choice, who may be,
but is not required to be, an attorney, and not limit the choice or presence of advisor for either the complainant or
respondent in any meeting or grievance proceeding; however, the District may establish restrictions regarding the
extent to which the advisor may participate in the proceedings, as long as the restrictions apply equally to both
parties;
e. Send written notice of investigative interviews, meetings or hearings to the parties when their participation is
expected including the date, time, location, participants, and the purpose of all investigative interviews or other
meetings, with sufficient time for the party to prepare to participate;
f. Provide parties, and their advisors, an opportunity to inspect and review any non-privileged evidence directly
relating to the allegations, including the evidence which the District does not intend to rely in reaching a
determination regarding responsibility and inculpatory or exculpatory evidence whether obtained from a party or
other source, so that each party can meaningfully respond to the evidence prior to the conclusion of the
investigation. Prior to completion of the investigative report, the District shall send to each party and the party's
advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy. The parties
should have at least 10 days to inspect, review, and submit a written response to evidence, which the investigator
will consider prior to completion of the investigative report.
g. District will send parties, and their advisors, an investigative report that fairly summarizes relevant evidence, in
electronic or hard format, with at least 10 business days for the parties to respond. The parties may elect to waive the
full 10 days. District may elect to respond in writing in the investigation report to the parties’ submitted responses
and/or to share the responses between the parties for additional responses. Relevant elements of the parties’ written
responses may be incorporated into the final investigation report, as well as any additional relevant evidence and
necessary revisions. Rationales for any changes made after the review and comment period will be documented.
h. Students shall cooperate with the investigation. Failure to do so may result in disciplinary action in accordance with
the Student Code of Conduct.
If at any point in the investigation of reported sexual harassment of a student, the investigator determines that the reported
harassment should more properly be termed abuse, the reported incident or situation shall be referred pursuant to the District
protocol for child abuse investigation. Reported sexual harassment determined not to be sexual harassment as defined under
Title IX may be investigated in accordance with Student Code of Conduct.
8. Questions
After the District has sent the investigative report to the parties and before reaching a determination regarding responsibility,
the decision-maker(s) shall afford a 10-day period for each party to have the opportunity to submit written, relevant questions
that a party wants asked of any party or witness, provide each party with the answers, and allow for additional, limited follow-
up questions from each party. Questions and evidence about the complainant's sexual predisposition or prior sexual behavior
are not relevant, unless such questions and evidence about the complainant's prior sexual behavior are offered to prove that
someone other than the respondent committed the conduct alleged by the complainant, or if the questions and evidence concern
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specific incidents of the complainant's prior sexual behavior with respect to the respondent and are offered to prove consent.
The District shall not require, allow, rely upon, or otherwise use questions or evidence that constitute, or seek disclosure of,
information protected under a legally recognized privilege, unless the person holding such privilege has waived the privilege.
The decision-maker(s) shall explain to the party proposing the questions any decision to exclude a question as not relevant.
9. Determination Regarding Responsibility –
The decision maker, who cannot be the same person(s) as the Title IX Coordinator or investigator(s), shall, issue a written
determination regarding responsibility within ten (10) days of the conclusion of the question and answer period. To reach this
determination, the District shall apply the preponderance of the evidence standard to formal complaints against students, to
formal complaints against employees and to all complaints of sexual harassment. The written determination shall include:
a. Identification of all allegations potentially constituting sexual harassment as defined in this regulation;
b. A description of the procedural steps taken from receipt of the formal complaint through the determination, including
any notifications to the parties, interviews with the parties and witnesses, site visits, and methods used to gather other
evidence;
c. Findings of fact and conclusions about whether the alleged sexual harassment occurred; and
d. The rationale for the result as to each allegation, any disciplinary sanctions imposed on the respondent and what, if
any, remedies will be provided to the complainant.
This information will be sent simultaneously to both parties along with the appeal process. The Title IX Coordinator is
responsible for the effective implementation of any remedies.
10. APPEALS PROCESS:
Appeals of the written determination or of a dismissal can be made by either party within 10 days after the decision on the
following bases:
1. A procedural issue that affected the outcome;
2. Newly discovered information or evidence that was not reasonably available at the time the determination regarding
responsibility or dismissal was made, that could affect the outcome, or
3. Title IX Coordinator(s), investigator(s), or decision-maker(s) had a conflict of interest or bias that affected the outcome.
As to all appeals, the District shall:
a. Notify the other party in writing when an appeal is filed and implement appeal procedures equally for both
parties;
b. Ensure that the decision-maker(s) for the appeal is not the same person as the decision-maker(s) that reached
the determination regarding responsibility or dismissal, the investigator(s), or the Title IX Coordinator;
c. Ensure that the decision-maker(s) for the appeal complies with the training standards set forth in this policy;
d. Give both parties a reasonable, equal opportunity to submit a written statement in support of, or challenging,
the outcome;
e. Issue a written decision describing the result of the appeal and the rationale for the result; and
f. Provide the written decision simultaneously to both parties within ten (10) days of the receipt of appeal.
INFORMAL RESOLUTION
The informal resolution process allows the District the discretion to offer and facilitate an informal resolution process such as mediation
or restorative justice so long as the parties provide voluntary, informed written consent to attempt informal resolution. Parties can only
engage in the informal resolution process when a formal complaint is filed. The District cannot require parties to engage in the informal
resolution process. Parties can withdraw the informal resolution process, and resume the investigation process regarding the formal
complaint, at any time prior to reaching a resolution. Informal resolution is unavailable for allegations of employee on student sexual
harassment.
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Prior to informal resolution, the District will:
1. Provide to the parties a written notice disclosing: The allegations, the requirements of the informal resolution process
including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same
allegations, provided, however, that at any time prior to agreeing to a resolution, any party has the right to withdraw from the
informal resolution process and resume the grievance process with respect to the formal complaint, and any consequences
resulting from participating in the informal resolution process, including the records that will be maintained or could be shared;
2. Obtain the parties' voluntary, written consent to the informal resolution process.
REPORTING ACTS OF SEXUAL ABUSE OR SEXUAL MISCONDUCT OF STUDENT BY STAFF
Title IX also applies to acts of sexual harassment by staff towards students and is addressable under the previous grievance process.
Further, O.C.G.A. § 20-2-751.7.(a) provides that: “The Professional Standards Commission shall establish a state-mandated process
for students to follow in reporting instances of alleged inappropriate behavior by a teacher, administrator, or other school employee
toward a student which shall not prohibit the ability of a student to report the incident to law enforcement authorities. Each local school
system shall be required to implement and follow such state-mandated process and shall include the mandated process in student
handbooks and in employee handbooks or policies.” The following is the reporting process:
A. Any student (or parent or friend of a student) who has been the victim of an act of sexual abuse or sexual misconduct by a
teacher, administrator or other School District employee is urged to make an oral report of the act to any teacher, counselor or
administrator at his/her school.
B. Any teacher, counselor, volunteer or administrator receiving a report of sexual abuse or sexual misconduct of student by a
teacher, administrator, or other employee shall make an oral report of the incident immediately by telephone or otherwise to
the school principal or principal’s designee, and shall submit a written report of the incident to the school principal or principal’s
designee within 24 hours. If the principal is the person accused of the sexual abuse or sexual misconduct, the oral and written
reports should be made to the superintendent or the superintendent’s designee.
C. Any school principal or principal’s designee receiving a report of sexual abuse as defined in O.C.G.A. § 19-7-5 shall make an
oral report immediately to the school social worker, but in no case later than 24 hours from the time there is reasonable cause
to believe a child has been abused. The school social worker’s Child Protection Report may be submitted via telephone, fax,
or in written form (preferred method for the school district is written report) to a child welfare agency providing protective
services, as designated by the Department of Human Services, or, in the absence of such agency, to an appropriate police
authority or district attorney.
Reports of acts of sexual misconduct against a student by a teacher, administrator, or other employee not covered by O.C.G.A. § 19-7-
5 shall be investigated immediately by school or system personnel. To protect the integrity of the process and to limit repeated interviews
with the student, the designated system personnel is required to take a written statement from the student prior to any other person. If
the investigation of the allegation of sexual misconduct indicates a reasonable cause to believe that the report of sexual misconduct is
valid, the school principal or principal’s designee shall make an immediate written report to the designated Regional Superintendent,
Chief Officer of Public Safety, and Coordinator of School Social Work. The Superintendent and the Professional Standards Commission
Ethics Division must also be notified of any validated acts of sexual misconduct.
GENDER EQUITY IN SPORTS GRIEVANCE PROCEDURES
The DeKalb County School District prohibits discrimination in its elementary and secondary athletic programs, in accordance with the
Georgia Gender Equity in Sports Act. The following grievance procedures are provided to allow for prompt and equitable resolution of
written student complaints, including those brought by a parent or guardian on behalf of a student.
DEFINITIONS:
“Days” means calendar days.
A “grievance” is a complaint that alleges the DeKalb County School District has taken an action that is in violation of O.C.G.A.
§ 20-2-315 (Gender Equity in Sports Act).
“Grievant” is the person initiating the complaint.
“Student” means a person enrolled in a school or instructional program operated by the DeKalb County School District.
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PROCEDURES:
Grievances may be brought only by the affected student or by the affected student's parent or guardian and
shall proceed in the following manner:
Within ten (10) days of the time that the grievant knows, or reasonably should know, about the grievance (or within ten
(10) days of the publication of this procedure, whichever is later), the grievant shall present the written grievance form to
the Superintendent who shall note the date received.
The written grievance shall: (1) name the grievant and the affected student; (2) state the situation or conditions giving rise
to the grievance; (3) identify the specific provisions of the law or the implementing regulations alleged to have been
violated; and (4) indicate the specific relief sought.
The Superintendent shall cause the grievance to be investigated. Within 30 days after the grievance is presented, the
Superintendent shall give a written response to the grievance, setting forth the essential facts and rationale for the decision.
The grievant may appeal the Superintendent’s decision to the DeKalb County Board of Education. The appeal must be in
writing and submitted to the DeKalb County Board of Education within 35 days of the date of the response from the
Superintendent. The Board may review all materials related to the grievance and render a decision in writing no less than
45 days after receipt of the written grievance form.
The grievant shall have the right to appeal any decision by the DeKalb County Board of Education to the State Board of
Education pursuant to O.C.G.A. § 20-2-1160.
Any student and/or parent or guardian of a minor child who feels that an action of the DeKalb County School District is in violation of
O.C.G.A. § 20-2-315 (Gender Equity in Sports Act) may file a complaint by completing a form and forwarding it to Employee Relations,
Division of Human Resources, 1701 Mountain Industrial Blvd., Stone Mountain, GA 30083. Forms may be obtained from the Office of
the Executive Director of Athletics, 5829 Memorial Drive, Stone Mountain, Georgia 30083 or at
www.dekalbschoolsga.org/athletics/downloads.
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INTERNET AND TECHNOLOGY USAGE
The DeKalb County School District provides technologies, networks, and internet access to support the educational mission of the
District and to enhance the curriculum and learning opportunities for students and employees in compliance with the Children’s Internet
Protection Act (CIPA) of 2000. All guidelines, regulations, policies, and rules are applicable to all telecommunication services and
equipment provided by the District including, but not limited to, the following:
Computer workstations and notebook computers;
Smart phones, tablets, e-readers, and other mobile devices;
Internet services;
Telephone services; and
Cellular phone services
The DeKalb County School District believes that information and interaction available on the Internet provides valuable educational
information. It is not always possible for the District to control access to material that may be considered controversial or inappropriate;
therefore, the user may accidentally or purposefully encounter controversial material. It is the user’s responsibility to avoid initiating
access to such material.
Use of the Internet must be in support of educational research and consistent with the District’s educational goals and objectives. Use
of any other District’s network or educational resources must be in compliance with rules, policies, and guidelines for the network.
Users must abide by all rules and procedures specified and deemed necessary at the site from which access to the Internet is made.
Transmission of any material in violation of any United States, state law, or state regulation is prohibited which includes, but is not
limited to, (1) copyrighted material, (2) threatening, pornographic, or obscene material, or (3) material protected by trade secret. Use of
District resources including the network for (1) private financial gain, commercial advertising, or solicitation activities by or for-profit
institutions or (2) political lobbying is prohibited. All illegal activities are strictly prohibited.
The use of the Internet is a privilege, not a right. Any student user not complying with the District’s Internet Acceptable Use Agreement
shall lose Internet privileges for at least one week. Student infractions may result in appropriate disciplinary action in addition to
suspension or termination of access privileges.
Any user identified as being a security risk or as having a history of problems with other computer systems may be denied access to the
Internet. The District makes no warranties of any kind, whether expressed or implied, for the service it is providing. The District will
not be responsible for any damages suffered by any user including loss of data resulting from delays, non-deliveries, incorrect deliveries,
or service interruptions caused by its own negligence or user errors or omissions. Use of any information obtained via the Internet is at
the risk of the user. The District specifically denies any responsibility for the accuracy or quality of information obtained through its
services.
Use of the School District’s Internet and technology resources obligates students to observe the following terms:
Students will observe the standard of courtesy and behavior consistent with the practices and policies of the DeKalb County
Board of Education when sending or publishing messages or transmitting data or other information on the Intranet.
Students will use the internet system for instructional purposes only as it relates to classroom and co-curricular assignments
and activities.
Students will exhibit appropriate online behavior, including interacting with other individuals on social networking websites
and chat rooms.
Students will make every effort to safeguard any information from unauthorized users.
Students will not initiate or participate in any form of cyberbullying.
Students will not send or receive inappropriate or offensive messages or pictures from any source. For example, students will
not post, publish, or display any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially or
religiously offensive, sexist, or illegal material.
Students will not post messages and attribute them to another user.
Students will not violate network security by entering the system under a User ID other than their own, share their user IDs,
passwords, or user accounts with others.
Students will not disclose, use, or disseminate personal information of other minors/students.
Students will not use the internet system for any purpose that violates federal or state law.
Students will not transmit or download information or software in violation of copyright laws.
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Students will not disconnect network components, alter programs or data, or purposely infect any computer with a virus.
Students will not engage in unauthorized use of the network, intentionally delete or damage files and data belonging to other
users, or violate copyright law.
Students are strongly cautioned that sending inappropriate messages and/or images via electronic communication
devices or the internet/intranet at any time could result in very serious school, personal and/or criminal consequences.
Students will observe the standard of courtesy and behavior consistent with the practice and policies of the DeKalb
County Board of Education, including but not limited to Board Policy IFBGB entitled "Web Pages," when sending or
publishing messages or transmitting data or other information on the Intranet.
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SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION
BULLYING, HARASSMENT, AND HAZING
DeKalb County School District has also implemented a District Alert Line (1-888-475-0482) to report weapons, violence, bullying,
harassment, and/or drugs.
Students cannot be expected to reach their full academic potential in an environment of fear and intimidation. All schools in the DeKalb
County School District have an obligation to provide a safe, healthy, and positive learning environment for their students and to promote
mutual respect and acceptance among students, staff and volunteers.
The District expressly prohibits the bullying, harassing, and hazing of any student, by any means or method, at school, on school
property, or at school-related activities; while traveling including to or from school on a school bus; off-campus when the behavior
results in a disruption to the school environment; or by use of data or software that is accessed through a District computer, computer
system, computer network, or other electronic technology of the District.
Pursuant to state law, this policy also applies to acts of cyberbullying which occur through the use of electronic communication,
whether such electronic act originated on school property or with school equipment, if the electronic communication:
1. Is directed specifically at students or school personnel;
2. Is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly operation
of the school and;
3. Creates a reasonable fear of harm to any student’s or school personnel’s person or property or has a high likelihood of succeeding
in that purpose.
For purposes of this policy, electronic communication includes but is not limited to any transfer of signs, signals, writings, images,
sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo
optical system.
All staff, students, and parents or guardians will receive a verbatim copy of this policy and accompanying administrative regulation
prohibiting bullying, harassment, discrimination, and hazing at the beginning of the school year as part of the Code of Student Conduct.
The District strictly prohibits retaliation against any person involved in a report of bullying, harassing, and hazing or participates in an
investigation of bullying, harassing, and hazing. Schools shall keep reports of bullying, harassing, and hazing confidential to the extent
consistent with a thorough investigation.
School officials are expected to intervene immediately when they see a bullying, harassing, and hazing incident occur or upon receipt
of any report of bullying, harassment, and hazing.
An employee who fails to comply with the requirements of this policy and accompanying administrative regulation may be subject to
disciplinary action, up to and including termination of employment.
At an appropriate time during or after the investigation of a report, the parent or guardian of both the accused and the victim must be
notified. If the incident involves an injury or similar situation, appropriate medical attention should be provided, and the parent or
guardian should be notified immediately.
Upon being found in violation, a student who has committed the offense of bullying, harassment, and hazing should be given an age-
appropriate consequence which shall include, at minimum and without limitation, disciplinary action or counseling as appropriate under
the circumstances.
Detailed guidelines and procedures for reporting and addressing student bullying, harassment, and hazing shall be implemented in
accordance with the accompanying administrative regulation.
Administrative Regulation: Bullying/Harassment/Hazing
Descriptor Code JCDAG-R(1)
The District expressly prohibits the bullying, harassment, and hazing of any student, by any means or method, at school, on school
property, or at school-related functions; while traveling to or from school on a school bus; off-campus when the behavior results in a
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disruption to the school environment; or by use of data or software that is accessed through a District computer, computer system,
computer network, or other electronic technology of the District.
A. Definitions
Bullying – Unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The
behavior is repeated, or has the potential to be repeated, over time. Both students who are bullied and who bully others may have
serious, lasting problems.
Harassment – Unwelcome conduct based on real or perceived race, color, national origin, sex, religion, disability, sexual
orientation, gender Identity or gender expression. It may take many forms, including verbal acts and name‐calling; graphic and
written statements, which may include use of cell phones or the Internet; or other conduct that may be physically threatening,
harmful, or humiliating. Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated
incidents. Unlike bullying, harassment does not always involve a real or perceived power imbalance. Harassment creates a
hostile environment when the conduct is sufficiently severe, pervasive, or persistent to interfere with or limit a student’s ability
to participate in or benefit from the services, activities, or opportunities offered by a school.
Hazing – Bullying and intimidation in association with rituals to join an extracurricular group/activity or to raise a student’s
rank/status within the organization.
B. Prohibited Behaviors
Examples of prohibited behaviors include, but are not limited to:
Verbal assaults such as unwanted teasing or name-calling;
Rumors or spreading of falsehoods;
Threats, taunts and intimidation through words and/or gestures;
Public humiliation;
Social isolation;
Harassment Stalking;
Direct physical contact such as hitting or shoving;
Physical violence and/or attacks;
Theft of money and/or personal possessions for the purpose of bullying, harassing, or intimidating;
Extortion or manipulation, including incitement and/or coercion;
Destruction of school or personal property; Any form of electronic bullying or cyberbullying using school equipment, school
networks, or e-mail systems or committed at school;
The use of cameras or camera phones to take embarrassing photographs of students or school employees and distributing them
to others or posting them online;
Sending abusive or threatening text messages or instant messages; and using websites to circulate gossip and rumors to other
students;
Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person through the use of digital
technologies, including, but not limited to, email, blogs, social networking websites (e.g., TikTok, Snapchat, Twitter,
Instagram, Kik, Facebook, etc.), chat rooms, texts, and instant messaging;
Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language by or
through the use of electronic mail or electronic communication, directed at or about a specific person, causing substantial
emotional distress to the victim;
All staff, students, and parents or guardians will receive a verbatim copy of this policy prohibiting bullying/harassment/hazing at the
beginning of the school year as part of the DSCD Code of Student Conduct.
C. Reporting Incidents of Bullying/Harassment/Hazing
Bullying/Harassment/Hazing may be reported by a student, parent, guardian, or other stakeholder to an administrator, teacher, counselor,
or other staff member at the student’s school. At the option of the person reporting the incident, the report may be made either by name
or anonymously and either verbally or in writing. Reporting forms may be found in the Code of Student Conduct, on the District’s
website, and at each District school. Reports of bullying/harassment/hazing also may be made by using the District’s Alert Line at 1-
888-475-0482 or by calling the Georgia Department of Education’s School Safety Hotline at 1-877 SAY-STOP (1-877-729-7867).
Any employee to whom bullying/harassment/hazing is reported must promptly document the report and forward it to the principal or
designee. Any employee who witnesses an incident of bullying/harassment/ hazing or who otherwise learns that a student is being
bullied/harassed/hazed must promptly, but no later than one (1) day following the receipt of a concern, submit a written report to the
principal or designee. The principal or designee shall ensure that proper documentation is maintained throughout the investigation and
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resolution of the matter. If the report is made by the alleged target/victim, the principal or designee will contact the parent or guardian
immediately upon receipt of the report.
If the reporting student or the parent or guardian of the student feels that the school is not taking appropriate steps to investigate or
address the problem even after consulting the school principal, the student or the parent or guardian should contact the appropriate
Regional Superintendent or his or her designee.
Students who believe that another student at their school is being bullied/harassed/hazed are urged to inform a teacher, counselor,
administrator, or other staff member.
The District strictly prohibits retaliation against any person who reports bullying/harassment/hazing or participates in an investigation
of bullying/harassment/hazing. Incidents of retaliation should be reported using the same process as used for the original complaint and
will be investigated and resolved by school or district personnel.
Where complainants request confidentiality, schools shall share details of reports of bullying/harassment/ hazing with only those
individuals who need to know consistent with the District’s obligation to respond promptly and appropriately to reports of misconduct,
or as otherwise required by law.
An employee who fails to comply with the requirements of Board Policy JCDAG and this accompanying regulation may be subject to
disciplinary action, up to including termination of employment.
D. Responding to Incidents of Bullying/Harassment/Hazing
School officials are expected to intervene immediately when they see a bullying/harassment/hazing incident occur or upon receipt of
any report of bullying/harassment/hazing. The following actions will be taken when bullying/harassment/hazing is reported.
1. Investigation – Upon receipt of any report of bullying/harassment/hazing, the principal or designee will direct an immediate
investigation involving appropriate personnel. The investigation should begin no later than the following school day. The
investigation shall include interviewing the alleged perpetrator(s), victim(s), identified witnesses, teacher(s), and staff members
and reviewing video surveillance, if available. School counselors, school social workers, and other support staff should be
utilized for their expertise as determined by the circumstances of the matter. The school shall keep confidential the results of the
investigation, except with respect to the District’s notification, reporting, or other legal obligations.
2. Notification – At an appropriate time during or after the investigation of a report, the parent or guardian of both the accused and
the victim must be notified, but no later than three (3) days after completion of the investigation. If the incident involves an
injury or similar situation, appropriate medical attention should be provided, and the parent or guardian should be notified
immediately.
At the conclusion of the investigation, both the victim and the offending student must be notified of the results of the
investigation. Victims may request information about the sanction imposed upon a student who was found to have engaged in
harassment when the sanction directly relates to the victim. This includes an order that the harasser stay away from the harassed
student, or that the harasser is prohibited from attending school for a period of time, or transferred to other classes. Schools will
not disclose any other information in the offending student’s “education record,” including information about sanctions that do
not relate to the harassed student.
3. Interim Measures – The school will take steps to protect the complainant as necessary, including taking interim steps before the
final outcome of the investigation.
4. Disciplinary Action – Upon a finding of guilt, a student who has committed the offense of bullying/harassment/hazing will be
given an age-appropriate consequence which shall include, at minimum and without limitation, counseling, disciplinary action
or other consequence as appropriate under the circumstances. Disciplinary action after the first incident of
bullying/harassment/hazing may include but is not limited to the following:
• Loss of a privilege;
• Reassignment of seats in the classroom, cafeteria, or school bus;
• Reassignment of classes;
• Detention;
• In-school suspension;
• Out-of-school suspension (through appropriate due process hearing);
• Expulsion (through appropriate due process hearing);
• Assignment to an alternative school (through appropriate due process hearing).
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5. Follow Up and Aftercare – Follow up is important to the accused, the victim, and in some circumstances, the broader school
community. Each school must provide after-care and follow up to individuals and groups affected by the
bullying/harassment/hazing. Where necessary, counseling and other interventions should be provided to address the social-
emotional, behavioral, and academic needs of students who are victims of bullying/harassment/hazing and students who commit
an offense of bullying/harassment/hazing. Schools must also assess school climate to determine whether additional staff training
or student instruction is needed. Where appropriate, the school should also reiterate the prohibition on retaliation and how to
report such misconduct.
Pursuant to state law, students in grades six through twelve found to have committed the offense of bullying/harassment/hazing for the
third time in a school year shall at a minimum be assigned to an alternative school through appropriate due process by disciplinary
hearing officers, panels, or tribunals.
MANDATORY REPORTING OF STUDENT CRIMES
School administrators, teachers and other school-based employees will report crimes, as required by law (O.C.G.A. § 20-2-1184).
Victims of the following alleged student misconduct must file a written complaint or report with the school administration and with
central administration, describing the alleged incident and the injury or damage sustained: (1) an alleged assault or battery by a student
upon any teacher, other school official or employee; (2) an alleged assault or battery by a student upon another student; (3) substantial
damage alleged to be intentionally caused by a student on school property to personal property belonging to a teacher, other school
official, employee, or student, if, in the discretion of the school principal, the alleged damage could justify the expulsion or long-term
suspension of the student.
ILLEGAL/DANGEROUS/SUSPICIOUS ITEMS
Students are to notify an administrator or other staff member immediately when illegal, suspicious, or dangerous items, or other
items banned from school, are found. Students will not touch or handle such items, or receive or accept such items from other
students.
HOTLINE TO REPORT BULLYING, VIOLENCE, WEAPONS, AND DRUGS
Sponsored by the Georgia Department of Education, the HOTLINE provides a 24-hour reporting system for students to report weapons,
violence (including bullying), or drugs anonymously by calling 1-877-SAY-STOP (1-877-729-7867) or the DeKalb County School
District Alert Line at 1-888-475-0482. Information is recorded and shared with the local school district and local law enforcement. An
investigation is conducted upon receipt of the report.
SCHOOL RESOURCE OFFICERS
School Resource Officers (SRO) are POST-certified police officers assigned to schools to maintain safety and security at the assigned
school, ensure the initiation of prevention and intervention programs, act as positive role models for students, serve as liaisons with
other law enforcement personnel and agencies, help develop the Safe School Plan, and work to foster a better understanding of legal
issues and the judicial process. However, SROs are not disciplinarians. They are not to be used as a substitute for an administrator in
the daily administration of the student discipline program. The administrative staff works with the SRO to use their law enforcement
expertise and experience but should refrain from assigning SROs or other law enforcement agency personnel to duties and stations that
limit or encumber their effectiveness. As School District employees, SROs follow the professional requirements of all employees.
As mandated by state law in Georgia, students will be charged and arrested for possession of weapons, as defined in O.C.G.A. § 16-11-
127.1, for possession of drugs, as defined in O.C.G.A. § 16-13-24 through O.C.G.A. § 16-13-32, for any felony or designated felony,
as described in Title 16 of the Criminal Code of Georgia Annotated, and for causing bodily injury to others, damage to public or private
property, and/or causing a major school disturbance, including, but not limited to, making terroristic threats.
School administrators are required to immediately report suspected violations of the law to SROs or other law enforcement personnel.
When an SRO, other law enforcement or emergency agency is on a school campus for the purpose of responding to a request for
intervention, investigation, serving a warrant, or in response to an emergency, the school administrative staff follows the responder’s
recommendations. In all cases involving an SRO, as in all other serious situations at the school, the parents/guardians are notified in a
timely manner.
Parents and guardians are encouraged to inform their children of the consequences, including potential criminal penalties, of
underage sexual conduct and crimes for which a minor can be tried as an adult (O.C.G.A. § 20-2-735). Information on this may
be found on the DeKalb District Attorney’s website at http://www.dekalbda.org.
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CAMPUS SECURITY PERSONNEL
Campus Security Personnel (CSP) maintain the security of the school by monitoring campus activity and undertaking necessary
precautions vital to the protection of the staff and students to preserve an environment suitable for the education process by patrolling
school buildings and grounds to ensure security. CSP are assigned to all secondary schools and several elementary schools.
TEENAGE/ADULT DRIVERS RESPONSIBILITY ACT (TAADRA)
Effective July 1, 2015, schools will certify that a student is enrolled in and not under expulsion from a public or private school to be
eligible for a driver’s license or learner’s permit. Schools will use the Certificate of School Enrollment form and the Certificate of
Eligibility for Restoration of Driving Privileges Form.
CHRONICALLY DISRUPTIVE STUDENTS
Students who chronically disrupt class are addressed through a MTSS-RTI process using a tiered process of interventions and continuous
monitoring of progress. Progressive consequences range from Tier 1 of the MTSS-RTI process for the initial disruptions to Tier 3-SST
for continuously disruptive behavior. The initial focus of the MTSS-RTI process is developing and implementing interventions to modify
the identified behavior problems.
Chronically disruptive students may be placed on probation with a signed contract. The administrative staff, in conjunction with resource
personnel and the parents, should collectively devise a discipline correction plan. Chronically disruptive students must be referred to
and receive interventions from resource personnel (i.e., counselor, social worker, school psychologist, SST chair, Instructional Support
Specialist, or student support specialist) prior to a referral to a District due process hearing.
STUDENT SUPPORT TEAM
The Student Support Team (SST) is a problem-solving team at the Tier 3 level of interventions and/or student assessment that seeks
interventions for students with academic, behavior, or other types of problems. SST levels of interventions are implemented when they
are necessary as part of the progression through the tiers of intervention.
Once the student reaches Tier 3-SST, interventions are implemented and documented with fidelity for cycles of 4-6 weeks. At each 4-6
week interval, an SST problem-solving meeting is held (parents are to be invited) during which the student’s response to intervention is
assessed based on the data collected during the intervention period. If the interventions at SST-Tier 3 were done with fidelity and were
not successful, based on data documented during the intervention period by the intervention providers, additional alternative
interventions and modifications are developed and implemented for an additional cycle of 4-6 weeks. Intervention providers may include
the Assistant Principal for discipline, school counselor, teachers, or other staff. After two or more cycles of Tier 3 intervention have
been completed and documented with fidelity and the child continues to struggle, the SST may request parent permission to complete a
psychoeducational evaluation to determine the student’s cognitive and academic strengths and weaknesses and/or behavioral/social and
emotional status. If the child makes progress in response to the Tier 3-SST interventions (intense support), he or she may matriculate
back to Tier 2 (moderate intensity support) and, if progress continues, return to Tier 1 Core Instruction.
If the student continues to experience difficulties and based upon the student’s responses to the implemented interventions, a referral to
Special Education may be warranted. If such a special education referral is made, a Parental Consent for Evaluation (PCE) is obtained,
and all available data is reviewed as part of the evaluation process. Data can include SST/RTI records, including all data and all
evaluations previously completed. A special education eligibility meeting is then held to determine the student’s eligibility for special
education services.
PLACEMENT REVIEW PROCEDURES FOR REMOVING STUDENTS FROM CLASS
Based on state law (O.C.G.A. § 20-2-738), a teacher may remove from class a student who repeatedly or substantially interferes with
the teacher’s ability to conduct instructional activities, provided the student has previously been reported or the teacher determines that
the behavior of the student poses an immediate threat to the safety of the student’s classmates or the teacher. In the case of immediate
removal from the classroom, the teacher will submit a written referral by the end of the school day or at the beginning of the next school
day to the principal or other school administrator. The administrator will, within one school day after the student’s removal from class,
send the student’s parents a written notice that the student was removed from class, a copy of the teacher’s referral, and information
regarding how the parent may contact a school administrator. When a teacher removes a student from class, as prescribed above, the
administrator will discuss the matter with the teacher by the end of the school day or at the beginning of the next school day. The
administrator will give the student oral or written notice of the basis for the removal from class. If the teacher withholds his or her
consent to the student’s return to the same class, or the student’s misbehavior precludes returning to school (such as committing a major
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violation of the DCSD Code of Student Conduct), the administrator determines the consequences for the student by the end of the first
day, which may include in-school suspension or out-of-school suspension for up to ten days. Suspensions or expulsions of longer than
ten days may be imposed only by the Hearing Officer or Board of Education.
If the teacher withholds his or her consent to the student’s return to the same class and the administrator does not impose other
disciplinary action, the administrator will convene the Local Placement Review Committee by the second day after the removal from
the classroom, and the committee will render a decision whether the student should or should not return to the teacher’s classroom. The
committee’s decision will be made no later than three days after the removal from class. In the interim, the administrator will make a
temporary placement for the student (other than in the classroom from which the student was removed, unless the teacher gives
permission). Any teacher who removes more than two students from his or her total enrollment in any school year who are subsequently
returned to the class by the Local Placement Review Committee because such class is the best available alternative may be required to
complete professional development to improve classroom management or other skills, based on classroom observations and
documentation.
Each school and center principal shall establish at least one Local Placement Review Committee, composed of three members. The
school faculty will select two teachers and one alternate, and the principal will select one staff member to serve on the committee
(schools may have more than one Local Placement Review Committee, at the discretion of the principal, but each committee must have
three members selected as stated above). The selection of the committee should proceed as follows: (1) principal asks for volunteers and
nominations; (2) a secret ballot is taken at a faculty meeting; (3) results are tabulated by a teacher; (4) results of the ballot are shared
with the faculty. The Local Placement Review Committee (by simple majority vote) determines the placement of a student when a
teacher withholds his or her consent to the return of the student to the teacher’s class when an administrator has not imposed disciplinary
action (provided the teacher has met the reporting requirements enumerated above or if the student poses a threat). The committee is
authorized to (1) return the student to the teacher’s class upon determining that such placement is the best or only alternative; or (2)
refer the student to the administrator for other appropriate action.
The decision of the committee shall be in writing and will be made within three school days after the teacher withholds consent to the
return of the student. If the Local Placement Review Committee decides not to return the student to the class from which he or she was
removed, the administrator may place the student into another appropriate classroom, in-school suspension, or out-of-school suspension.
In-school suspension or out-of-school suspensions may be for up to ten days. Any and all disciplinary action will be sent to the parents
in writing, by either letter or copy of the Student Discipline Referral form, with a note to the parent to confirm receipt of the notice.
PREVENTION/INTERVENTION
Prevention/Intervention has several programs in place for students, including peer mediation, conflict resolution classes, drug education
classes, parenting classes, character education, in-school suspension/life skills training, bullying awareness activities, and other
programs and activities.
GRIP (Growing Responsibly, Increasing Possibilities) is a substance abuse and conflict resolution education program that is provided for
first-time violators of the Drug/Substance offenses (possession or use) in this DCSD Code of Student Conduct. Violators of offense #5a
(distribution/sale/intent), or students charged with felony possessions or multiple offenses are not eligible, unless otherwise indicated
by the Hearing Officer or the DeKalb Board of Education. Additionally, GRIP helps students resolve conflict, cope with peer pressure,
manage anger, and communicate with others. Students who have been involved in a fight may be referred to GRIP. GRIP is offered on
Saturdays to applicable students. Parents are also asked to participate in the classes to reinforce the effort to resolve issues peacefully
between and among students.
SAFE SCHOOL AUDITS
The DeKalb County School District is committed to ensuring a safe and orderly learning environment. Research studies have indicated
that supervision of students is vitally important in the prevention and reduction of violent and criminal behaviors. Adult supervision is
necessary for students to feel safe at school. Therefore, the purpose of Safe School Audits is to monitor adult supervision of students,
especially during transitional times; assess students’ understanding of the rules for appropriate behavior according the DCSD Code of
Student Conduct; ensure staff understanding of procedures to follow if a campus crisis occurs; and to conduct randomly selected student
surveys regarding whether the student feels safe at school.
The Safe School Audits goal is for students and staff to learn and work in a safe and orderly environment. Objectives for conducting the
audits are: (1) provide school-based data to local school administrators regarding supervision of staff during transitional periods of the
school day; (2) gather and report information on students’ feelings about safety at school; (3) provide information on staff awareness of
procedures to be followed during a crisis; and (4) building and environment checks.
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Trained Safe School Administrators will conduct random Safe School Audits throughout the year. Upon entering a school building, the
team leader will notify the principal of the team’s presence. Audit team members, equipped with a school map, bell schedule, and audit
checklist will proceed to designated areas on the school’s campus to observe and document information gathered during the audit. The
process generally takes about thirty-five (35) minutes to complete. The audit will be scored according to a prescribed procedure for
elementary and secondary schools. Results will be shared with the Superintendent, Deputy Superintendent, School Leadership and
Operational Support, Regional Superintendents, Principals, and Assistant Principals.
To ensure that Safe School Audits are conducted with fidelity, a Safe School Audit training module will be developed. Campus identified
personnel will be trained and tested in the use and understanding of the Safe School Audit process. Additionally, school administrators,
school personnel, and students will receive professional learning on the Safe School Audit process. It is expected that the use of the Safe
Schools Audit will result in a reduction of discipline referrals and suspensions.
STUDENT DRESS CODE
The atmosphere of a school must be conducive to learning. While the focus of the DeKalb Code of Student Conduct is behavior
expectations, students clothing can affect their safety and their appearance can positively or negatively impact the climate of a school.
Students must adhere to the school district’s dress code requirements. Students who fail to comply with the dress code requirements, as
enumerated below, may be charged with Rule #25 –Student Dress Code Violation, Rule #8B – Refusal to Follow Instructions of Faculty
or Staff Member/Insubordination and Rule #19 Repeated Violations and subject to the listed consequences.
DeKalb County School District Dress Code
The Dress Code is enforced at all school district sponsored events.
As a reasonable accommodation, exceptions for religious reasons, medical conditions, disabilities, or other extraordinary reasons
may be granted on a case-by-case basis. Exceptions must be approved by the principal. This is not an exhaustive list of dress wear.
All Students Must All Students Must Not
Wear suitable clothing that maintains a safe and orderly Wear pajamas, pajama shirts, bottoms, or sleepwear of any kind.
environment promoting respect, care for self, and others. Wear house shoes, bedroom slippers of any kind, or footwear that
Wear a shirt of opaque (non-see through) fabric that covers all interferes with freedom, movement, or safety.
undergarments including during any movement while sitting or Wear headgear of any kind (religious practices, medical conditions,
standing. disabilities, specific school activities are excluded).
Wear bottoms of opaque (non-see through) fabric that covers all Wear clothing, jewelry, tattoos, piercings, or other body ornaments
undergarments including during any movement while sitting or that disrupt the educational process or endanger the health or safety
standing. of other students, staff or visitors.
Wear clothing that corresponds with the demands and purpose of Wear clothing, insignia, symbols, tattoos, piercings, jewelry, or
the activity in which the student participates. adornments worn or carried on or about a student which promote
Wear protective clothing, headgear, eyewear, etc. required for gangs or the use of controlled substances, drugs, alcohol, or tobacco.
specific programs, classes, or activities. Wear clothing, tattoos, or other adornments which show offensive
Wear shoes at all times. Footwear that interferes with freedom, and/or vulgar words, pictures, diagrams, drawings, or includes words
movement, or safety are prohibited. or phrases of a violent nature, a disruptive nature, a sexual nature,
politically/socially controversial words or graphics or words or
phrases that are derogatory regarding a person’s ethnic background,
color, race, national origin, religious belief, sexual orientation, or
disability.
NOTE: Local schools that offer school choice options may add additional requirements such as school uniforms.
Students/Parents are urged to review individual local school handbooks for any additional requirements related to student dress.
Any local dress code requirements must align to the DCSD student dress code.
CODE OF SPORTSMANSHIP
Sportsmanship can be defined in one word: RESPECT. Respect for ourselves, our schools, and guests to our schools helps build a
positive image not only with the community, but also with all those who participate in competitive activities in our schools.
Responsibilities of Participants:
Use appropriate language;
Treat opponents with the respect due them as guests or hosts;
Exercise self-control at all times;
Respect the officials’ judgment and interpretation of the rules;
Accept the responsibility of representing your school in a positive manner;
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Act in a manner that will create a positive attitude in the audience;
All players who are involved in a fight and any substitutes who leave the bench area during a fight and are ejected from the
current contest will be subject to the sit-out rule;
Players are expected to exhibit good sportsmanship before and after a contest, even if the game officials do not have
jurisdiction. Behaviors such as taunting, fighting, etc. are forbidden.
SECLUSION AND RESTRAINT
Georgia Board of Education Rule 160-5-1.35 provides guidelines for use of restraint in Georgia schools. The DeKalb policy is provided
below.
BOARD POLICY SECLUSION AND RESTRAINT
DESCRIPTOR CODE: JGF (2)
The DeKalb County Board of Education establishes the following standards for the safe administration of physical restraint with regard
to enrolled students.
1. The use of chemical restraint, mechanical restraint, or prone restraint, as defined by Georgia Department of Education Rule 160-5-
1-.35, is prohibited within the DeKalb County School District.
2. The use of seclusion, as defined by Georgia Department of Education Rule 160-5-1-.35, is prohibited within the DeKalb County
School District.
a. Seclusion does not include situations in which a staff member trained in the use of de-escalation techniques or restraint is
physically present in the same unlocked room as the student.
b. Seclusion does not include “time-out,” defined as a behavioral intervention in which the student is temporarily removed
from the learning activity but in which the student is not confined.
c. Seclusion does not include in-school suspension, detention, or a student-requested break in a different location in the
classroom or in a separate unlocked room.
3. Physical restraint may be utilized only when the student is an immediate danger to themselves, or others and the student is not
responsive to less intensive behavioral interventions including verbal directives or other de-escalation techniques.
a. Physical restraint does not include: providing limited physical contact and/or redirection to promote student safety,
providing physical guidance or prompting when teaching a skill, redirecting attention, providing guidance to a location, or
providing comfort.
b. Physical restraint shall not be used:
i. as a form of discipline or punishment, or
ii. when the student cannot be safely restrained, or
iii. when the use of the intervention would be contraindicated due to the student’s psychiatric, medical, or physical
conditions as described in the student’s educational records.
c. All physical restraint must be immediately terminated when the student is no longer an immediate danger to themselves
or others or if the student is observed to be in severe distress or breathing appears impaired.
4. Before any staff member may implement physical restraint, he or she should have completed an approved training program.
a. Approved training programs will address a full continuum of positive behavioral intervention strategies as well as
prevention and de-escalation techniques and restraint.
b. Schools and programs shall maintain written or electronic documentation on training provided and the list of participants
in each training. Copies of such documentation will be made available to the Georgia Department of Education or any
member of the public upon request.
c. If a staff member who has not completed an approved training program has to physically restrain a student to prevent
injury to a student or others in an emergency situation when staff members trained in physical restraint are not available,
he or she should ask other students, if present, to request assistance immediately.
5. Whenever possible, the use of physical restraint on a student shall be monitored by another staff member or administrator. The use
of physical restraint shall be documented by staff or faculty participating in or supervising the restraint for each student in each
instance in which the student is restrained.
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6. Whenever physical restraint is used on a student, the school or program where the restraint is administered shall notify the student’s
parent or legal guardian within one school day after the use of restraint.
7. This policy does not prohibit a staff member from utilizing time-out, as defined in paragraph (2) above, or any other classroom
management technique or approach, including a student’s removal from the classroom that is not specifically addressed in this rule.
8. This policy does not prohibit a staff member from taking appropriate action to diffuse a student fight or altercation.
9. Deciding whether the use of physical restraint is necessary to protect students or others from imminent harm or bodily injury, and
taking the actions deemed necessary to protect students or others from imminent harm or bodily injury, are actions that involve the
performance of discretionary, not ministerial, duties.
10. In some instances, in which a student is an immediate danger to themselves or others, the school or program must determine when
it becomes necessary to seek assistance from law enforcement and/or emergency medical personnel. Nothing in this policy shall be
construed to interfere with the duties of law enforcement or emergency medical personnel.
11. School officials must notify a student’s parent or guardian immediately when emergency medical or law enforcement personnel
remove a student from a school or program setting.
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NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504
Section 504 of the Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a nondiscrimination statute enacted by the
United States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have educational
opportunities and benefits equal to those provided to non-disabled students.
For more information regarding Section 504, or if you have questions or need additional assistance, contact DeKalb County School
District’s Section 504 Office:
Watina F. April
Shadow Rock Center
1040 King Way Drive
Lithonia, GA 30058
(678) 676-1817
watina_f_april@dekalbschoolsga.org
The implementing regulations for Section 504 as set out in 34 CFR Part 104 provide parents and/or students with the following
rights:
1. Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the
needs of non-disabled students. 34 CFR 104.33
2. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents.
Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise
valid obligation to provide or pay for services provided to a disabled student. 34 CFR 104.33
3. Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the
maximum extent appropriate to his or her needs. 34 CFR 104.34
4. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR
104.34
5. Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34 CFR 104.35
6. You have the right to not consent to the school district’s request to evaluate your child. 34CFR 104.35
7. You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of 34 CFR 104.35.
8. You have the right to ensure that the school district will consider information from a variety of sources as appropriate, which may
include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural
backgrounds, medical records, and parental recommendations. 34 CFR 104.35
9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your
child, the meaning of the evaluation data, the placement options, and the legal requirements for least environment and comparable
facilities. 34 CFR 104.35
10. If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent
significant change of placement. 34 CFR 104.35
11. You have the right to notice prior to any actions by the school district regarding the identification, evaluation, or placement of your
child. 34 CFR 104.36
12. You have the right to examine your child’s educational records. 34 CFR 104.36
13. You have the right to an impartial hearing with respect to the school district’s actions regarding your child's identification,
evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34
CFR 104.36
14. You have the right to receive a copy of this notice and a copy of the school district’s impartial hearing procedure upon request. 34
CFR 104.36
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15. If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not
considered impartial hearing officers), you have a right to a review of that decision according to the school district’s impartial hearing
procedure. 34 CFR 104.36.
16. You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.
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SECTION 504 PROCEDURAL SAFEGUARDS
OVERVIEW:
Any student or parent or guardian (“grievant”) may request an impartial hearing due to the District’s actions or inactions regarding a
child’s identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to
the District’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the District’s
obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the Section 504 Coordinator. The
Section 504 Coordinator will assist the grievant in completing the written Request for Hearing.
HEARING REQUEST:
The Request for the Hearing must include the following:
A. The name of the student;
B. The address of the residence of the student;
C. The name of the school the student is attending;
D. The decision that is the subject of the hearing;
E. The requested reasons for review;
F. The proposed remedy sought by the grievant; and
G. The name and contact information of the grievant.
Within ten (10) business days from receiving the grievant’s Request for Hearing, the Section 504 Coordinator will acknowledge the
Request for Hearing in writing and schedule a time and place for a hearing. If the written Request for Hearing does not contain the
necessary information noted above, the Section 504 Coordinator will inform the grievant of the specific information needed to complete
the request. All timelines and processes will be stayed until the Request for Hearing contains the necessary information noted above.
MEDIATION:
The District may offer mediation to resolve the issues detailed by the grievant in this or her Request for Hearing. Mediation is voluntary
and both the grievant and District must agree to participate. A waiver form must be signed to toll time limits for the scheduling for a
formal hearing, if necessary. The grievant may terminate the mediation at any time. If the mediation is terminated without an agreement,
the District will follow the procedures for conducting an impartial hearing without an additional Request for Hearing.
HEARING PROCEDURES:
A. The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45 calendar days from
the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant or a continuance is granted by the
impartial review official.
B. Upon a showing of good cause by the grievant or the District, the impartial review official, at his or her discretion, may grant
a continuance and set a new hearing date. The request for a continuance must be in writing and copied to the other party.
C. The grievant will have an opportunity to examine the child’s educational records prior to the hearing.
D. The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the hearing and
participate, speak, examine witnesses, and present information at the hearing. If the grievant is to be represented by legal
counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact in writing at least ten (10) calendar days
prior to the hearing. Failure to notify the Section 504 Coordinator in writing of representation by legal counsel shall constitute
good cause for continuance of the hearing.
E. The grievant will have the burden of proving any claims he or she may assert. When warranted by circumstances or law, the
impartial Hearing Officer may require the District to defend its position/decision regarding the claims (i.e., a recipient shall
place a disabled student in the regular educational environment operated by the recipient unless it is demonstrated by the
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recipient that the education of the person in the regular environment with the use of supplementary aids and services cannot be
achieved satisfactorily. 34 C.F.R. §104.34). One or more representatives of the District, who may be an attorney, will attend
the hearing to present the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review
official.
F. The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence shall not apply to
hearings. The impartial review official shall have the authority to issue pre-hearing instructions, which may include requiring
the parties to exchange documents and names of witnesses to be present.
G. The impartial review official shall determine the weight to be given any evidence based on its reliability and probative value.
H. The hearing shall be closed to the public.
I. The issues of the hearing will be limited to those raised in the written or oral request for the hearing.
J. Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be allowed. The
impartial review official, at his or her discretion, may allow further examination of witnesses or ask questions of the witnesses.
K. Testimony shall be recorded by court reporting or audio recording at the expense of the District. All documentation related to
the hearing shall be retained by the District.
L. Unless otherwise required by law, the impartial review official shall uphold the action of the District unless the grievant can
prove that a preponderance of the evidence supports his or her claim.
M. Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and approved by the
impartial review official or just cause is shown shall constitute a waiver of the right to a personal appearance before the impartial
review official.
DECISION:
The impartial review official shall issue a written determination within twenty (20) calendar days of the date the hearing concluded. The
determination of the impartial review official shall not include any monetary damages or the award of any attorney’s fees.
REVIEW:
If not satisfied with the decision of the impartial review official, any party may pursue any right of review, appeal, cause of action or
claim available to them under the law or existing state or federal rules or regulations.
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Special Education: A Parent’s Guide to Understanding Rights and Responsibilities
This guide is designed to help you understand your rights and responsibilities regarding special education. It should not be used as a
substitute for the full version of the Parents’ Rights outlined in the Individuals with Disabilities Education Act (IDEA) and the Rules of the
Georgia State Board of Education (Ga. Bd. Of Educ. R.) pertaining to Special Education. (See Ga. Bd. Educ. R. 160-4-7-.09
PROCEDURAL SAFEGUARDS/PARENTS’ RIGHTS.) To view the full version of the Georgia Parents’ Rights please go to the Georgia
Department of Education web site at www.gadoe.org and select Offices & Divisions, then Curriculum & Instruction, then Special
Education Services and Supports. You will then look under Dispute Resolution or Family Engagement Information & Resources to find
Parent Rights. The full version of these rights is available in multiple languages and is also presented in video format. This table represents
a condensed guide to parental procedural safeguards. To view a complete listing of Parental Rights under IDEA, contact your student’s
case manager or visit: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/Parents%20Rights/Parents%20Rights%20Sample%201%20updated%20032420.pdf.
RECORDS: EVALUATION PROCEDURES:
You have a right to look at your child’s education records. Your child has the right to a full and complete evaluation to
determine if they have a disability and is in need of special
You may also have the records interpreted or explained to education and/or related services.
you.
You have the right to have your child assessed in all areas
You may request to have something in the record changed of the suspected disability.
or removed if you feel it should not be in your child’s
record. The school district must test your child according to
procedures outlined in the IDEA and Georgia Special
You have the right to add information, comments, data or Education Rules.
any other relevant written material to your child’s record.
Evaluations must consist of more than one test, and those
You may ask for and receive copies of the Individualized tests must be given in the language that the child normally
Education Program (IEP) and/or any of your child’s records. uses, unless the parent and school agree otherwise, and at
The school district may charge a fee for the copies but may least once every three years.
not charge a fee for searching for and retrieving documents.
Your will be involved in the decision about eligibility and
With your written permission, you may have a person acting what programs and services your child needs during the re-
on your behalf inspect and review the records. evaluation.
CONFIDENTIALITY OF INFORMATION: LEAST RESTRICTIVE ENVIRONMENT:
Your child’s educational records are private. You have the right to have your child taught in classrooms
and participate in all school programs and activities with
You can ask to have copies of only your child’s records. other children without disabilities, of the same age and
grade, to the greatest extent appropriate for your child.
School employees involved with your child may see your
child’s records and do not require your permission. School district personnel must make accommodations and
modifications so that your child can participate in all school
No one else may see the results of your child’s records programs and activities to the greatest extent appropriate.
without your permission.
INDEPENDENT EVALUATION: SURROGATE PARENTS:
If you disagree with the school’s evaluation, you may have When the school cannot find the child’s parents of the child
your child tested by a professional evaluator not employed is a ward of the state, the school system will assign a
by the school district, at public or private expense. Contact surrogate (substitute) parent who will represent the child
the school system to find out the procedures for accessing regarding the child’s rights and interests for any evaluation,
this right. meeting, or educational decisions for special education
services.
Upon request, the school district must provide you a list of
independent evaluators so that you may choose one to test Surrogate parents will receive special training and will act
your child. as the parent by giving consent and participating in
IEP/other meetings.
The school district must consider the results of an
independent evaluator.
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The surrogate parent has the same rights and responsibilities
The IEP team uses the results of the test to determine if your as a parent in special education in matters relating to a
child has a disability or needs special education. student.
NOTICE/PARENT PARTICIPATION: COMPLAINTS, MEDIATION, HEARINGS:
You must be notified of your parental rights. You have the right to ask for mediation or a due process
hearing if you disagree with what the school has planned for
You must be invited to attend meetings about your child your child.
such as eligibility, reevaluation, or IEP meetings.
The school system can also ask for mediation or a due
You are to receive copies of all documents about your process hearing.
child’s education program and can have them explained to
you. The parent and the school system must both agree to try
mediation before mediation will be scheduled.
Copies can be in your native language, Braille, or explained
in sign language. If needed, the school district will provide a When you request a due process hearing, you have the right
translator or interpreter. to participate in a resolution session that provides an
opportunity for parents and school systems to resolve any
You must be given opportunities to participate in any issues in a due process complaint so that the parents and
decision-making meeting regarding your child’s special systems can avoid a due process hearing and provide
education. immediate benefit to the child.
You must be invited to any meeting that is held to discuss When you request a due process hearing, you have the right
your child’s disability, evaluations, re-evaluations, to an impartial due process hearing conducted by an
placement of your child, and his/her IEP and its contents. administrative law judge (ALJ)/ hearing officer.
You are entitled to have IEP meetings held at a time and You may file a formal written complaint with the Georgia
place mutually convenient to you and other members of the Department of Education to conduct an investigation about
IEP Team. any concerns, problems, or disagreements related to the
IDEA or Georgia Special Education Rules. The complaint
You have the right to excuse or not to excuse a member of can be faxed to the Division for Special Education Services
your child’s IEP Team from attending and IEP meeting. The and Supports at 404-651-6457(fax) or mailed to the
school district cannot excuse a required member without Division for Special Education Services and Supports at
your permission. 1871 Twin Towers East, 205 Jesse Hill Jr. Drive SE,
Atlanta, GA 30334.
CONSENT: DISCIPLINE PROCEDURES AND RIGHTS:
The school cannot test/evaluate or re-evaluate your child The school system must follow certain procedures when
without your permission/consent. students with disabilities exhibit behaviors that cause the
IEP Team to find other settings and/or ways to educate the
The school cannot place your child in special education or child.
change your child’s program placement without your
permission/consent. Schools may remove students to alternative programs when
there is a potential danger to the child, students, or school
The school district cannot release your child’s records personnel.
without your permission/consent except to certain
individuals identified in law. Regardless of the setting, the school district must continue
to provide a free appropriate public education for your child.
You have the right to not give your permission/consent.
The setting must enable your child to continue to receive
You have the right to take away your consent to special services that will allow them to meet the goals and
education and related services once you have given objectives in their IEP.
permission; you must do it in writing. Revoking consent
means your child will no longer receive any special Disciplinary actions occur for violations involving drugs,
education services. alcohol, weapons, or other school rules violations.
These rights protect you, your child, and the school system.
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PRIVATE SCHOOL PLACEMENT: CONTACTS:
If you decide to place your child in a private school, you When you have concerns about your child’s education, it is
must inform school officials at the last IEP meeting you important to tell the school principal or special education
attend of your intent and explain your concerns about the director.
public program.
If you need further help, there are parent or advocacy
The school system is not required to pay for the private groups from whom you may obtain help. Ask the school for
school if the school district offered a free appropriate public information or a list of names. You also can contact Parent
education to meet a child’s educational needs that have been to Parent of Georgia which keeps an active list for referrals
identified through the educational evaluation and are or other information. Call 1-800-229-2038 or go to
included in the IEP. www.p2pga.org.
You may also contact the Division for Special Education
Services and Supports at 404-656-3963 or 1-800-311-3627
or go to the Georgia Department of Education website at
www.gadoe.org to help find other helpful resources.
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APPENDIX
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PARENTS’ RIGHT-TO-KNOW (ESSA)
In compliance with the requirements of the Every Students Succeeds Act (ESSA), parents may request information about
the professional qualifications of their child’s teacher(s) and/ or paraprofessional(s). The following information may be
requested:
1) Whether the student’s teacher -
o has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher
provides instruction;
o is teaching under emergency or other provisional status through which State qualification or licensing
criteria have been waived; and
o is teaching in the field of discipline of the certification of the teacher.
2) Whether the child is provided services by paraprofessionals and, if so, their qualifications.
If you wish to request information concerning your child’s teacher’s and/ or paraprofessional’s qualifications, please
contact the school principal.
NON-DISCRIMINATION STATEMENT
The DeKalb County School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person
has been designated to handle inquiries regarding the non-discrimination policies:
DeKalb County School District
Employee Relations
1701 Mountain Industrial Boulevard
Stone Mountain, GA 30083
678-676-0107
For further information on notice of non-discrimination, visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the
address and phone number of the office that serves your area, or call 1-800-421-3481.
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DISCIPLINE DUE PROCESS FLOWCHART
Student is alleged to have violated
school rules
Student meets with school administrator
(School Administrative Due Process for
Suspension)
Student is found not to be in Student is found to be in
violation of school rules and is violation of school rules
returned to class
Student to receive consequences up
to a 10-day suspension ONLY Student to receive a 10-day suspension and possible
referral to a District Due Process Hearing
Consequence given and parent notified.
Parent/guardian may petition the Parent is notified of 10-day suspension and referral to
Principal in writing in case the parent principal to consider recommendation for long-term
disagrees with decisions, and then to suspension or expulsion. Parent/guardian may petition the
the Regional Superintendent in writing Principal in writing in case the parent disagrees with
if the disagreement persists. decisions, and then to the Regional Superintendent in
writing if the disagreement persists.
Principal refers case to a District Due Process Hearing and contacts
Department of Student Relations within one (1) school day to discuss referral
and if warranted, schedule a District Due Process Hearing.
Yes If a Hearing is scheduled, is the student receiving
No
Special Education or Section 504 Services?
DTM
Student is immediately referred to a requested.
Manifestation Determination. Principal sends notification letter to Agreement on
parent/guardian. Parent may request a discipline
waiver and Discipline Team Meeting
(DTM) within five (5) days.
Is the conduct a manifestation
No No Yes
of a disability?
District Due Process Hearing is held
DTM Waiver-Agreement sent
to Student Relations. Parent
receives signed copy of DTM
Yes Waiver-Agreement.
Hearing decision rendered to parent/guardian verbally after 4:00 p.m.
Hearing is canceled by Principal and IEP/504 the following business day and in writing within ten (10) days of the
Team determines service modifications hearing. Parent/Guardian may appeal to Board of Education within
twenty (20) calendar days from the date the decision is rendered.
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2023-2024
BULLYING/HARASSMENT/HAZING REPORTING FLOWCHART
Parent, Guardian, Student, or Concerned Citizen has a bullying,
harassment, discrimination or hazing concern to report.
Report concern either verbally or in writing to any administrator,
faculty or staff member or other personnel at the school (as soon as
practicable but preferably within thirty (30) days).
Concern will be documented and submitted to the school principal or his/her
designee and the report will be entered into Infinite Campus.
The school principal or their designee will launch an investigation no later than the following school day; all investigations
will include, at a minimum, the creation of a statement of facts and the interviewing of witnesses.
At an appropriate time during or after the investigation, the parents of all parties will be verbally notified, but no later than
three (3) school days after completion of the investigation (consistent with federal confidentiality laws).
If found in violation of Code of Student Conduct, age-appropriate consequences will be given to the accused student(s);
targeted student and parents will be notified of outcome (consistent with confidentiality laws).
Reporting person believes that the school did not take appropriate or
effective action to address bullying, harassment, discrimination or hazing.
Reporting person has no further
concerns and incident is closed.
Reporting person should contact the appropriate Regional Superintendent;
they will launch an investigation into the matter within three (3) school days
and provide appropriate feedback to the reporting person within ten (10)
school days.
The school will conduct
follow up with the targeted
student and, as necessary,
Reporting person has ongoing concerns that response was not appropriate or
with the offender and/or the
effective.
school community.
Reporting person should contact the Office of the Superintendent; they will launch an investigation
into the matter within three (3) school days and provide appropriate feedback to the reporting person
within ten (10) school days.
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2023-2024
Bullying/Harassment/Discrimination/Hazing Report Form
This form is available at www.dekalbschoolsga.org/bullying-harassment-hazing-awareness
PLEASE PRINT ALL INFORMATION LEGIBLY.
Today’s Date ______ /_____ / ________ School
Do you want to remain anonymous? Yes No (If yes, do not write in name)
Person Reporting Incident:
Circle one: Victim/Target Concerned Student Parent/Guardian Relative Concerned Person
Telephone _______-_______- ___________ E-mail
1. Name of alleged target student School Grade Race Gender
2. Name(s) of alleged offender(s) School Grade Race Gender
3. Has this student been bullied, harassed, discriminated against or hazed on previous occasions? Yes No Don’t Know
4. On what date(s) did the incident(s) happen?
____/ ___/ _____ Time: _______ AM/PM ____ / ____/ _____ Time: _______ AM/PM Multiple Dates
Mo. Day Year Mo. Day Year
5. Where did the incident(s) happen? (Choose all that apply.)
On school property (Please circle): Classroom Hallway Cafeteria Gym/Locker Room Other
At a school-sponsored activity or event off school property
On a school bus (Please circle): AM/PM
On the way to/from school (Please circle): AM/PM
Online
6. Place an X next to the statement(s) that best describes what happened (Choose all that apply.):
Harassment (race/ethnicity, color, religion, national origin, gender, disability, sexual orientation, gender identity, etc.)
Physical Violence (hitting, kicking, shoving, spitting, hair pulling, or throwing something)
Persuading another person to hit or harm the student
Verbal (teasing, name-calling, making critical remarks, or threatening, in person or by other means)
Hazing
Extortion
Intimidating or making rude and/or threatening gestures
Exclusion (excluding or rejecting the student)
Spreading harmful rumors or gossip or Public Humiliation
Cyberbullying/Cyberstalking (Circle one: During School/After School)
7. Motivation of the bullying/harassment/hazing. (Check one):
__ General __ Race/Color __ Religion __ Gender __ Gender Identity/Sexual Orientation __ Physical/Mental Disability
__ National Origin/Ethnicity __ Other
Briefly describe the incident as reported to you or attach a written statement and any materials provided:
This report has been submitted to (Circle): Principal Principal’s Designee Regional Superintendent (Name)
___/___/_____
Date Submitted Submitter’s Name Submitter’s Signature
Distribution: Original to Principal/Principal’s Designee; Copy for Student Records, Copy for Submitter Revised 6/22/23
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NOTES
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NOTES
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“As the significant adult in the child’s life while in school, teachers certainly have some degree of responsibility in maintaining
discipline. Effective teaching cannot take place without discipline. However, the foundation for discipline begins at home. When
teachers report a discipline problem, parents or guardians should talk to their children and to the teachers to work out a solution
together.
The purpose of discipline should be to guide children toward acceptable behavior and to teach them to make wise and responsible
decisions. Discipline helps children learn to think in an orderly fashion and to understand the logical consequences of their actions.”
-National PTA
___________________________________________
WRITTEN COMMENTS, SUGGESTIONS, OR RECOMMENDATIONS ABOUT THE CONTENTS OF THE CODE OF
STUDENT CONDUCT ARE WELCOME.
THEY MAY BE SENT TO:
DEPARTMENT OF STUDENT RELATIONS
5823 MEMORIAL DRIVE
STONE MOUNTAIN, GA 30083
(678) 676-1811
MR. DIIJON DACOSTA, SR., BOARD CHAIR
DR. DEVON Q. HORTON, SUPERINTENDENT
It is the policy of the DeKalb County Board of Education not to discriminate on the basis of race, color, religion, national origin, disability,
pregnancy status, age, sex, sexual orientation, or gender identity, in any of the District’s educational programs, activities, or practices.
97
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International Community School
Charter Renewal Exhibit
13
Student Discipline Policy and Guidelines
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ICS 2023-24 Behavior Framework
Level 1 - Incidental Violations Level 2 - Minor Violations Level 3 - Major Violations Level 4 - Illegal Violations
- Running - Disrespect to authority - Fighting/physical aggression to cause harm - Drug use or possession
- Loud noise or yelling - Direct inappropriate - Spitting, biting, throwing large objects - Weapon use or possession
- Off-task behavior language, gestures or - Refusal to follow adult directions consistently - Bomb threat
- Noise making profanity - Property destruction/misuse - Combustibles
- Out of seat - Lying/cheating - Harassment/Bullying - Extreme property damage
- Inappropriate behavior - Throwing small objects - Cyberbullying on the premises - Vandalism
Behavior
- Name calling - Not following - Forgery/theft - Terroristic Threats (verbal)
playground/cafeteria rules - Leaving the classroom without permission
- Disrupting the class - Truancy
- Electronic devices - Fourth level 2 offense
- Not keeping hands to themselves
The teacher addresses the The teacher addresses the behavior Office Referral - Administration Handled Office Referral –
behavior using classroom using logical consequences such as: Administration Handled
management strategies such as: - The discipline designee will investigate the
- Redirecting the behavior facts of the incident and determine - Immediately alert the main
- Use proximity - Student/teacher conference appropriate consequences and actions to be office and state you need an
Address - Re-teach the behavior - Loss of privilege taken. Progressive discipline will be applied administrator in your room
the - Modified seating - Re-teach the behavior meaning that consequences and support
Behavior - Redirect the learner - Model the correct behavior increase in severity as a student accumulates
- Verbal warning - Reflection Sheet/ Behavior multiple referrals for the same behavior.
- Silent lunch Contract
- Restorative conference
- Cool down corner
- Model correct behavior
Student Reflection Sheet 1st Offense: Classroom 1st Major Offense- Office Referral and tell 1st Major Offense - Office
Infraction Report an administrator Referral and tell an administrator
Forms to 2nd Offense: Classroom immediately (call 3333 for front
Use Infraction Report office)
3rd Offense: Counselor Referral
4th Offense: Office Referral
- Document and communicate Fill out Classroom Infraction Report Office Referral Contact office immediately
to parents regarding repeated
offenses Keep the report in classroom The teacher on duty will complete the referral An investigation will occur and
- Record parent contact in a form. the administrative team will
Steps to log AND in Infinite Campus 3rd offense: Fill out a counseling decide next steps for the
Take Students start with a clean slate once student.
referral form and send a copy to
Ms. Flores. the consequence has been implemented
and completed successfully for the
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incidence.
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Code of Conduct
Guidelines
2023 - 2024
Please ensure that the Confirmation of Receipt of the 2023-2024 DCSD
Code of Student Conduct goes home to all families in today’s Friday
Folder. Send a reminder via Class Dojo that the Receipt should be signed
and returned within 5 days.
All students must take the Discipline Test AND score 100%. Review the
Teaching the 23-24 Code of Conduct whole group and use the Code of
Conduct Test Answer Sheet (K-5) to have students answer questions.
Here is the Answer Key.
The 2023-2024 DCSD Code of Student Conduct Signature Log indicates
that each student has received an electronic copy of the 2023-2024
DCSD Code of Student Conduct. The contents of this document, Discipline
Guidelines, Bus Rules of Conduct and Safety Procedures will be reviewed
in my presence by a member of the faculty or staff. Each student should
sign. Record date and discipline code score.
KEEP ALL CONTENTS IN DESIGNATED FOLDER AND TURN IN TO D.
SMITH BY MONDAY, AUGUST 28.
2023-2024 DCSD Code of Student Conduct.pdf
Behavior Framework 2023-24.docx
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International Community School
Charter Renewal Exhibit
14
Grievance Procedures
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Parent Guidelines for Resolving Grievances
Parent complaints will be addressed in a timely and consistent fashion. Disagreements should be
solved whenever possible among the people most closely involved while preserving positive
relationships. Therefore, when parents have complaints or disagreements with any parties at
International Community School, they should observe the following guidelines:
● If the complaint involves a situation in the classroom, parents should seek to resolve the
issue with the classroom teacher or teacher assistant first, as is appropriate.
● If a student has a grievance, s/he should first discuss it with a parent; if the parent
believes that the complaint has merit, it becomes a parent grievance and this policy
applies.
● If a resolution with the classroom faculty is not possible, or if the complaint is with a
school-wide policy or procedure, the parent should seek to resolve the issue with the
Principal or the Assistant Principal.
● If resolution is not possible with any of the parties above, parents may submit complaints
in writing to the Executive Director.
● If resolution is not possible with any of the parties above, parents may submit complaints
in writing or sign up to address the Board of Directors at a regularly scheduled meeting.
Parents should also keep the following in mind when addressing a complaint to the Board of
Directors:
● Complaints should be made in writing to the secretary of the board. This allows all
parties involved to work from a consistent body of information. This is true even if the
parent chooses to verbally address the Board.
● The Board of Directors, in general, will not to address a complaint based on hearsay or
made on behalf of another parent or family.
● The Board of Directors, in general, will not address a complaint if resolution with the
appropriate individuals in Items #1 and #2 above has not yet been attempted in good
faith.
● The Board of Directors will not address a complaint that is made anonymously.
● The Board of Directors, in general, will not address specific complaints about the
performance of individual school employees. If such a complaint is brought in the public
comment section at a public meeting, that parent will be asked to refrain from public
comment and bring the matter to the Principal or to the Board member who has agreed to
be a liaison for resolution of the grievance (the “Board grievance liaison”).
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If the complaint concerns actions taken by the Principal that may constitute a violation of any
law or school policy (this may include a failure to address behavior of an employee that violates
either the law or school policy), then the issue should be brought to the attention of the Board
grievance liaison. This person will facilitate setting up a hearing in an executive session before
the full board where both sides may be heard. Care should be taken that other board members are
not contacted by either side in the dispute. The Board grievance liaison will recuse him or herself
at the actual hearing due to prior knowledge of the complaint.
This Grievance Policy is not designed to supersede or supplant federal law and parent rights under The
Individuals with Disabilities Education Improvement Act of 2004 and the Family Educational Rights and
Privacy Act (FERPA) as amended, 1996.
Staff
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International Community School
Parent Handbook
2023-2024
Kindergarten – 5th grade
An International Baccalaureate School (IB PYP)
2418 Wood Trail Lane. Decatur, Georgia 30033
www.icsgeorgia.org
Phone: (404) 499-8969 Fax: (404) 499-8968
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1. Principal’s Message …..page 3
2. Mission, Vision, Values, Statement of Understanding …..page 3
3. ICS profile and General Information …..page 5
4. Admissions …..page 6
5. Academic program …..page 7
6. Schedule of school activities …..page 10
7. Homework …..page 12
8. Code of Conduct …..page 12
9. Attendance and Absences …..page 13
10. Meals …..page 14
11. Uniform and school materials …..page 15
12. Safety and Health …..page 15
13. After-School Program …..page 17
14. School Events …..page 18
15. Communications …..page 19
16. Supporting the school …..page 21
17. IPTSO …..page 22
18. Appendices …..page 22
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1. A Message from the Principal
Welcome to our School Family Handbook!
At ICS, we believe in fostering a positive and nurturing learning environment that empowers
students, parents, and staff alike. This handbook serves as a comprehensive guide to the
principles, policies, and practices that govern our school community, ensuring a collaborative
and enriching experience for everyone involved.
The staff and I are committed to providing a well-rounded education that not only focuses on
academic achievements but also on developing essential life skills. We encourage creativity,
critical thinking, and a love for learning that extends beyond the classroom.
Throughout this handbook, you will find essential information about our school's curriculum,
extracurricular activities, code of conduct, and communication protocols. We emphasize open
and transparent communication between school and home to ensure that every parent is an
active participant in their child's educational journey.
Our school thrives on collaboration, and we encourage parents and guardians to actively
engage in their child's education through various school events, parent-teacher conferences,
and volunteer opportunities.
Thank you for being a part of our Beloved Community. Together, we will continue to inspire,
educate, and shape the leaders of tomorrow.
With warm regards,
Diamond Jefferies
Principal of International Community School
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2. Mission, Vision, Values, Statement of Understanding
ICS MISSION
The International Community School (ICS) is an International Baccalaureate World
School that welcomes refugee, immigrant, and local children and provides a rigorous
and holistic education in an intentionally diverse community of mutual learners.
ICS VISION
ICS seeks to develop creative and critical thinkers who will understand and change their
world harmonizing the richness of diversity within our community and world.
ICS VALUES
● Academic Excellence: Students follow the Common Core Standards (GSE) within
the framework of the International Baccalaureate Primary Years Programme (PYP).
The challenging PYP offers an investigative, inquiry-based approach to learning.
ICS is an authorized IB School, implementing the IB PYP. English, mathematics,
science, social studies, physical education, the arts and other languages are taught
in this integrated framework, emphasizing cross-disciplinary thinking,
problem-solving and personal wellness.
● Community in Diversity: ICS seeks a diverse student body and staff in terms of
national, ethnic, religious and socio-economic backgrounds. The school helps
students to learn about the beliefs and traditions of others and encourages a
respectful environment and global perspective.
● Service-Oriented Education: ICS expects students to become independent learners
and to feel responsibility for the life of their school community and for the success of
all its members. The school fosters a sense of service to others both within and
outside the school community.
● Family and Community Partnerships: ICS partners with parents and community
organizations in order to provide families with the educational, social and spiritual
services they will need in a multicultural society.
ICS STATEMENTS OF UNDERSTANDING
We understand that each member of our community (student, staff, family) is unique and
essential to our life together.
We believe that everyone is inherently able to learn and it is our collective responsibility to
nurture the unique genius of every person.
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We believe in educating the whole child – their physical, intellectual, social, emotional, cultural
and creative selves. Teaching in a culturally responsive lens, we view socio-emotional
development as important as promoting academic excellence.
We encourage expression through maintaining home languages, fostering fluency in Standard
English and offering opportunities to learn other languages.
We welcome and engage with people of various identity differences including, but not limited
to, race, ethnicity, socioeconomic status, sexual orientation, gender identity, physical
ableism, faith and political affiliation.
We are preparing children to be global citizens who take action and work toward social justice
in their communities.
As a beloved community, we approach complex issues with strong communication,
collaboration, perspective, respect and active listening.
I contribute to a legacy and my voice and my actions matter.
3. ICS Profile and General Information
Students: Annually, ICS students represent about 30-40 countries and 25-35 different
language groups. Approximately half are refugee/immigrant children, and half are
native born.
Classes: Approximately 450 students are enrolled in Kindergarten through 5th grade.
There are 3 or 4 classes per grade, with a maximum class size of 25 students. Aside
from the Homeroom teacher, there is an assistant in every class for Kindergarten.
Staff: ICS has a diverse group of teachers, recruited from area public and private
schools and from abroad. Many are multilingual or have experience teaching English
for Speakers of Other Languages (ESOL). They are supported by an international
group of teaching assistants, a counselor and office staff, along with the Executive
Director Fran Carroll; Principal, Diamond Jefferies; and Assistant Principal,
Facilities: ICS is leasing a Dekalb County building that has, aside from classrooms and
offices, a cafeteria/auditorium with a kitchen, a gymnasium, playground, basketball
court, and a multi-use field. There are four modular buildings.
School Hours. Classes start at 8:15 a.m., and end at 2:50 p.m. Students are
considered late after 8:15 am. An adult must accompany the child to the front office, and
sign in as “tardy”. Afternoon carpool ends at 3:15 p.m. If a student must be picked up
before carpool time, it must be by 1:30 p.m.
Transportation.
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BUS: ICS will be utilizing Dekalb County School buses. We will be utilizing a transportation
zone which will require a minimum distance and maximum distance at which transportation
can be provided for students.
Bus service requests must be made at least two weeks in advance to take effect. Students
who do not ride the bus will not be able to ride unless they have already requested bus service
two weeks ahead of time.
Routes will be developed by Dekalb County based on student’s addresses. It is very important
that the Registrar and/or Operations Manager has your current address on file.
Parents must be present at the bus stop for any student who is under the age of 9. Students
will not be dropped off if they are under the age of 9 and a parent is not present.
The school provides bus service to and from Clarkston and other areas with large
concentrations of our students. In the mornings, all students are picked up, and taken to
school. Students must be at their designated stop about 10 minutes before the scheduled
pickup to ensure they do not miss the bus.
CAR: Many families bring their children by car or arrange transportation with others. Families
must follow carpool procedures in place. For questions, contact the main office at (404)
499-8969, Ms. Chinar Hassanl, Front Office Coordinator, or , Porscha Marbury, our registrar.
Meals. The children can eat lunch or breakfast that the school serves, or bring from home. All
families must fill out the Federal free or reduced meal application online in order to qualify for
financial assistance. Families who do not qualify, must pay for the meals.
We are currently NOT a nut-free school. If you have concerns about this, please address it at
the front office. When bringing food to share in the classroom, please avoid nuts and pork. For
questions, contact the main office, Ms. Chinar Hassanl (chinar.hassan@icsgeorgia.org)
After-School Program. ICS will offer an after-school program on site through The Club After
School (https://www.theclubafterschool.com/). We also work with several area after-school
programs who provide transportation to their respective after-school sites. More information
will be available in early August. Please see ICS Website for more information.
In addition, some teachers run free afte-rschool clubs on different days of the week. A
full listing of options for the year will come home in August, and clubs will begin after
Labor Day.
Governance. ICS is a DeKalb County public (charter) school governed by a Board of
Directors, composed of a diverse group of stakeholders that includes ICS parents.
Visitors. All visitors will be greeted at the door and verified before entering the building.
Every person who enters the building must sign in/out at the front office, and receive a
badge/sticker before moving to other parts of the building. Families must make an
appointment with the teacher: no walk-ins are allowed, as they interrupt instruction.
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Please note that all visitors must comply with CDC guidelines to mitigate the potential
spread of Covid-19.
4. Admissions
Criteria for Selection. Students must be residents of DeKalb County. Kindergarten
students must be age five and first grade students age six before September 1, of the
school year. ICS gives preference to applicants whose siblings are already enrolled in
the school and to children of our staff. Students who are eligible to attend Decatur City
Schools cannot attend DeKalb County Schools. ICS does all that it can to ensure that
the diversity of the student body reflects our Mission, Vision, and Values.
Admissions Procedures. Parents complete an online application form. In late March,
the school verifies the number of qualified applicants (see above) for the following
school year, and if there are enough spaces for qualified applicants, the school informs
the parents/guardians that the child(ren) have been accepted. If there are more
applicants than spaces in a charter school, the law obliges these schools to conduct a
lottery among the applicants. If a student is accepted, before s/he can be registered at
ICS as a DeKalb County student, parents must complete official registration forms and
submit all necessary paperwork. Students may not enroll in ICS, unless discipline
consequences at a prior school or system have been served. This includes expulsion
and alternative school determinations. Students who have been expelled from another
school or assigned to an alternative school will not be allowed to enroll at ICS until
those consequences expire or are reversed.
In order to hold the place for a student who has been accepted, the school must receive
all paperwork by the established deadline. If for any reason you would like for the
school to provide school records or transcripts, please contact our registrar, LaPorcha
Marbury, with ample notice.
5. Academic program
ICS Approach: Innovative Education Platform
The ICS curriculum, distinctive instructional methods, and educational programs are
based on one unifying principle: ICS is not a school for refugees or a school for
American-born children. Instead we are a school where community is intentionally built
around groups with diverse backgrounds, nationalities, religions and experiences under
the powerful pedagogical idea that the presence of each aids the learning of the other,
both academically and socially. ICS improves student learning for refugee, immigrant
and local children through its special education services, enhanced language
instruction, and a variety of community building activities designed to offer exposure to
other cultures and perspectives.
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Fostering an Academically Rigorous, Nurturing Environment
It is the goal of ICS to prepare all students to meet the Common Core Georgia
Standards of Excellence (GSE). Our understanding of academic rigor is that teachers’
instruction, student work, and formative and summative assessments should all be
aligned with the GSE, and that when these elements are all in alignment - instruction,
student work, and assessments - our ICS students will do well on the high-stakes state
assessments that determine our College and Career Readiness Performance Indicator
(CCRPI) scores.
Our educational philosophy contends that when students are given: (1)quality
instruction and learning opportunities, (2)proper support in a positive learning
environment, (3)expectations are high, the students will do well on assessments.
Students at ICS represent an economic mix seldom seen in U.S. public schools: about
50% are child refugees or immigrants, and about 68% are eligible for free or reduced
lunch. It is our responsibility to ensure that all of our students are given every
opportunity to succeed and to excel in academics. Some students arrive at ICS with
exposure to traditional educational approaches, but in a homogenous setting. Others
arrive from far corners of the world, surviving political hardships, never having had the
opportunity to be in a school environment, and speaking a variety of languages.
Our goal is that ICS students will leave ICS with the academic skills and knowledge that
they will need in order to succeed and to thrive when they move on to sixth grade in
another school and well beyond in order to live choice-filled lives.
The ICS education model seeks balance between enrichment and foundational
learning, concurrently addressing the needs of groups ready to connect concepts as
well as those of groups needing to develop skills. We do this by providing special
programs and services not available in most traditional public schools:
● Students follow the Common Core Georgia Standards of Excellence (GSE)
within the framework of the International Baccalaureate® (IB) Primary Years
Programme (PYP). The challenging PYP offers an investigative, inquiry-based
approach to learning, emphasizing cross-disciplinary thinking, problem-solving,
risk-taking and personal wellness among other traits. The PYP prepares students
to become active, caring, lifelong learners who demonstrate respect for
themselves and others and have the capacity to participate in the world around
them. It focuses on the development of the whole child as an inquirer, both within
and beyond the classroom.
● The student/teacher ratio at ICS is intentionally smaller than many traditional
public schools, with classroom assistants or push-in instructional models working
in every grade level.
● All students at ICS study a second or even third language (English or French).
Some students coming to ICS from other countries may already know more than
two languages.
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● Children who need extra help in reading, math, and English language skills
receive assistance through our “New American Pathways” tutoring program.
● First-grade students identified by their classroom teachers as needing the
additional help participate in small group instruction with a Literacy Specialist.
● ICS expects students to become independent learners and to feel responsibility
for the life of their school community and for the success of all its members. The
school fosters a sense of service to others both within and outside the school
community.
Educating the Whole Child
ICS maintains a commitment to academic excellence, while also providing
extracurricular offerings that enhance social development:
● We are committed to providing access to music, art, language, physical
education and recess while insisting that students meet progress requirements in
reading, language arts, social studies, mathematics and science.
● About one-fourth of the student body traditionally participates in ICS’s soccer
program, making the ICS soccer program one of the largest public elementary
soccer programs in the state. The program, supported by volunteers, brings
students and families together in the form of a supportive network that breaks
down cultural boundaries.
● Many students participate in after school tennis and running clubs sponsored by
the United States Tennis Association and Atlanta Track Club, respectively. These
offerings are also led by volunteers.
Field Trips. Students extend their learning in the classroom by visiting sites and
participating in activities outside the school. Field trips are a part of the academic
program at ICS, and must be related to the topics covered in the standards, and the
PYP. Teachers, assisted by teaching assistants and room parents, organize visits to
places of interest in the Atlanta area during the school day.
Assessment of Student Learning. Assessment is the gathering and analysis of
evidence of student learning and performance. Good assessment addresses student
knowledge, understanding, performance and attitudes. Assessment is integral to
teaching and learning. Both students and teachers should be actively engaged in
assessing the student's progress. Students, teachers, parents, administrators and
board members should have a clear understanding of the reasons for assessment, what
is being assessed, the criteria for success and the method by which the assessment is
made.
Assessments should help to improve, rather than just document student performance.
ICS expects the highest possible standards of performance from all of its students.
Teachers have purposefully designed internal assessment to provide students with
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authentic tasks, meaningful benchmarks and direct feedback that they can then use to
further their learning.
The school also administers the standardized tests given at other DeKalb County
Schools according to the County and State testing calendars. Some of these tests are:
State ● Georgia Milestones is administered in grades 3-5 in
April/May
● ACCESS is administered to students in ESL (English as a
Second Language) class in January/February
● GKIDS (The Georgia Kindergarten Inventory of Developing
Skills) is a year-long, performance-based assessment
aligned to the state mandated content standards for
Kindergarten
District ● NWEA MAP (Measures of Academic Progress)
administered K-5, in the fall, winter and spring.
● CogAT (Cognitive Abilities Test) for students who may
qualify for Gifted class and are administered in the fall.
School ● Pioneer Valley Reading Assessment System will be
administered at the beginning of the year to all students,
K-5.
● The I-Ready Assessment is used as a universal screener
to identify and deliver interventions
● Math unit assessments will be administered at the
beginning and end of each unit.
● Teacher developed projects, writing assignments, teaccher
developed quizzes and tests.
Working with a multi-talented student body
Our purpose at ICS is to encourage, inspire, and guide students toward reaching their
capacities for academic performance. The capacity of one student is different from the
capacities of others. So we do everything we can to set our daily work and homework
assignments to the needs of each child.
● Individual Educational Plan (IEP), Special Needs Identification and Early
Intervention Program (EIP). According to State and County policies, the school
develops a plan for students who do not meet minimum standards on tests given
by DeKalb County Schools. Students who have been identified with “special
needs” through the MTSS process and specific testing may qualify for an IEP
which specifies what services they receive. ICS provides an “Early Intervention
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Program” for students in kindergarten through Fifth Grade who are not
performing at grade level in mathematics and/or language arts. The learning
specialist either works with these students in the regular classroom setting or
pulls them out for special sessions. The school determines the approach based
on the needs of the children.
● Multi-Tiered Systems of Support (MTSS). The MTSS is an official DeKalb
County Schools Committee composed of several members of the school staff
and an assigned DeKalb County School System psychologist. The MTSS team
meets with parents and teachers of children who require additional support to
reach their full potential, and develops written protocols for those services at the
school.
● Working with Advanced Students. According to our charter, ICS will address the
needs of more advanced students, including those identified as “gifted” according
to their results on standardized tests. These identified students participate in a
class on a weekly basis to address their unique needs.
● Guidance Program. An important support to healing and community building is
the school’s guidance programs. The guidance counselor works with the faculty
and coordinates programs for children to encourage social-emotional growth in
students and assists staff in creating an environment in which all kids can
succeed.
Parent-Teacher Conferences
Progress reports will be sent home during the 3rd week of October, and 3rd week of
March. Report Cards will go home in the 2nd week of January and 5th week of May.
October: After parents receive the progress reports in October, they are asked to meet
with grade-level teachers. They will schedule a time with the teacher, when they will
discuss the progress the student has made in the first 9 weeks of school, areas of
strength and of improvement. Depending on the child and the subject of the meeting,
student participation in the conference can be a very positive experience both for the
child and for the parents.
May: Before the school year ends, the parents schedule another conference with the teacher,
but this time the student will lead the conference where he/she will show their work to the
parents. The teacher would be present, but it is an opportunity for the student to share what
they learned throughout the year, using a collection of yearly work kept in a portfolio.
6. Schedule of school activities
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Regular School Hours are from 8:15 a.m. to 2:40
Morning arrival.
School doors will open at 7:45 am. Students will go directly to their homeroom
classroom where they can eat breakfast and engage in independent work time.
7:45-8:15 - Carpool: Parents may drop off their child. There are adults outside to
supervise the children coming into the building.
Students who come by bus will arrive at about 7:45 a.m.
Students are considered late after 8:15, and an adult must sign them in at the office. Students
will walk to classrooms by themselves, and parents need to say goodbye to their children at
the door of the office.
We keep careful records of attendance and lateness for two reasons: (1) In the interests
of the children’s safety and security, we must know which children are at school each
day and where they are throughout the day. (2) We must report attendance records to
school authorities.
Afternoon Departure. Students will not be released from the office between 1:30 and
2:30 pm. During these times, parents must wait for the carpool time, and follow such
procedures.
Carpool begins at 2:50 p.m. We ask that all parents who pick up children stay in their
cars and display the card indicating carpool numbers so that we can calmly and safely
get the children to their cars within a very short period of time.
Parents will be charged a $10 Late Carpool fee if they pick up after 3:15pm. This will be
done through the school’s afterschool program.
There will be no early release days for the 2023-24 school year. There will be 3 days
built into the schedule for inclement weather. Those days are October 6 and 9 and
February 16.
Daily Schedules for all grade levels are comparable (This list is not in chronological
order)
● Two periods of Literacy
● Two periods of Mathematics
● One period of Social Studies and/or Science
● One period of Intervention
● One period of art, music, physical education or library
● 25 minutes for lunch and a 25 minute recess with additional transition time built in
wherever possible
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7. Homework
ICS views homework as an extension or practice of work done in the classroom.
Therefore, teachers give homework to reinforce what the student has practiced in class.
Teachers give homework according to the abilities and progress of individual students.
Homework should encourage a student to become more responsible and help her/him
to make effective use of her/his time. We really do want to see what the children can
actually do, so that we can adjust our teaching to their needs. Therefore, beyond some
simple advice or a quick response to a child’s question, parents should not assist their
children with homework. If homework is taking an extensive period of time, or your child
cannot complete the homework, simply sign the top of the homework and provide a
quick note to the teacher so they can follow up and review with your student the next
day.
Some grade levels give homework on a weekly basis and ask that students complete
some of it each night of the week. Other grade levels give homework daily. Especially
at the upper grades, some assignments are longer term.
ICS does not want homework to be a burden to either the children or their parents, and
we realize that children should play at home and be in bed early every evening.
Children should never stay up beyond a reasonable bedtime to finish their homework.
Parents can always further student learning by extending topics in conversations,
games, readings, visits to museums and other places of interest, etc.
8. Code of Conduct
The goals of the PYP Behavior & Discipline Policy at ICS are to create a safe and
orderly environment that is conducive to learning for all students, and to develop in our
students an awareness of how their personal actions affect others and the overall
school community.
The relationship between rights and responsibilities is pivotal to behavior expectations of our
students. In order for each of us to exercise our rights, it is necessary for us to uphold and
honor our responsibilities to preserve these rights for everyone. The code of behavior applies
to all in-school and school-related activities, including during field trips, the After-School
Program and on the school bus.
ICS teachers and students work together to build classroom community agreements that are
consistent and aligned with the IB Learner Profile. Each teacher has the professional discretion
to establish and enforce his/her own classroom agreements, which are posted in the
classroom, and is responsible for communicating the classroom agreements and
consequences to the respective parents. Teachers, students, parents and administrators are
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committed to working together to address disciplinary matters with the aim to help students
develop strategies to self-regulate behavior and take responsibility for their chosen actions.
When misconduct happens, referrals are to be (can be) completed and submitted by Teachers,
Teacher Assistants, Paraprofessionals, and Administrators. (Students receiving In School
Suspension, will not be able to participate in extracurricular activities, field trips, assemblies, or
special class/school events on the same days). Please see the ICS Code of Conduct for
further details.
Every parent and student must acknowledge that they have understood the complete ICS
Conduct Policy (available in a separate document, and from which this section of the
handbook is extracted), including expectations, agreements, consequences and
recognition/incentives.
Please refer to the ICS Code of Conduct for complete information. When the ICS Code of
Conduct is silent about the consequences for misconduct, the DeKalb County Code of
Conduct will be followed.
9. Attendance and Absences
Student Attendance. Regular attendance and punctuality are vital to students’
academic success and to their integration into our school community. Please make
certain that your child can be present in her/his classroom by no later than 8:15 every
morning. The school is obliged to report absences and tardiness to the local school
authorities. There are official sanctions for students who are too often absent or
frequently late. Personal illness of the student or when attendance in school would
endanger the health of the student or health of others. Upon the student’s return to
school appropriate medical documentation may be required within three days of the
absence.
Late. When a student gets to school after 8:15, the parent or guardian must come into
the office with the child to sign him/her in and a late slip will be issued for the student to
take to his/her teacher. Students that are not escorted in will be held in the main office
until the parent/guardian returns to sign them in for the day.
Absences.
ATTENDANCE PROTOCOL
Number of School Action Number of School Action
Absences Per Occurrence Tardies Per Occurrence
1-2 School notifies the parent/guardian of 1-2 Parent/guardian receives a warning.
absences. Teacher makes contact. Teacher is responsible for contacting the
parent/guardian. Teacher makes contact.
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3-5 School notifies the parent/guardian of 3-6 School notifies the parent/guardian of tardiness
absences and refers the student to the and refers the student to the counselor or
counselor or assistant principal who will assistant principal who will then meet with the
then meet with the student and/or student and/or parent/guardian for the
parent/guardian for the purposes of purposes of discussing the reasons for tardiness
discussing the reasons for absences and and signing an attendance contract.
signing an attendance contract.
Letter sent to parent/guardian informing Letter sent to parent/guardian informing
6-7 him/her of the student’s absences and 7-10 him/her of the student’s tardiness and the
the administrative and legal administrative and legal consequences of
consequences of continued absences continued tardiness from school.
from school.
Counselor will make a referral to the Counselor will make a referral to the school
8+ school social worker to conference with 11+ social worker to conference with the
the parent/guardian and student for parent/guardian and student for assessment
assessment and/or possible referral to and/or possible referral to Juvenile Court,
Juvenile Court, Solicitor-General’s Office, Solicitor-General’s Office, DFCS, or other
DFCS, or other agency. agency.
For Reasons of Illness: In case of absence for more than two days because of
illness, please provide a note on your child's return explaining the nature of the illness
and giving the details of any medication needed or possible after effects. Both you and
the doctor must complete a school form before the school can dispense medications of
any kind. Ordinarily, children who are not well enough to take part in class and
recesses should remain at home. If they are sick, children should not be at school. For
children who are absent more than two days in a row, the school must have a note from
the child’s doctor.
For One Day or More for Other Reasons: Please refrain from taking students out of
school for reasons other than illness or family emergency. When it is necessary to do
so, please inform the Registrar or the front office in writing at least one week prior to the
day(s) of absence. Parents send important messages to their children by the way they
treat school attendance.
Extended absences: We recognize that our community may have the need to take an
extended absence that will require their child to be away from school for an extended
period of time and at times leave the country. When a parent becomes aware of a
potential situation where their child will need to be absent for an extended period of time
or leave the country and those absences will be during the school year, we request that
parents contact the principal or assistant principal to discuss the circumstances. As a
reminder, ICS is a charter school based on lottery slots and extended absences may
create a situation where a student’s enrollment is withdrawn.
For Absences during Part of a Day: The school prefers that parents schedule medical
and dental appointments for children outside of school hours. However, if you must
take your child out of school during the school day for any reason, e.g. medical
appointments, family commitments, please provide a note to the office in advance.
Please do not take children out of school for activities such as dance, music, etc. There
may also be occasions when the school must send your child home (sickness for
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example). In all cases, come to the school office and sign your child out. We will bring
her/him to you in the office. We will not release a child to an unknown person without
identification and prior permission from the parent or guardian.
Inclement Weather and other Emergencies. DeKalb County Schools’ primary concern
is the safety of all students and employees-those who ride buses, those who walk, and
those who are driven or drive their own cars to school. When severe weather creates
hazardous conditions in DeKalb County, regular school scheduling may be altered or
suspended. ICS, as part of DCSD, follows these measures. Please follow us on Twitter,
Instagram, Facebook, and subscribe to our newsletter to receive these updates. We will
also use robocall when appropriate.
10. Meals
The children can eat lunch or breakfast that the school serves, or they can bring it from home.
School Breakfast will not be served after 7:45-8:15 am to ensure students are ready for
instruction at 8:15am.
School lunch is catered by SLA management. A menu is available at the front office at the
beginning of each month. All families must fill out the Federal free or reduced meal application
online.
Sending food from home. The school serves healthy meals, so we ask families to send
balanced meals including fruits, vegetables and protein. Please avoid sending sugary drinks,
and an excess of chips and such snacks.
We are currently NOT a nut-free school, but when bringing food to share in the classroom,
please avoid nuts. For questions, contact Georgette Bell (georgette.bell@icsgeorgia.org), who
oversees nutrition.
11. Uniform and school materials
School Uniform. The uniform for the ICS is simple: navy blue or khaki pants/shorts,
dresses/jumpers, and/or skirts/skorts. Shirts should be light blue or white polo-style
shirts, knit shirts, or blouses. ICS Spirit shirts are also permitted. Students may wear
casual clothing, including jeans, on Fridays.
They should wear comfortable shoes that they can play in (tennis shoes or sneakers, or
other comfortable shoes, but not sandals or flip-flops), since they will not change their
shoes for recess or PE. Parents can purchase these clothes at department stores such
as Target, Sears, WalMart, etc. The clothes are also available at uniform stores.
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Students must wear the uniform as it is described. Remember there are to be no logos on
shirts. Students must also tuck in their shirts or blouses when they are in the building and not
wear a hat in the building. Parents will be informed through the communication folder or phone
call if a child is not in uniform. If a student is not in a proper uniform, they may be sent to the
office where the nurse or counselor will assist the student. Spirit days are every Friday and
jeans and casual attire is allowed on these days. Additional Spirit Days will be announced.
Young children are active, both in class and on the playground, and so the clothing provided
should allow for ease of movement. “Flip flops," heels, open-toed sandals or shoes are not
acceptable, because they are hazardous on the playground and stairways.
Lost and Found. The school keeps lost property for a certain period of time. Parents
and students should check the designated area as soon as they notice that an article is
missing. At the end of each month, clothes will be given away. Please help us to
minimize loss by marking all items, including the uniform, with the student’s name.
Educational Materials & Technology Use. Each student needs a sturdy bag suitable
for carrying school books and materials. Parents should purchase supplies from the list
provided by each grade level. Generous volunteers sometimes provide enough
supplies for families who cannot afford them. The school provides textbooks. We
encourage talking to the homeroom teacher and offer to support students who cannot
cover them.
All ICS students are expected to use technology appropriately. All personal electronic
devices need to be kept off during the school day. When using ICS technology, the
devices must be used for class assignments and learning only. ICS reserves the right to
confiscate devices being used in an inappropriate manner per the code of conduct.
Students should not use devices to record other students or adults in the building
without express permission to do so.
Toys and/or games are not permitted at ICS unless students have expressly been given
permission to do so by a teacher or staff member.
Students will have access to technology devices such as iPads and Chromebooks
throughout the day that may be used for instruction or as a reward for a student’s
intervention plan. AT NO TIME should a student be on unapproved or inappropriate
websites. To assist students with appropriate technology use, a Digital Citizenship
course will be conducted within the first 2 weeks of school. Digital Citizenship refers to
the ability to think critically, behave safely and participate responsibly in our digital
world. All students will be required to take a Digital Citizenship assessment and sign a
student agreement explaining the do’s and don’ts of technology use at ICS.
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Misuse of a technology device can lead to disciplinary action per the ICS and DeKalb
County Code of Conduct which may include the following actions: conference with
administrator and parents, limitation on technology access, reflection hall or suspension.
12. Safety and Health
The safety and health of each one of our students is of the utmost importance to us.
Safety of Students. ICS adheres to the DCSD rules and procedures regarding fire
drills, tornado drills, lockdown, and evacuation drills. Please note that in the event of an
actual tornado, lockdown, or evacuation that students will not be released until the
school has been given the “all clear” notification.
Release of students. Every family is asked to provide the information of authorized
people who can pick up the students. We ask that you keep that information updated,
so we can ensure the safety of our students.
Visitors. Every person who enters the building must sign in/out at the front office, and
receive a badge/sticker before moving to other parts of the building. Security checks
will be performed.
Security Camera Policy. Security cameras have been installed in certain areas of the school
for the enhancement of security for students, staff, and property. Cameras will be used in a
professional, ethical, and legal manner in accordance with Georgia law. Access to camera
surveillance will be restricted to Principal, Assistant Principal, and School Business Manager.
Security cameras will be reviewed in the event of any incident and/or accident that
occurs on school grounds.
Accidents at School. Staff members report accidents on a form for that purpose, and
call parents in case of a relatively serious accident. In serious cases, staff members call
parents and emergency services.
Student Health. We encourage families to keep the children home if they appear to be
sick, or they are not feeling well yet. Children may transmit the illness to others, and
they can’t learn if they are feeling sick. In the case that this happens, the school will
make every attempt to help the child feel comfortable, but will call the parents to pick up
their child if they don’t feel better. They must be fever-free (less than 100.4oF) and with
no vomiting for 24 hours before returning to school.
Students in any school have a variety of physical and health challenges and ICS
creates a specific health plan (federally recognized 504 Plan) for each student with a
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special health challenge. Please speak with the registrar if you have questions about
this.
Covid-19 Exposure: If you have come in contact with persons exposed to Covid-19,
we ask that you take necessary precautions. This includes keeping your child at home
until symptoms disappear and a child tests negative for Covid-19. ICS will continue to
defer to CDC guidelines regarding Covid-19 precautions and exposure. Please see our
updated playbook for more information.
Allergies. Several of our students have allergies to specific substances. These need to
be properly documented in the office.
Healthy Food and Drink at ICS. ICS encourages students to eat healthy food and
drink, low in sugar, fat and processed materials. If you provide a snack for your child
and/or other children, please make sure that it meets these criteria.
Medications. The office (not the teacher) is responsible for giving prescribed
medication to a child, but only on receipt of a form giving her permission to do so
(signed by both the doctor and the parent) and full instructions. Such forms are
available in the school office. Parents should never give children medication to take in
school without supervision. Medication should be provided to the school by an adult,
not the student. Students should never have medication on their person. Medication
should go to the front office and not the teacher. School staff may refuse to administer
any medication that is received from a child and without the proper documentation.
Infectious Diseases. From time to time, the Health Care Coordinator will inform
parents of an incident of infectious disease among the children of a certain grade level.
This information is given so that parents will observe their child and take whatever
precautions are necessary.
Lice Policy. The presence of nits (eggs) or even lice in children’s hair is widespread
throughout the world. The U.S. National Pediculosis Association writes, “Pediculosis
represents one of the most common communicable childhood diseases and whether or not we
understand how this has evolved, it is important to acknowledge head lice as a problem when
raising or caring for children. We can begin to improve the current situation by assuring that
the health programs of every school, camp and child care facility operate with an acceptable
head lice management protocol.”
1. An individual child’s head will be checked if they complain of an itchy scalp or if an adult
notices constant scratching.
2. If active head lice are found, sibling(s) will also be checked.
3. If active head lice or nits (eggs) are found on a student, their guardian will be
confidentially
notified.
● In the event of active head lice, parents will be asked to pick up their child as
soon as
possible to begin treatment.
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● In the event of nits, students are able to stay throughout the school day.
However,
parents will have the option to pick up their child at their convenience to begin
treatment.
4. If active head lice or nits (eggs) are found on a student, the student should receive
treatment
before returning to school.
5. Upon returning to school, the student will be checked again.
Multiple Cases:
1. If active lice are found on a child 2 or more times within 60 days, evidence of medical
treatment must be submitted for the child to return to school.
2. The student will be checked again one week after treatment is complete.
Notes. A brief, confidential note will be sent home to parents if nits or lice are detected on a
classmate within their class.
Ringworm. Ringworm is also a highly contagious disease, and requires very specific
treatments prescribed by a doctor. Students with ringworm will be sent home to be
treated and cannot return until the treatment has been effected.
Suspected Child Abuse. The school will report suspicions of child abuse to the
appropriate authorities: the DeKalb County Department of Family and Children
Services, Protective Services Division or the DeKalb County Department of Public
Safety. There are three kinds of abuse: physical, emotional and sexual. Abuse in any
of these categories is an action that violates state law. Any suspected abuse must be
reported to the school counselor who will inform proper authorities, if necessary. The
school provides the required training to staff about Child Abuse.
14. School Events
Parent involvement and support is extremely important. All families are encouraged to
attend regular and special events and meetings, where they can meet the parents of
their child’s friends, stay informed on the operation and day-to-day of the school, and
volunteer to strengthen our school with their gifts. We are all part of this community, and
we all make a difference. There are several activities throughout the year. Follow the
school’s website and communications sent home, to stay informed.
For the safety of all ICS students, non-essential personnel will not be permitted into the
building. Visits to classrooms are not permitted. Any meetings with teachers or
administration need to be planned ahead of time. Parents are invited to attend events
where they are the target audience, but should not be involved in student activities.
A suggested number of volunteer hours per family are 20 per year. Aside from class and
school events, there are monthly meetings, as well as opportunities to volunteer during school
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hours include chaperoning during field trips, attending presentations and activities planned in
the classrooms and assisting during the food co-op. Opportunities during after school include
coaching/ assisting with athletic activities and other clubs.
A very special day at our school is United Nations Day, set to be celebrated on Friday,
October 27, 2023. Children dress in native dress or colors of national flags of the
country where the family is from (this is preferred), or the one they choose to represent.
Children parade by national groups, holding signs indicating each country. They then
sing in different languages, and other performances take place. A potluck follows, as
another sign of ICS families sharing their heritage with one another. This day includes
almost a full (school) day of activities, to which the whole community is encouraged to
participate. There is no after school on that day. Save the date, and plan to attend.
15. Communications
Teachers use different methods to stay in touch with families on a daily or weekly basis. Your
child's teacher will inform you of the best way to stay connected to class news. Additionally:
"Friday Folders" are sent home each week and are used by teachers and administration.
These contain announcements, forms and news from teachers and administration.
Parents can expect a grade-level update each week via ClassDojo which includes current
standards being taught, upcoming projects, field trips, special events, volunteer opportunities
and a wish list.
School-wide blasts are sent every Friday with information important to the entire school.
Families are highly encouraged to subscribe to this electronic version of a newsletter. You may
do so by entering your email at the bottom of our website www.icsgeorgia.org under "Our
Newsletter." It is advised for families to receive the electronic version as it can be translated on
your device, helps reduce printing costs, and it can be accessed at the parent’s convenience.
A calling system is also used for phone calls and text messages for immediate news and
reminders. It is important the school has your current phone numbers. Text messages are only
received when families reply “Y” (Yes) to a confirmation text. In order to receive text message
alerts from ICS please text the letter "Y" to 67587
The school’s website contains a calendar, forms, news, and much more.
https://icsgeorgia.org
Follow the school's official Facebook page can be found at ICSGeorgia. There also are
Facebook groups for families and alumni, but these are not monitored or moderated by the
school.
Follow the school's Twitter account @ICSgeorgia
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Follow the school’s Instagram page icsgeorgia
ICS has a YouTube Channel with a collection of videos. You can find it at: ICS Georgia.
At ICS, we realize that face-to-face communications in an international school are
very important, but also complicated because of language and culture differences. To
make communication easier for everyone, we suggest the following:
● If you are a native speaker of English, be patient and understanding of those at
our school who are not, both staff members and other parents. Listen to them
carefully, and – with kindness – ask them to repeat a word or spell a word that
you do not understand.
● When you have questions about anything in the classroom, please see the
teacher. You can write a note, or communicate in another way communicated by
the teacher. Teachers appreciate hearing directly from parents. However, you
should not go to the classroom just before or just after classes or during the
school day. During these times teachers are very busy with all of the children.
● If you have questions beyond what a teacher can answer, please contact the
Assistant Principal, Diamond Jefferies (diamond.jefferies@icsgeorgia.org).
Who to Contact for Help. As the community that we are, we help each other. Feel free to
reach out to any parent or staff member if you need assistance. In the same way, if you are not
new to our school, please extend a “hello” and a helpful hand to anyone, especially those who
seem to need it most.
At the end of this handbook, you will find a list of the most common reasons why you
might need assistance, and how to contact the person who can help you the most.
16. Supporting the school
Volunteer. Parent involvement and support is extremely important. Parents are
expected to participate in building community by volunteering time and/or other
resources to ICS and its families according to the needs of ICS and other families and
their own capacity to contribute.
All families are encouraged to attend regular and special events and meetings, where
they can meet the parents of their child’s friends, stay informed on the operation and
day-to-day of the school, and volunteer to strengthen our school with their gifts. We are
all part of this community, and we all make a difference. There are many opportunities
throughout the year. Follow the school’s different channels of communication to stay
informed.
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A suggested number of volunteer hours per family are 20 per year. Aside from class and
school events, there are monthly meetings, as well as opportunities to volunteer during school
hours. These include chaperoning during field trips, attending presentations and activities
planned in the classrooms and assisting during the food co-op. Opportunities after school
include coaching/ assisting with athletic activities and other clubs, and with special events.
Giving: You have chosen ICS for your child because you know how important and
unique our learning community is. As a charter school, we have to raise the money that
is not covered by county or federal funds. Families can contribute in different ways and
amounts, which will be communicated throughout the year. To make a donation, you
can securely do so any time on the “Donate” button on the school’s website.
Passive fundraising: ICS participates in several passive fundraising initiatives. This is an
easy way to earn money for our school. Please share these with your families and friends.
● Designate ICS as your Community Reward partner at www.kroger.com or at any store,
and ICS will receive funds for every purchase you make with your Kroger Plus Card.
● Clip Box Tops from your grocery items and bring them to the ICS front office. Each Box
Top is worth 10¢. Check out www.boxtops4education.com for online earning
opportunities, product coupons, etc.
● When ordering through Amazon.com, you can go instead through Amazon Smile, and
earn money for ICS. Update Your Charity to International Community School, Decatur,
GA. For every purchase made through Amazon Smile, a donation is made by Amazon.
18. Appendices
WHO CAN HELP - ICS Staff
TITLE NAME CONTACT INFORMATION HOW WE CAN HELP
Executive Fran Carroll fran.carroll@icsgeorgia.org Fundraising, school
Director governance, Board of
Directors, Financing, Charter
Compliance
Principal Diamond diamond.jefferies@icsgeorgia. School compliance,
Jefferies org Improvement Plan, Escalated
Concerns, Board of Directors,
Special Education, Gifted,
Charter Compliance,
Scheduling
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Assistant DIone Smith dione.smith@icsgeorgia.org Parent Concerns, Retention,
Principal Testing, Grading, School
culture/climate
IB Coordinator Alex alexsandra.bermudez@icsgeo IB Coordinator, curriculum
Bermudez rgia.org concerns
Director of Charlotte charlotte.flores@icsgeorgia.or Response to Intervention Tier
Community Flores g 2 and 3 Behavior, Counseling,
and Culture 504 Plans, tardies/absences
Family Htwe Htwe htwe.htwe@icsgeorgia.org Community liaison, Family
Engagement Workshops, Multilingual
Coordinator Programming, Community
Resource Center, uniforms
Front Office Chinar Hassan chinar.hassan@icsgeorgia.org General questions,
Coordinator transportation,
arrival/dismissal, early
check-out
Registrar LaPorcha laporcha.marbury@icsgeorgia. Admissions, absences, grade
Marbury org reporting, records, lottery
MTSS Chair Sharonda sharonda.frazier@icsgeorgia.o Response to Intervention for
Frazier rg Tier 2 and 3 Math and
Reading
For a complete list of names and contact information of the instructional staff, please refer to
the ICS website at: https://icsgeorgia.org/staff-directory/
ICS Parent Handbook 2023-24 24
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Staff Guidelines for Resolving Grievances
1. The proceedings shall be kept as informal as may be appropriate at any level of the
procedure. All parties shall cooperate and act in good faith to resolve grievances.
2. Proceedings shall be kept confidential.
3. Grievances shall not be discussed except as provided in each step of the grievance
procedure. Because any grievance may reach Level Three as reflected hereafter, members
of the Board of Directors must maintain impartiality. For this reason, communication
concerning the grievance between Board members and the aggrieved person or parties of
interest is strongly discouraged.
4. Nothing herein contained will be construed to limit the right of the aggrieved person to
appeal the matter to a higher level as outlined in the grievance procedure.
5. Failure at any step of this procedure to appeal the grievance to the next step within the
specified time limits shall be deemed to be acceptance of the decision rendered.
6. A grievance claim at Level Two and Three shall be presented within thirty (30) calendar
days of the alleged act or condition on which the grievance is based.
7. If a grievance is in response to a negative performance evaluation, a timely written
objection may be attached to the evaluation and kept in the employee’s personnel file.
Level One Resolution
The aggrieved person shall attempt to discuss the grievance with the person against whom the
claim is made and attempt to resolve the claim as soon as practical.
Level Two Resolution
If the aggrieved person is not satisfied with the disposition of the grievance at Level One, s/he
will make a good faith effort to resolve the conflict by discussing the issues with the
Administrator that has responsibility for that area. If the issue cannot be resolved with the
administrator for that area it should be brought to the Principal for subsequent attempted
resolution before proceeding to level three.
The good faith effort will consist of problem identification, possible solutions, selection of
resolution/solution, process for implementation of resolution, and a follow-up meeting to assure
that resolution has taken place.
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The Administrator will take action as necessary to attempt to resolve the grievance, document
the process, and make note in personnel files as appropriate.
The aggrieved person will have thirty (30) calendar days after the Administrator’s action to
appeal the resolution of the grievance negotiated in Level Two, to Level Three of this procedure.
In the event the complaint involves the Principal, the aggrieved person may request a hearing
before the Board of Directors, in executive session, by making a request to the Board secretary as
outlined in Section I, numbers 1-6 of this policy, and following the steps outlined in Level Three
of this policy.
Level Three Resolution
In the event the complaint is not resolved at Level Two, the aggrieved person may submit the
grievance in writing to the Board’s secretary (see Section I, numbers 1-6) and request a hearing
before the Board of Directors.
The Board secretary will be responsible for notifying all of the parties in interest of the need for a
hearing and with obtaining whatever due diligence and legal counsel may be necessary for the
Board to be properly educated as to the legal issues of the case. The Board secretary will be
recused from participating with the board in deliberations/decision making in the case due to his
or her necessary contact with the parties in interest prior to the hearing.
The Board of Directors shall review the grievance in executive session at the next regularly
scheduled Board meeting provided the aggrieved person has given forty-eight (48) hours’ notice
of the need for such a hearing, or in a special Board meeting within thirty (30) calendar days
after the hearing request is received, whichever meeting constitute the shorter time period.
The Board of Directors will act upon the grievance within thirty (30) calendar days of the initial
hearing and provide a written decision to the aggrieved person within ten (10) calendar days of
Board action.
The Board’s decision shall be final and binding.
In the event that either party in interest is dissatisfied with the decision rendered during the
process outlined in Level Three of this policy, such party may pursue the grievance through the
legal system.
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Note: This Grievance Policy is not designed to supersede or supplant federal law or parent rights under
the Individuals with Disabilities Education Improvement Act of 2004 or the Family Educational Rights
and Privacy Act (FERPA) as amended, 1996. Furthermore, this Grievance Policy shall not, and is not
intended to, prevent or delay employees from pursuing claims under any state or federal law.
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International Community School
Charter Renewal Exhibit
15
Employee Policies and Procedures
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International Community School
Employee Handbook
Book of Policies and Procedures
2023-2024
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EMPLOYEE ACKNOWLEDGEMENT FORM
The International Community School Employee Handbook (the “Employee Handbook”) describes
important information about the International Community School (“ICS”), and I understand that I should
consult with the Executive Director regarding any questions not answered in the handbook.
I have entered into my employment relationship with ICS voluntarily and acknowledge that there is no
specified length of employment. Accordingly, either I or ICS can terminate the relationship at will, with or
without cause, at any time, so long as there is no violation of applicable federal or state law.
Since the information, policies, and benefits described here are necessarily subject to change, I
acknowledge that revisions to the Employee Handbook may occur, and that revised information may
supersede, modify, or eliminate existing policies. The exception is ICS's policy of employment-at-will,
which can only be revised in writing by the Board of Directors (“the Board”).
Furthermore, I acknowledge that this Employee Handbook is neither a contract of employment nor a
legal document. I have received the Employee Handbook, and I understand that it is my responsibility to
read and comply with the policies contained in it and any revisions thereto.
EMPLOYEE'S NAME (printed):
EMPLOYEE'S SIGNATURE:
DATE:
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Contents
EMPLOYEE ACKNOWLEDGEMENT FORM 2
BACKGROUND AND HISTORY 8
ICS Mission 8
ICS Vision 8
ICS Statement of Understanding 8
ICS Values 9
ICS Profile 9
The History of ICS 9
101 Nature of Employment 10
102 Employee Relations 11
103 Equal Employment Opportunity 11
104 Ethics and Conduct 12
105 Personal Relationships in the Workplace 12
107 Immigration Law Compliance 13
108 Conflicts of Interest 14
109 Outside Employment 14
112 Non-Disclosure 15
114 Disability Accommodation 15
202 Access to Personnel Files 16
203 Employment Reference Checks 16
204 Personnel Data Changes 17
208 Employment Applications 17
209 Performance Evaluations 17
Professional Culture, Development, and Evaluation 17
210 Job Descriptions 18
214 Salary Administration 19
215 Privacy of Medical Information 19
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216 Privacy of Social Security Numbers 20
217 Development and Fundraising 20
301 Employee Benefits 20
305 Holidays 21
306 Workers' Compensation Insurance 22
307 Personal/Sick Leave Benefits 22
General Provisions 23
Bereavement or religious holidays: 23
Long term: 23
Leave Without Pay: 23
Sick Leave 24
Personal Leave 24
Vacation Leave 25
Volunteer Day 26
Floating Holidays 27
Excessive or Abusive use of PTO: 27
311 Jury Duty 28
313 Benefits Continuation (COBRA) 28
316 Health Insurance 28
317 Life Insurance 29
318 Short-Term Disability 29
319 Long-Term Disability 30
380 Family and Medical Leave 30
Classification of Leaves 31
Notices Required by Employees 31
Job Benefits and Protection 31
Record-Keeping Requirements 31
Statement of Compliance 31
395 Virtual School and Remote Work Policy 32
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401 Timekeeping 36
403 Paydays 37
404 Contract Release 37
405 Employment Termination 37
410 Pay Deductions and Setoffs 39
501 Safety 39
Cleanup and Handling of Body Fluids or Matter 40
Preventing the Spread of Germs 40
502 Work Schedules 41
Administration and Operations Personnel 41
503 Making a Mandated Reporter Claim 42
Definition 42
Communicating with Parents of Child Who is Suspected Recipient of Abuse: 43
505 Smoking & Vaping 43
506 Meal Periods 43
510 Disasters and Emergency Closings 44
512 Business Travel Expenses 44
514 Visitors in the Workplace 45
516 Use of Phone, Mail and Computer Systems and Email Usage 46
517 Internet Usage 47
522 Workplace Violence Prevention 48
526 Cell Phone Usage 49
701 Employee Conduct and Work Rules 49
Polite Language and Gestures 50
Peaceful Language and Gestures 50
Quiet in the hallways 50
702 Drug and Alcohol Use 50
703 Sexual and Other Unlawful Harassment 51
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705 Personal Appearance 52
706 Return of School Owned Property 52
712 Solicitation 53
718 Problem Resolution 53
Definitions 54
Guidelines for Resolving Grievances 54
Level One Resolution 54
Level Two Resolution 54
Level Three Resolution 54
722 Workplace Etiquette 55
781 Business Procedures 55
Obligation to Obtain a Criminal Background Check 56
Identification Badge 56
Budget 56
Requesting Funds 56
Funding for Professional Development 56
Photocopies 56
Mail Reception and Handling 56
783 Medical Emergencies and Accidents 57
Illness at school 57
Accidents 57
785 Student Medication Procedures 57
I. Parental Consent 57
II. Responsibility of Parent/Guardian 58
III. Responsibility of Medical Procedures 58
802 Recycling 59
888 Annual AHERA (Asbestos Hazard Emergency Response Act) 60
996 Food Consumption 61
998 Fundraising Policy 61
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999 Professional Development & Educational Reimbursements 61
1000 ICS Key and Badge Guidelines 63
1001 Reporting of Students Committing Certain Acts 64
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BACKGROUND AND HISTORY
ICS Mission
The International Community School (ICS) is an International Baccalaureate World School that
welcomes refugee, immigrant, and local children and provides a rigorous and holistic education in an
intentionally diverse community of mutual learners.
ICS Vision
The International Community School seeks staff and families who are committed to our vision of
creating a caring and supportive community of students, staff and parents, learning from each other
and celebrating diversity among us.
ICS Statement of Understanding
● We understand that each member of our community (student, staff, family) is unique and
essential to our life together.
● We believe that everyone is inherently able to learn and it is our collective responsibility to
nurture the unique genius of every person.
● We believe in educating the whole child – their physical, intellectual, social, emotional, cultural
and creative selves. Teaching in a culturally responsive lens, we view socio-emotional
development as important as promoting academic excellence.
● We encourage expression through maintaining home languages, fostering fluency in
Standard English and offering opportunities to learn other languages.
● We welcome and engage with people of various identity differences including, but not limited to,
race, ethnicity, socio-economic status, sexual orientation, gender identity, ability, faith and
political affiliation.
● We are preparing children to be global citizens who take action and work toward social justice
in their communities.
● As a beloved community, we approach complex issues with strong communication,
collaboration, perspective, respect and active listening.
● I contribute to a legacy and my voice and my actions matter.
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ICS Values
● Academic Excellence
Students follow the Georgia Performance Standards (GPS) within the framework of the International
Baccalaureate Primary Years Programme (IBPYP). A challenging international program, the IBPYP
enables students to employ an investigative, inquiry-based approach to learning. ICS was fully
authorized to implement the IBPYP in February of 2008. English, mathematics, science, social
studies, physical education, the arts, and other languages are taught in this integrated framework,
emphasizing cross-disciplinary thinking, problem-solving and personal wellness.
● Community in Diversity
ICS seeks a diverse student body and staff in terms of national, ethnic, religious, and socio-economic
backgrounds. The school helps students to learn about the beliefs and traditions of others and
encourages a respectful environment and global perspective.
● Service-Oriented Education
ICS expects students to become independent learners and to feel responsibility for the life of their
school community and for the success of all its members. The school fosters a sense of service to
others both within and outside the school community.
● Family and Community Partnerships
ICS partners with parents and community organizations in order to provide families with the
educational, social and spiritual services needed to thrive in a multicultural society.
ICS Profile
● Students
Over the years, ICS has served students representing over 50 countries and over 20 different
language groups. Approximately half are refugee/immigrant children, and half are native born.
● Staff
ICS has a diverse group of teachers recruited from area public and private schools and from abroad.
Many are multilingual or have experience teaching English for Speakers of Other Languages (ESOL).
They are supported by an international group of teaching assistants, a counselor, and office staff.
● Facilities and Location
ICS has one campus at 2418 Wood Trail Lane, Decatur GA 30033.
The History of ICS
In the fall of 1998, the dream of starting a school that brought together child survivors of war with
students from our local community in Atlanta was born. A group of committed educators and
community activists, dedicated to the dream of Dr. Martin Luther King’s ‘beloved community,’
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volunteered to attend weekly meetings to hash out how to create a unique educational environment for
children from all around the world.
The challenges were great: how to create a school rich in cultural and socio-economic diversity? How to
educate unschooled and under-schooled child survivors of war? How to ensure that all students excelled,
not only in passing standardized tests, but in learning about one another, developing their unique
identities and learning to think critically about the world?
To answer these questions, the founders, including Bill Moon, Patty Caraher, and Barbara Thompson,
were sure of a few simple things: first, the founding of the school required a community organizing
effort of immense scope. Second, the school would be dedicated to innovative education. Finally, the
school would be based on four key enduring values: academic excellence, community-in-diversity,
service-oriented education, and family and community partnerships.
The school, in short, would be a place where children of all cultures would come together with a
commitment to compassion and to the hard work necessary to achieve justice and peace. Out of the
ashes of worldwide conflict, the International Community School (ICS) sought to grow a bright future
for a new generation of Americans.
101 Nature of Employment
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 7/15/2015, 08/31/2023
This handbook is intended to provide employees with a general understanding of our personnel policies.
Employees are encouraged to familiarize themselves with the contents of this Employee Handbook, for it
will answer many common questions concerning employment with ICS.
However, this Employee Handbook cannot anticipate every situation or answer every question about
employment. It is not an employment contract and is not intended to create contractual obligations of
any kind. Neither the employee nor ICS is bound to continue the employment relationship if either
chooses, at its will, to end the relationship at any time.
In order to retain necessary flexibility in the administration of policies and procedures, ICS reserves the
rights to change, revise, or eliminate any of the policies and/or benefits described in this Employee
Handbook, except for its policy of employment-at-will.
Exempt vs Non-Exempt Classification
Exempt vs Non-Exempt are worker classifications that determine whether you must pay an employee
overtime pay. This designation is based on the job duties. According to the Fair Labor Standards Act
(FLSA), the exempt vs non-exempt status pertains primarily to the work an employee does, rather than
to the employee’s job title. Exempt means the employee is “exempt” from receiving overtime pay. An
employee in a job with “exempt” status isn’t required to be paid overtime pay. Non-exempt means the
employee will receive overtime pay as required by federal and state law.
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OVERTIME
No employee shall work overtime unless the time has been pre-approved by their direct supervisor or designee. Any
employee who works overtime without such pre-approval may receive disciplinary actions up to and including a
recommendation for termination.
102 Employee Relations
Effective Date: 8/1/2009
Revision Date:
7/31/2009, 08/31/2023
Our experience has shown that when employees deal openly and directly with supervisors, the work
environment can be excellent, communications can be clear, and attitudes can be positive. We believe
that ICS amply demonstrates its commitment to employees by responding effectively to employee
concerns. We therefore encourage employees who have any concerns about their work environment
to voice those concerns directly to their supervisors, so that an interactive and proactive conversation
may take place.
103 Equal Employment Opportunity
Effective Date: 8/3/2008
Revision Date: 7/31/2009, 1/24/2011, 7/15/2015, 08/31/2023
In order to provide equal employment and advancement opportunities to all individuals, employment
decisions at ICS will be based on merit, qualifications, and abilities. ICS does not discriminate in
employment opportunities or practices on the basis of race, color, religion, sex, national origin, age,
sexual orientation, disability or any other characteristic protected by law. ICS will make reasonable
accommodations to allow qualified individuals with known disabilities to perform the essential functions
of their jobs, unless providing the accommodation would pose an undue hardship on ICS or a direct
threat to the health and safety of the individual or others in the workplace. This policy governs all
aspects of employment, including selection, job assignment, compensation, discipline, termination, and
access to benefits and training. Employees with questions or concerns about any type of discrimination
in the workplace are encouraged to bring these issues to the attention of the Executive Director,
Principal, or members of the elected Leadership Team. Anyone found to be engaging in any type of
illegal discrimination will be subject to disciplinary action, up to and including termination of
employment.
Employees can raise concerns and make reports without fear of reprisal (please see Policy 718
pertaining to Problem Resolution). Retaliation against any employee making a good faith report
concerning discrimination or harassment is prohibited. Good faith does not mean that the individual
making the report must be correct in their conclusion; it does mean that the individual must believe that
the information provided is truthful.
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104 Ethics and Conduct
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 7/15/2015, 08/31/2023
The successful operation and reputation of ICS are built upon the principles of fair dealing and ethical
conduct. Our reputation for integrity and excellence requires careful observance of the spirit and letter
of all applicable laws and regulations, as well as a scrupulous regard for the highest standards of conduct
and personal integrity.
The continued success of ICS is dependent upon our community members' trust and we are dedicated to
preserving that trust. All staff and community members owe a duty to ICS and others to act in a way that
merits the continued trust and confidence of the public. Students and parents are our school's most
valuable assets. Every staff member represents ICS to the community and the general public. The way
we do our jobs presents an image of our entire school. Students and parents judge all of us by how they
are treated with each staff contact. Nothing is more important than being courteous, friendly, helpful,
and prompt in the attention you give to the members of the community.
Personal contact with the public, manners on the telephone, and the communications we send to
members of the community are a reflection not only of ourselves, but also of the professionalism of ICS.
Positive community relations not only enhance the public's perception or image of ICS, but also pay off
in greater community loyalty.
ICS will comply with all applicable laws and regulations and expects its directors, administrators, and
staff to conduct school business in accordance with the letter, spirit, and intent of all relevant laws and
to refrain from any illegal, dishonest, or unethical conduct.
In general, the use of good judgment, based on high ethical principles, will guide you with respect to
lines of acceptable conduct. If a situation arises in which it is difficult to determine the proper course
of action, the matter should be discussed openly with your immediate supervisor and, if necessary,
with the Principal or Assistant Principal.
Compliance with this policy of business ethics and conduct is the responsibility of every ICS
employee. Disregarding or failing to comply with this standard of ethics and conduct could lead
to disciplinary action, up to and including possible termination of employment.
105 Personal Relationships in the Workplace
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
The employment of relatives or individuals involved in a dating relationship in the same area of an
organization may cause serious conflicts and problems with favoritism and employee morale. In addition
to claims of partiality in treatment at work, personal conflicts from outside the work environment can
be carried over into day-to-day working relationships.
For purposes of this policy, a relative is any person who is related by blood or marriage, or whose
relationship with the employee is similar to that of persons who are related by blood or marriage. A
dating relationship is defined as a relationship that may be reasonably expected to lead to the
formation of a consensual "romantic" or sexual relationship. This policy applies to all employees
without regard to the gender or sexual orientation of the individuals involved.
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Relatives of current employees may not occupy a position that will be working directly for or supervising
their relative. Individuals involved in a dating relationship with a current employee may also not occupy
a position that will be working directly for or supervising the employee with whom they are involved in a
dating relationship. ICS also reserves the right to take prompt action if an actual or potential conflict of
interest arises involving relatives or individuals involved in a dating relationship who occupy positions at
any level (higher or lower) in the same line of authority that may affect the review of employment
decisions.
In other cases where a conflict or the potential for conflict arises because of the relationship between
employees, even if there is no line of authority or reporting involved, the employees may be separated
by reassignment or terminated from employment. Employees in a close personal relationship should
refrain from public workplace displays of affection or excessive personal conversation.
107 Immigration Law Compliance
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/24/2011, 08/31/2023
ICS is committed to employing only United States citizens and aliens who are authorized to work in the
United States and does not unlawfully discriminate on the basis of citizenship or national origin.
In compliance with the Immigration Reform and Control Act of 1986, each new employee, as a
condition of employment, must complete the Employment Eligibility Verification Form I-9 and present
documentation establishing identity and employment eligibility within three days of the employee’s
hire date. Former employees who are rehired must also complete the form if they have not completed
an I-9 with ICS within the past three years, or if their previous I-9 is no longer retained or valid.
All employment authorizations that expire will be verified on or before the expiration date. If an
employee cannot provide ICS with proof of current employment authorization at that time, ICS cannot
continue to employ them. (If an employee is authorized to work for ICS pursuant to an H-1B or L-1 visa
and has applied for an extension of stay, they may continue to work for ICS for up to 240 days after the
expiration of the authorized period of stay.)
Employees with questions or seeking more information on immigration law issues are encouraged to
contact the HR Manager. Employees may raise questions or complaints about immigration law
compliance without fear of reprisal.
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108 Conflicts of Interest
Effective Date: 8/1/2009
Revision Date:
7/31/2009
Employees have an obligation to conduct business within guidelines that prohibit actual or potential
conflicts of interest. This policy establishes only the framework within which ICS wishes the school to
operate. The purpose of these guidelines is to provide general direction so that employees can seek
further clarification on issues related to the subject of acceptable standards of operation. Contact the
Principal for more information or questions about conflicts of interest.
An actual or potential conflict of interest occurs when an employee is in a position to influence a
decision that may result in a personal gain for that employee or for a relative as a result of ICS's
business dealings and fund raising activities. For the purposes of this policy, a relative is any person who
is related by blood or marriage, or whose relationship with the employee is similar to that of persons
who are related by blood or marriage.
No "presumption of guilt" is created by the mere existence of a relationship with outside firms.
However, if employees have any influence on transactions involving purchases, contracts, or leases, it is
imperative that they disclose to a senior administrator as soon as possible the existence of any actual or
potential conflict of interest so that safeguards can be established to protect all parties.
Personal gain may result not only in cases where an employee or relative has a significant ownership in a
firm with which ICS does business, but also when an employee or relative receives any kickback, bribe,
substantial gift, or special consideration as a result of any transaction or business dealings involving ICS.
109 Outside Employment
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 08/31/2023
Employees may hold outside jobs as long as they meet the performance standards of their jobs with ICS
and it is approved in writing by the Executive Director. All employees will be judged by the same
performance standards and will be subject to ICS's scheduling demands, regardless of any existing
outside work requirements.
If ICS determines that an employee's outside work is interfering with their performance or ability to
meet ICS’s requirements as they are modified from time to time, the employee may be asked to
terminate their outside employment in order to remain with ICS.
Outside employment that constitutes a conflict of interest is prohibited. Employees may not receive any
income or material gain from individuals outside ICS for materials produced or services rendered while
performing their jobs with ICS.
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112 Confidentiality & Non-Disclosure
Effective Date: 8/1/2009
Revision Date:
7/31/2009, 08/31/2023
The protection of confidential information is vital to the interests and the success of ICS. Such
confidential information includes, but is not limited to, the following examples:
● computer processes
● community member lists
● financial information
● student/family information
● donor list
● grades
● test results
Employees of ICS may be exposed, from time to time, to confidential information or trade secrets of ICS
due to the nature of their job duties. Such employees may be required to sign a non-disclosure
agreement as a condition of employment. Employees who improperly use or disclose trade secrets or
confidential information will be subject to disciplinary action, up to and including termination of
employment and legal action, even if they do not actually benefit from the disclosed information.
114 Disability Accommodation
Effective Date: 8/1/2009
Revision Date:
7/31/2009
ICS is committed to complying fully with the Americans with Disabilities Act (“ADA”) and ensuring
equal opportunity in employment for qualified persons with disabilities. All employment practices and
activities are conducted on a non-discriminatory basis.
Hiring procedures have been designed to allow persons with disabilities meaningful employment
opportunities. Upon request, job applications are available in alternative, accessible formats, as is
assistance in completing the application. Pre-employment inquiries are made only regarding an
applicant's ability to perform the duties of the position.
Reasonable accommodation is available to any disabled employee or applicant for employment whose
disability affects the performance of their essential job functions. All employment decisions are based
on the merits of the situation in accordance with defined criteria, not the disability of the individual.
Qualified individuals with disabilities are entitled to equal pay and other forms of compensation (or
changes in compensation) as well as in job assignments, classifications, organizational structures,
position descriptions, lines of progression, and seniority lists. Leave of all types will be available to all
employees on an equal basis.
ICS is also committed to not discriminating against any qualified employee or applicant because the
employee or applicant is related to or associated with a person with a disability. ICS will follow any state
or local law that provides individuals with disabilities greater protection than the ADA.
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This policy is neither exhaustive nor exclusive. ICS is committed to taking all other actions necessary to
ensure equal employment opportunity for persons with disabilities in accordance with the ADA and all
other applicable federal, state, and local laws.
202 Access to Personnel Files
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
ICS maintains a personnel file on each employee. The personnel file includes such information as the
employee's job application, resume, records of training, documentation of performance appraisals and
salary increases, and other employment records.
Personnel files are the property of ICS, and access to the information they contain is restricted.
Generally, only supervisors and management personnel of ICS who have a legitimate reason to review
information in a file are allowed to do so.
Employees who wish to review their own files should contact the HR Manager. With reasonable advance
notice, employees may review their own personnel files kept in the main office and in the presence of a
senior administrator.
203 Employment Reference Checks
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015, 7/10/2017
To ensure that individuals who join ICS are well qualified and have a strong potential to be productive
and successful, it is the policy of ICS to check the employment references of all applicants.
The HR Manager will respond to inquiries regarding employment verification, dates of employment,
wage rates, and positions held. The Principal will respond to all reference checks or inquiries from other
employers.
A senior administrator may provide a letter of reference incorporating additional information if
requested by an employee or former employee.
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204 Personnel Data Changes
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
It is the responsibility of each employee to promptly notify ICS of any changes in personnel data.
Personal mailing addresses, telephone numbers, number and names of dependents, individuals to be
contacted in the event of an emergency, educational accomplishments, and other such status reports
should be accurate and current at all times.
If your personnel data has changed, please make the changes in Paycom and notify the HR Manager.
208 Employment Applications
Effective Date: 8/1/2009
Revision Date:
7/31/2009
ICS relies upon the accuracy of information contained in the employment application, as well as the
accuracy of other data presented throughout the hiring process and employment. Any
misrepresentations, falsifications, or material omissions in any of this information or data may result in
the exclusion of the individual from further consideration for employment or, if the person has been
hired, termination of employment.
209 Performance Evaluations
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/10/2017, 08/31/2023
Supervisors and employees are strongly encouraged to discuss job performance and personal and/or
professional goals on an ongoing, day-to-day basis. Additional formal performance evaluations are
conducted to provide both supervisors and employees the opportunity to discuss job tasks, identify and
correct developmental needs, encourage and recognize strengths, and discuss positive, purposeful
approaches for meeting goals.
The performance of all employees is generally evaluated formally once annually during the academic
year. Teachers are evaluated using the Teacher Keys Effectiveness System (“TKES”). All assistant
principals and principals will be evaluated using the Leader Keys Effectiveness System (“LKES”).
The priorities for professional development remain: academic programs, training in the
International Baccalaureate Primary Years Programme (“IBPYP”), and community development (e.g.,
work in conflict development, cultural understanding, etc.).
The evaluation and feedback procedure includes:
● An initial self -valuation based on the staff member’s job description and specific
evaluation instrument (for teachers)
● Goal setting by the staff member, assisted by a colleague and the Principal or Assistant Principal.
● Informal visits may take place at any time during the year for the purpose of assessing
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student progress and teacher classroom skills.
● Visits to classes by the Executive Director, Principal, Assistant Principal and other colleagues.
These visits may be unannounced and may cover an entire period. If a teacher or assistant wants
an administrator to observe a specific lesson, they should so indicate.
● Teachers who are on the full plan will have four 10-minute observations along with two 30
minute observations. Teachers who are on the flexible plan will have two 30 minutes
observations.
210 Job Descriptions
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 08/31/2023
ICS makes every effort to create and maintain accurate job descriptions for all positions within the
school. Each description includes a job information section, a job summary section, an essential duties
and responsibilities section, a supervisory responsibilities section, a qualifications section (including
education and/or experience and any certification required), a physical demands section, and a work
environment section.
ICS maintains job descriptions to aid in orienting new employees to their jobs, identifying the
requirements of each position, establishing hiring criteria, setting standards for employee
performance evaluations, and establishing a basis for making reasonable accommodations for
individuals with disabilities.
The Principal prepares job descriptions in collaboration with other senior administrators when new
positions are created. Existing job descriptions are evaluated periodically to reflect any changes in the
position's duties and responsibilities. All employees will be expected to help ensure that their job
descriptions are accurate and current, reflecting the work being done.
Employees should remember that job descriptions do not necessarily cover every task or duty that might
be assigned, and that additional responsibilities may be assigned as necessary in ICS’s sole discretion.
Please contact the ICS Principal with questions or concerns about a specific job description.
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214 Salary Administration
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015, 3/27/19
ICS pays salary on a twelve-month basis beginning in July or August, depending on the contract year. The
school currently pays employees by direct deposit on a bi-weekly basis, but reserves the right to change
this. Employees must complete all Federal, State and other forms, and choose among the benefits
offered before payments can be made. Employees of ICS are responsible for completing all necessary
forms to ensure payment of salary and administration of benefits. All new employees must see the HR
Manager before the beginning of the school year.
Returning employees must see the HR Manager if there are any changes in personal information
(address, phone number, email address, etc.), W2 or benefits information, etc.
ICS implements a teacher and teacher assistant salary. Each year, these scales will be evaluated and
amended as permitted by the school's financial situation.
Salary administration is contingent upon the employee securing and continuing to build a valid in-field
certificate issued by the Georgia Professional Standards Commission, and shall be considered void if this
condition is not satisfied. Salary adjustments will be made to conform to the certificate level approved
by the GPSC. If the employee is unable to be certified properly, within a reasonable time agreed upon by
employee and Principal, then the rate of pay may be adjusted to reflect non-certified status.
215 Privacy of Medical Information
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 7/15/2015
This policy describes how health information about employees may be used and disclosed by ICS and
how employees can obtain access to this information.
ICS is committed to maintaining and protecting the confidentiality of its employees' personal
information in compliance with federal, state and local laws. The HR Manager is the designated Privacy
Officer for all employee medical information.
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216 Privacy of Social Security Numbers
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 7/15/2015
To protect employees' personal information, ICS prohibits the use of employees' Social Security numbers
for identification purposes, except as allowed by law, and may use Social Security numbers for internal
verification or administrative purposes.
Employees who have questions about this policy or who feel that their Social Security number has been
used inappropriately by ICS should contact the HR Manager.
217 Development and Fundraising
Effective Date: 7/19/2019
Revision Date: 08/31/2023
ICS is a mission based non-profit educational organization. We serve a unique student population, and in
order to serve our community in a holistic way, we run a variety of special programs and offer additional
services to our community. The funds received from DeKalb County do not cover all our funding needs
so we must fundraise for the rest. We fundraise through individuals, foundations and corporations. As
an ICS community member we ask that you be very aware of our fundraising practices and support our
efforts. Some Foundations will only grant awards to organizations that can prove 100% financial support
from all community stakeholders which includes parents, board members, staff and faculty. We ask that
all staff and faculty donate to our annual fund at least once a year. Pledge cards will be given out at staff
orientation. Please turn one in at your earliest convenience or donate online at
https://icsgeorgia.org/donate.
301 Employee Benefits
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011, 7/15/2015, 08/31/2023
Eligible employees at ICS are provided a wide range of benefits. Per Georgia law, full-time employees
of public charter schools are required to participate in the Teachers Retirement System (TRS).
Temporary, less than half-time, and certain non-covered positions are not eligible for TRS
membership. More information can be found on the TRS website: trsga.com
Benefits eligibility is dependent upon a variety of factors. The HR Manager can identify the programs for
which you are eligible. Details of many of these programs can be found elsewhere in the Employee
Handbook.
The following benefit programs are available to eligible employees:
● Personal/Sick leave (see Policy 307)
● Jury duty leave (see Policy 311)
● Major medical, dental, and vision care health insurance (see Policy 316)
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● Life insurance (see Policy 317)
● Short-term disability (see Policy 318)
● Long-term Disability (see Policy 319)
● Family Leave (see Policy 380)
● Pension plan (see Policy 410)
Some benefit programs require contributions from the employee, but most are fully paid by ICS. Any
question about the benefits program should be directed to the HR Manager. Benefits offerings may be
changed at any time, and when any conflict between the benefit plan documents and this Employee
Benefits Policy conflict, the benefit plan documents control.
305 Holidays
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 3/27/19, 08/31/2023
ICS will grant holiday time off to all employees on the holidays listed below:
● New Year's Day
● Martin Luther King, Jr. Day
● Presidents' Day
● Memorial Day
● Juneteenth
● Independence Day
● Labor Day
● Indigenous Peoples’ Day
● Thanksgiving
● Day after Thanksgiving
● Christmas Eve
● Christmas
● New Year's Eve
ICS will grant paid holiday time off to all eligible employees immediately upon assignment to an eligible
employment classification. Holiday pay for non-exempt employees will be calculated based on the
employee's straight-time pay rate (as of the date of the holiday) times the number of hours the
employee would otherwise have worked on that day.
If a recognized holiday falls during an eligible employee's paid absence (such as vacation or sick leave),
holiday pay will be provided instead of the paid time off benefit that would otherwise have applied.
If eligible nonexempt employees work on a recognized holiday, they will receive holiday pay plus
wages at their straight-time rate for the hours worked on the holiday.
Where applicable, paid time off for holidays will be counted as hours worked for the purposes of
determining whether overtime pay is owed.
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306 Workers' Compensation Insurance
Effective Date: 8/1/2009
Revision Date:
7/31/2009, 08/31/2023
ICS provides a comprehensive workers' compensation insurance program, covering injury or illness
sustained in the course of employment that requires medical, surgical, or hospital treatment. Subject to
applicable legal requirements, workers' compensation insurance provides benefits after a short waiting
period or, if the employee is hospitalized, immediately.
Employees who sustain work-related injuries or illnesses should inform their supervisor immediately. No
matter how minor an on-the-job injury may appear, it is important that it be reported immediately.
Failing to report the injury in a timely manner could cause you to be ineligible for benefits. ICS will
maintain and post in a conspicuous place a list of at least six (6) doctors that the employee can see to be
evaluated and treated for an on-the-job injury.
Neither ICS nor the insurance carrier will be liable for the payment of workers' compensation benefits for
injuries that occur during an employee's voluntary participation in any off-duty recreational, social, or
athletic activity sponsored by ICS.
307 Personal/Sick Leave Benefits
Effective Date: 8/1/2009
Revision Date: 7/19/19,
08/31/2023
The International Community School PTO program applies to all 10-month, 11-month, and 12-month
employees. This policy also applies to all part-time employees. In all instances, employees must request
and receive approval for absences from work and maintain communication with ICS administration.
Eligible employees accrue PTO as indicated in the policy below. Absences from work will be charged
against accrued leave or time absent will be charged as leave without pay. Employees will be charged
leave only for the time during which the employee was absent from work. Leave can be used before it is
accrued.
ATTENDANCE All employees are expected to be at work on time, every day. Late or absent employees must call the
principal/school designee or the department supervisor as soon as possible in advance of their time to report. ALL
Absences are to be reported on a Statement of Leave form and submitted to your supervisor. Failure to call in
when absent for any reason other than approved leave will be considered an unauthorized absence. Unauthorized
absences may subject an employee to leave without pay and/or dismissal. In an emergency someone other than
the employee shall call the Principal, School designee or the Department Supervisor to report an absence.
Policy/Rule reference: Policy GBR: Professional Personnel Working Conditions.
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General Provisions
● The approval of leave requests is not automatic and depends on workloads and staffing needs.
Approval or denial of leave requests is at the discretion and judgment of the Assistant
Principal.
● The Principal has the authority to override approval or denial of any leave requests.
● If an employee’s absence requires notice of less than 48 hours, the employee will follow these steps:
o Text the Principal, Assistant Principal and the HR Manager before 7:00am if unable to
report for work that day due to unexpected illness.
o Follow up your text with an email to the Assistant Principal and your grade
level/department chair by 7:00am on the day of your emergency absence any
specific instructions and plans for that day, otherwise your emergency plans will be
used.
o The employee must submit a Time-Off Request in Paycom within 48 hours of taking
leave.
● All teachers will turn in emergency sub plans to their Principal or Assistant Principal within the first
two weeks of school using the format provided during pre-planning and restock plans within 1 week
of each emergency absence. This folder must contain an accurate class list, a daily schedule, the
teacher's contact information, and at least three activity sheets. The teacher must also inform the
substitute of any medical problem such as ground for 504 Plan faced by any student. It is
recommended that the teacher keep an information sheet about such students in a sealed envelope
in their desk, to be opened only by the substitute.
● A doctor’s note is required on the 3rd consecutive day of absence due to illness and on critical days
(as defined below in the Personal Leave Policy).
● In the case where a leave request is denied, employees who fail to report to work will not be paid
for the time off unless they provide a doctor’s note. Further, employees who fail to report to work
when leave is denied may be subject to disciplinary action, up to and including the possible
termination of employment.
● Employees will not be reimbursed for accrued PTO balances when separating from employment with
ICS.
Bereavement or religious holidays:
During a school year, the Principal may approve a maximum of three (3) days of PTO for bereavement
leave in the event of a death inside of the employee’s immediate family or for observance of a religious
holiday.
Long term:
If you are going to need a long-term sub, please notify the respective grade level, the Principal, Assistant
Principal and HR manager before making final preparations to secure a sub.
Leave Without Pay:
Leave without pay is defined as unpaid time off from work. This unpaid time may occur if the
employee has exhausted all available PTO and the supervisor gives prior authorization for additional
time off. An employee will not be paid, nor may the employee use any accrued PTO, for any
unauthorized absences from work.
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SICK LEAVE
Sick leave is provided under Georgia law so employees can receive pay during absences related to
medical issues for the employee or an immediate family member. Ten-month employees earn 12.5
sick-leave days per year. Eleven-month employees earn 13.75 sick-leave days per year. Twelve-month
employees earn 15 sick-leave days per year. An employee may utilize sick leave upon the approval of
the Supervisor or designee for absence(s) due to illness or injury or necessitated by exposure to
contagious disease or to illness or the death of the employee’s relative defined as the following:
spouse, child, sibling, parent, grandparent, grandchild, and corresponding step and in-law relations.
All requests for sick leave must be submitted on a Statement of Leave form to the employee’s
Supervisor. If a request for use of accrued paid leave is not submitted and approved, or
the sick leave policy does not apply to the reason for the absence, or the employee is receiving
disability or worker’s compensation benefits, employee’s leave will be without pay. Employees are
not paid for unused sick leave when they separate from employment.
Contract Terms Accrual Amount
10-month Employees 12.5 Sick Leave Days per Year
11-month Employees 13.75 Sick Leave Days per Year
12-month Employees 15 Sick Leave Days per Year
PERSONAL LEAVE
During a school year, employees may utilize up to a maximum of three (3) days of any accumulated sick
leave as personal leave, if prior approval of the absence has been given by the employee’s immediate
supervisor and if the presence of the employee requesting the absence is not essential for effective
school operation. Employee attendance on certain days, designated critical days, is crucial for effective
school operation. Personal/vacation leave may not be authorized during the following designated
critical days for any personnel: pre-planning, post planning, the first five (5) days of the school year, or
the last five (5) days of the school year. The Executive Director or designee must approve any
exceptions. Further, personal/vacation leave may not be authorized for school-based employees during
either the first two (2) days prior to a school holiday period, or the two (2) days following a school
holiday period. Personal/vacation leave may not be authorized for school-based employees during any
federal or state standardized assessments.
Sick Leave to Personal Leave
3 days of accumulated sick leave 3 days of personal leave
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All requests for personal leave must be submitted in writing to the employee’s principal or supervisor at
least three (3) days prior to the requested leave date. However, the principal/supervisor may exercise
discretion when the absence is unforeseeable. Any days missed for personal reasons in excess of three
(3) days are unauthorized absences and will result in loss of pay charged at the employee’s daily rate of
pay. An employee is not required to indicate specific reasons for personal leave. The employee’s
principal or supervisor has the right to approve or deny the employee’s request for personal leave.
VACATION LEAVE
Full-time, 12-month employees who have completed a minimum of ninety (90) days of service for ICS
will earn ten (10) days of vacation per year during the first five (5) years of continuous employment.
During each additional one-year period of continuous service, the employee earns one more day of
vacation than that earned the preceding year, not to exceed twenty (20) days of vacation per year.
Years of Service Days of vacation
</= 5 years 10 days of vacation
=/> 5 years 10 days + 1 day of vacation
6 11 days + 1 day of vacation
7 12 days + 1 day of vacation
8 13 days + 1 day of vacation
9 14 days + 1 day of vacation
10 15 days + 1 day of vacation
11 16 days + 1 day of vacation
12 17 days + 1 day of vacation
13 18 days + 1 day of vacation
14 19 days + 1 day of vacation
15 years 20 days
ICS encourages 12-month employees to try and use the bulk of their vacation days in the summer
months (June and July). New policies introduced have the possibility of working differently in reality
than imagined. If there are issues with vacation policies we encourage employees to voice their
concerns so updates can be made to best suit the needs of both ICS and ICS employees.
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Unused vacation days may be carried over to the following year as long as the total days do not exceed
21 days.
PTO Received Amount that can be carried over if unused from
previous year (cannot exceed 21 days per year)
10 days 10 days of vacation
11 days 10 days of vacation
12 days 9 days of vacation
13 days 8 days of vacation
14 days 7 days of vacation
15 days 6 days of vacation
16 days 5 days of vacation
17 days 4 days of vacation
18 days 3 days of vacation
19 days 2 days of vacation
20 days 1 day of vacation
All requests for vacation leave must be submitted, in writing, to the employee’s principal or supervisor
at least two weeks prior to the requested leave date. However, the supervisor may exercise discretion
when the absence is unforeseeable. The employee’s principal or supervisor has the right to approve or
deny the employee’s request for vacation leave. You can borrow PTO ahead of accrual if you leave
before you accrue PTO you will be charged for your time.
Volunteer Day
All full time staff have one (1) day they can take off in order to volunteer at one of ICS’s partners.
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Floating Holidays
All full-time, regular employees receive three floating holidays per year in addition to ICS's regular paid
holidays. These three floating holidays may be used only for religious or cultural holidays, employee
birthdays, or other state or federal holidays during which ICS remains open.
Floating holidays are available at the beginning of each calendar year for all current employees. A new
employee hired before the end of the first half of the calendar year will receive three floating holidays
upon hire; a new employee hired during the second half of the calendar year will receive two floating
holidays upon hire.
Employees must specify the event for which they are requesting to use a floating holiday. The request
must be scheduled and approved in advance by the employee's immediate supervisor.
Floating holidays will not be carried over to the next calendar year, nor may they be cashed out if not
taken or paid upon separation from employment.
Excessive or Abusive use of PTO:
Definition: A pattern of intermittent, short-term usage of PTO. Establishment of this pattern shall
include, but not be limited to, the following indicators:
● Frequent use of PTO in conjunction with holidays, scheduled days off, or distribution of paychecks.
● Frequent use of PTO when scheduled for undesirable temporary shifts or assignments, or
during periods of peak workload.
● Frequent occurrences of illness during the workday.
● Peculiar and increasingly improbable excuses.
● Prior written notification of failure to adhere to procedures for approval of PTO,
inappropriate attendance, or inappropriate use of PTO.
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311 Jury Duty
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
ICS encourages employees to fulfill their civic responsibilities by serving jury duty when required.
Employees subpoenaed for jury duty shall be allowed a leave of absence without loss of pay.
Employees must show the jury duty summons to their supervisor as soon as possible so that the
supervisor may make arrangements to accommodate their absence. Of course, employees are expected
to report for work whenever the court schedule permits.
Either ICS or the employee may request that jury duty be postponed if, in ICS's judgment, the
employee's absence would create serious operational difficulties.
313 Benefits Continuation (COBRA)
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/2/2011
The federal Consolidated Omnibus Budget Reconciliation Act (“COBRA”) gives employees and their
qualified beneficiaries the opportunity to continue health insurance coverage under ICS's health plan
when a "qualifying event" would normally result in the loss of eligibility. Some common qualifying
events are resignation, termination of employment, or death of an employee; a reduction in an
employee's hours or a leave of absence; an employee's divorce or legal separation; and a dependent
child no longer meeting eligibility requirements.
Under COBRA, the employee or beneficiary pays the full cost of coverage at ICS's group rates plus an
administration fee. ICS provides each eligible employee with a written notice describing rights granted
under COBRA when the employee becomes eligible for coverage under ICS's health insurance plan. The
notice contains important information about the employee's rights and obligations.
316 Health Insurance
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015, 7/10/2017, 08/31/2023
ICS's health insurance plan provides eligible employees and their dependents access to medical, dental,
and vision care insurance benefits. Salaried full-time employees and salaried part-time employees who
work in excess of 30 hours per week are eligible to participate in the health insurance plan.
Eligible employees may participate in the health insurance plan subject to all terms and conditions of the
agreement between ICS and the insurance carrier.
Details of the health insurance plan are described in the Summary Plan Description (“SPD”). A copy of
the SPD and information on cost of coverage will be provided in advance of enrollment to eligible
employees. Contact the HR Manager for more information about health insurance benefits, which are
subject to change at any time.
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317 Life Insurance
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015, 08/31/2023
ICS provides a basic life insurance plan for eligible employees (i.e., salaried full-time employees and
salaried part-time employees who work in excess of 20 hours per week.)
Eligible employees may participate in the life insurance plan subject to all terms and conditions of the
agreement between ICS and the insurance carrier.
Details of the basic life insurance plan including benefit amounts are described in the Summary Plan
Description (“SPD”) provided to eligible employees. Contact the HR Manager for more information
about life insurance benefits, which are subject to change at any time.
318 Short-Term Disability
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
ICS offers a short-term disability (“STD”) benefits plan to eligible employees who are unable to work
because of a qualifying disability due to an injury or illness. Eligible employees are salaried full-time
employees and salaried part-time employees who work in excess of 20 hours a week.
Eligible employees may participate in the STD plan subject to all terms and conditions of the agreement
between ICS and the insurance carrier.
Disabilities arising from pregnancy or pregnancy-related illness are treated the same as any other illness
that prevents an employee from working.
Details of the STD benefits plan including benefit amounts, when they are payable, and limitations,
restrictions, and other exclusions are described in the Summary Plan Description (“SPD”) provided to
eligible employees. Contact the HR Manager for more information about STD benefits, which are
subject to change at any time.
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319 Long-Term Disability
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015, 08/31/2023
ICS provides a long-term disability (“LTD”) benefits plan to help eligible employees cope with an illness or
injury that results in a long-term absence from employment. LTD is designed to ensure a continuing
income for employees who are disabled and unable to work.
Employees in the following employment classifications are eligible to participate in the LTD plan:
● Regular full-time employees
● Regular part-time employees
Eligible employees may participate in the LTD plan subject to all terms and conditions of the agreement
between ICS and the insurance carrier.
Details of the LTD benefits plan including benefit amounts, and limitations and restrictions are described
in the Summary Plan Description (“SPD”) provided to eligible employees. Contact the HR Manager for
more information about LTD benefits, which are subject to change at any time.
380 Family and Medical Leave
Effective Date: 8/1/2009
Revision Date: 9/16/2009, 1/17/2011, 7/15/2015
Eligible employees of ICS are entitled to take unpaid leave for a period of up to 12 work weeks in any
12-month period for certain family and medical reasons, which are defined in the Family and
Medical
Leave Act of 1993, as amended (“FMLA”). Employees are eligible if they have worked for ICS for at least
one year and for 1,250 hours during the 12-month period immediately prior to the beginning of the
leave. Unpaid leave shall be granted for any of the following reasons or any combination of the
following reasons:
● birth of a child and/or care of a newborn child
● placement with the employee of a child for adoption or foster care
● care for the employee’s spouse, child, or parent with a serious health condition
● the employee’s own serious health condition that that makes the employee unable to perform
the functions of the employee’s job
● a qualifying exigency arising out arising out of the fact that the employee’s spouse, child or parent
is a covered military member on active duty (or has been notified of an impending call or order to
active duty) in support of a contingency operation
In addition, an employee may take unpaid leave of up to 26 weeks within a single 12-month period to
care for a covered service member with a serious injury or illness if the employee is the spouse, child,
parent or next of kin of the service member.
Certain kinds of paid leave may be substituted for unpaid leave. If leave qualifies for FMLA leave and
leave under state law, the leave used counts against the employee's entitlement under both laws.
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Classification of Leaves
An employee requesting leave must explain the reasons for the leave so as to allow the ICS administration
to determine that the leave qualifies under the FMLA. An employee giving notice of the need for leave is
not required to assert rights under FMLA or even mention the FMLA to meet the obligation to provide
notice; however, the individual will need to state a qualifying reason for the leave. The employee will also
need to provide sufficient information to establish the FMLA-qualifying reason for the leave so that ICS
administration is aware of the employee's entitlement. In all circumstances, it is the ICS administration's
responsibility to designate leave as paid or unpaid and as FMLA-qualifying based on information provided
by the employee.
Notices Required by Employees
An employee must provide at least a 30-day advance notice to the HR Manager before FMLA leave is to
begin if the need for the leave is foreseeable based on an expected birth, placement for adoption or
foster care, or planned medical treatment for a serious health condition of the employee or of a family
member. If a 30-day advance notice is not possible, then verbal notice should be provided to the HR
Manager within two business days of when the need for leave becomes known to the employee. An
employee shall provide at least verbal notice sufficient to make the ICS administration aware that the
employee needs FMLA-qualifying leave and the anticipated timing and duration of the leave. As early as
practical, the employee must provide written notice setting forth the reasons for the requested leave,
the anticipated start of the leave, and the anticipated duration of the leave.
An employee must provide the HR Manager with a medical certification from a health care provider to
substantiate that the leave is due to the serious health condition of the employee or of the employee's
immediate family member. Following an absence for a serious health condition, an employee must
provide the HR Manager with a fitness-for-duty report completed by an appropriate health care
provider prior to being restored to duty.
Job Benefits and Protection
ICS will maintain an employee's medical insurance for the duration of the FMLA leave. If an employee
paid all or part of the premium payments prior to leave, then the employee must continue to pay the
same premium payments during the leave period.
Upon return from FMLA leave, an employee will be restored to either the former position held by the
employee or to an equivalent position with equivalent pay, benefits, and other employment terms.
The specific work location of an employee returning from FMLA leave will be at the discretion of the
Principal.
The use of FMLA leave will not result in the loss of any employment benefit that accrued prior to the
start of an employee's leave.
Record-Keeping Requirements
The HR Manager shall develop provisions to make, keep, and preserve records pertaining to FMLA
obligations in accordance with the record-keeping requirements of the Fair Labor Standards Act (“FLSA”)
and in accordance with FMLA regulations. ICS must keep all FMLA records for no less than three years
and must make them available for inspection, copying, and transcription by representatives of the U.S.
Department of Labor (“DOL”) upon request. Records and documents relating to medical certifications,
recertification, or medical histories of employees or employees' family members shall be maintained in
separate files and be treated as confidential medical records.
Statement of Compliance
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ICS shall comply with all provisions of the FMLA and with the related DOL regulations. The HR Manager
shall develop appropriate procedures to implement the act and the DOL regulations, which govern
leaves under the FMLA.
395 Virtual School and Remote Work Policy
From time to time as dictated by business needs, the School may offer eligible employees the
opportunity to work remotely. Remote work may be performed at the employee’s residence or a
remote location provided by the School. Remote work can be informal and optional, such as a short-
term project at home, or it can be formal and required for longer term reasons, such as a school closure
for a pandemic situation.
Eligibility/Approval
If there is a need for employee(s) to work from home, remote work requires the approval of the
Principal in partnership with the Assistant Principal for teaching staff (Executive Director approval is
required for Leadership Team members). The approval will be considered on a case-by-case basis with
no expectation of ongoing continuance. Employees requesting remote work as an informal option,
must have been employed at the School for 12 continuous months, and have a satisfactory work
record, and must be recommended for remote work by the manager. Exceptions to this will only be
made in limited situations by the Principal or Executive Director. A specific timeline and specific work
will be agreed upon in advance by all parties to include the employee, Assistant Principal, HR and
Principal or Executive Director. If the employee is unable to meet the timeline and work as agreed,
further remote work may not be approved in the future. In order to continue to be eligible for remote
work the employee should demonstrate work quality, work quantity, and a demonstrated ability to
work without close supervision.
In the event of an emergency or pandemic, the Executive Director may direct remote work
for all or part of the employee population, depending on the needs of the school.
Remote work does not alter an employee’s duties, obligations, and responsibilities and/or
conditions of employment with the School. Employees remain responsible for adhering to the
School’s policies and procedures as they may change from time to time, including but not
limited to the Remote Work Policy and the Employment Guide. Acceptance of remote work does not
alter an employee’s at-will employment status, and the acceptance of remote work is not a contract of
employment. Any violations of the School’s rules, policies, practices, or instructions may result in
disciplinary action up to and including immediate termination of employment. In no situation does an
employee have a permanent or long-term remote work assignment at the School as that would require
approval of a specific site, School access to site equipment, and expense reimbursement. The School
may end remote work at any time or may require that an employee return to work at any time. Not all
work performed by the School lends itself to remote work and only select departments within the
School may offer remote work.
Under the Virtual School and Remote Work Policy all attempts will be made to maintain current policies
in regards to compensation, work time, absences, technology, and other areas as listed below. However,
there may be times where modifications have to be made to these policies due to financial, operational,
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and legal guidelines.
Compensation
Work hours, overtime compensation, and vacation schedule will conform to the terms agreed
upon by the employee and the School, as indicated in the employee’s employment contract.
The employee’s compensation, benefits, work status, and work responsibilities do not change
due to acceptance of a remote work assignment. An exempt employee (not eligible for
overtime or clocking in/out) will complete the number of hours necessary to complete the job
in return for the agreed upon salary between the employee and the School.
Designated Work Time
While remote work offers the flexibility to work various hours, the production of quality work
product still requires that employees dedicate uninterrupted time to completing assignments.
Employees performing remote work must make arrangements for child care, elder care, pet
care, repair person, etc. that do not distract from the employee’s ability to produce quality
work in an efficient time frame, as well as attend to required communications and meetings.
During a full school closure, there may be times where exceptions to uninterrupted time must
be made (see below). It is the expectation that employee’s designated work times are
protected and free of environmental distractions (i.e. driving, technology failure, etc.)
Absences
Any absences (paid time off, jury duty, and professional development) that require time away from
remote work, must be discussed by the employee and the supervisor. Employee leave may be
available to employees as determined under the company’s policies and in accordance with the law.
School Equipment & Supplies
In order to facilitate the remote work assignment, the School may supply equipment, data,
supplies, etc. or allow the employee to take school equipment, data or supplies that have
already been issued. These items must be reasonably protected from damage or theft while
working remotely or during the transport of equipment. The employee may only use
school-owned equipment for legitimate School purposes and will not allow anyone else to
use school-owned equipment, data or supplies. You are responsible for protecting
school-owned equipment from theft, damage and unauthorized use. The decision to remove
or discontinue use of equipment, data, etc. is solely the School’s decision.
In the event of equipment failure or malfunction, theft or loss of any device used for
company-related purposes, the employee must immediately notify their supervisor
and Technology Director. All school-owned equipment will be signed out and the
employee is responsible for any damages to equipment. Damages to equipment can be
paid via check to the school or by way of payroll deduction. Fees for damages are
determined by the Technology Director.
The School accepts no responsibility for repairs for employee-owned equipment used for work.
The School will not be responsible for costs associated with the employee’s home office space,
such as desks, lighting, etc. Upon termination of employment, all School equipment and property will
be returned to the School. If employment ends for any reason before a remote work period ends, the
employee must return any school equipment, data and supplies provided or taken from the School.
Confidentiality
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Consistent with the organization's expectations of confidentiality for employees at the School,
remote work employees will be expected to ensure the protection of proprietary School and
parent/student/employee information accessible from their remote work workspace. Steps
include putting away information out of site of others, regular password maintenance, and any
other measures appropriate to retain confidentiality.
Safety
Employees are expected to maintain their remote workspace in a safe manner, free from safety
hazards. Injuries sustained by the employee in a remote workspace and in with the scope and course of
their regular work duties are generally covered by the School's workers' compensation policy. The
employee is responsible for notifying the employer of such injuries immediately or, if immediate
notification is not possible, as soon as practicable. The employee is liable for any injuries sustained by
third persons in their home workspace. A remote workplace is considered an extension of the School’s
workplace. Therefore, the School remains liable for job-related accidents occurring in the remote
workplace during the employee’s agreed-upon work hours and assumes no liability for injuries occurring
in the remote work place outside the agreed-upon work hours.
Remote work is not designed to be a replacement for appropriate child care except in extreme
extenuating circumstances such as a case of pandemic. Although an individual employee's schedule may
be modified in collaboration with the employee’s supervisor(s) to accommodate child care needs, the
arrangement must meet school needs and allow the employee to satisfactorily perform the essential
functions of the employee’s position.
Legal Implications
You will be solely responsible for reporting the business use of your designated work area
based on the Internal Revenue Service and state and local government laws, rules, and regulations.
The company assumes no liability for damages to your real or personal property resulting from
remote work.
Required “Emergency” Remote Work Situation
In some instances, the Executive Director may require employees to work remotely for a temporary
period of time, such as in a state of emergency or pandemic situation. If this situation arises, the School
will be asking you to fulfill your job responsibilities from home while helping the School maintain normal
business operations during this period of time to the best extent possible. If the School is unsure of the
duration of the need, the School will provide regular updates as events warrant.
It takes a self-starter and independent work mindset to work remotely. It is important that when the
majority of employees are working remotely, that a spirit of teamwork and community be fostered, and
that we are ever-so-diligent about communication. The Executive Director will inform employees of
the standard communication platform, work expectations, and will inform employees if there are
limitations around equipment or school information that can be taken for remote work from home
duties. Remote work may not be suitable for all positions as some positions are defined as Business
Essential and their work requires them to be at School and on campus. Often, these are individuals who
have to “touch” something in the office or on campus in order to perform their duties that cannot be
relocated or that is too expensive to relocate. If remote work is required for your position, you may be
asked to perform your work in full remotely and may be prohibited from coming to the workplace at all
and/or may be prohibited from meeting in person with other School employees or third party School
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partners, unless you receive express authorization from the Principal.
Working Hours and Expectations
While we understand that you may not be able to fully perform all the essential functions of your job via
remote work, you and your supervisor will develop a regular schedule of your working hours to ensure
availability and coverage, taking into account necessary variations. You must communicate with your
supervisor about any personal obligations (childcare, medical appointments, etc.) so that you can develop
a regular schedule where possible or adjust on an as-needed basis. You will need to keep your business
calendar up-to-date, check emails, voicemails, and any other designated communication platforms on an
ongoing basis during those hours. While we understand that you may be distracted by personal business
and/or childcare during this time, we ask you to devote your attention to your employment
responsibilities during remote working hours to the extent possible.
Your supervisor should meet with you regularly to review your work and provide feedback as
appropriate, and generally be available to you. You need to work with your supervisor to
develop and maintain a good understanding of where timelines have flexibility and where they
do not. Work with your manager to come up with a plan that works for you and your team if
you are caring for a child or other family member - this may mean chunking work into shifts to
trade with a partner, if appropriate, or working some “off” hours to manage your work and
other personal demands.
Supervisors will set clear expectations/deadlines for the work to be accomplished, establish
work hours, prioritize tasks and schedule meetings to make sure the work is progressing at a
good pace. This can include daily check-ins and/or weekly team meetings to discuss work
status. And, it can include reassignment of job duty tasks that are outside of the employee’s
regular responsibilities, if needed, to maintain an employee’s workload and hours for which they are
paid. All in all, we must balance teamwork and individual work needs. You and your supervisor will
determine the appropriate equipment and materials needed to
perform your duties, as well as Technology who will service and repair equipment as needed. In
the event of equipment failure or malfunction, immediately notify your supervisor and
Technology in order to obtain repair or replacement. You must notify your supervisor if your
internet or network access is limited or unavailable immediately upon becoming aware of it.
Your supervisor will instruct you about which physical items can be taken from the
workplace and which need to stay at the School/on campus at all times.
If you are Hourly and Are Subject to Overtime (Non-exempt):
If you are not exempt from both the minimum wage and overtime requirements of the Fair Labor
Standards Act, and any or applicable state law, you will be required to record or report all hours worked
in a manner designated by the company. Hours worked outside of the anticipated times or in excess of
those scheduled per day require the advanced written approval of your supervisor. If you work without
receiving such advance approval, you will be paid for the time worked, but you may also be subject to
disciplinary action. Failure to record all hours or fraudulently completing such records may result in
discipline up to and including termination. You will not engage in personal errands or other non-work
activities while on the clock except during paid off-duty rest breaks. To the extent you must engage in
personal activities during agreed-upon working hours other than during paid rest breaks, you should
notify your direct supervisor to ensure an accurate recording of your time so the company can
determine your hours worked. You must take required meal and rest periods as required by the law of
the state where you are working, just as you did before the remote work policy went into effect. You are
relieved of all duty during such meal breaks and rest breaks and must not answer phone calls, emails, or
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text messages, or perform any company work, while on meal or rest breaks. If a required meal/rest
period is interrupted, notify your direct supervisor. Flexibility and grace is an important aspect of ICS’s
virtual school policy. Policies and guidelines are subject to change based off of Federal, State and local
guidelines as well as the needs of the community.
401 Timekeeping
Effective Date: 8/1/2009
Revision Date:
7/19/2019, 08/31/2023
Accurately recording time worked is the responsibility of every employee. Federal and state laws require
ICS to keep an accurate record of time worked in order to calculate employee pay and benefits. Time
worked is all the time actually spent on the job performing assigned duties.
All employees should accurately record the time they begin and end their work via the Paycom app on
their smartphone or laptop. Please alert the front office if you leave campus during the day. The
receptionist will keep a note of employees who are off-campus in case of an emergency.
Overtime work must always be approved before it is performed. Failure to obtain approval prior to
performing overtime work will subject the employee to disciplinary action, up to and including the
possible termination of employment.
Altering, falsifying, tampering with time records, or recording time on another employee's time record
may result in disciplinary action, up to and including termination of employment.
It is the employees' responsibility to sign their time records to certify the accuracy of all time recorded.
The employee’s supervisor will review and then initial the time record before submitting it for payroll
processing.
The HR manager and Principal/Assistant Principal will review the time keeping weekly and take
appropriate actions to follow up. Below is a sample of disciplinary actions that may be taken, though
ICS reserves the right to address any number of tardies with any disciplinary action it sees fit and is not
bound by the below examples:
● 1-5 tardies: Email stating times, dates, and amount of tardies to date. Friendly reminder
to report to work on time per your contract.
● 5-8 tardies: Written reprimand stating times, dates, and amount of tardies to date copied
to personnel file. Conference with the HR manager and/or supervisor.
● 8-10 tardies: Written reprimand stating times, dates, and amount of tardies to date copied to
personnel file. Employees with this level of tardiness may be subject to disciplinary action, up to
and including the possible termination of employment. It is the responsibility of the employee
to ensure accurate time records.
We recognize that events occur that may require manual updates to your timecard. Below is a sample
of disciplinary actions that may be taken for repeated manual timecard adjustments:
● 1-5 manual updates: Email stating times, dates, and amount of manual updates to date.
Friendly reminder to report to work on time per your contract.
● 5-8 manual updates (punch change request): Written reprimand stating times, dates, and
amount of manual updates to date copied to personnel file. Conference with the HR
manager and/or supervisor.
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● 8-10 manual updates (punch change request): Written reprimand stating times, dates, and
amount of manual updates to date copied to personnel file. Employees with this level of
manual updates may be subject to disciplinary action, up to and including the possible
termination of employment.
403 Paydays
Effective Date: 8/1/2009
Revision Date:
5/15/2012
All employees are paid via direct deposit monthly by the 5th day of every month. Each paycheck will
include earnings for all work performed through the end of the previous payroll period.
Employees are required to have pay directly deposited into their bank accounts and they will receive an
itemized statement of wages when ICS makes direct deposits.
404 Contract Release
Your employment at International Community School is “at will,” meaning that you or the school
may terminate your employment at any time for any reason. If an employee resigns without providing
adequate notice is not eligible for reemployment.
405 Employment Termination
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/10/2017, 1/28/19
Termination of employment is an inevitable part of personnel activity within any organization, and many
of the reasons for termination are routine. Below are examples of some of the most common
circumstances under which employment is terminated:
● Resignation and/or retirement - voluntary employment termination initiated by an employee.
● Discharge - involuntary employment termination initiated by the organization.
● Lay off - involuntary employment termination initiated by the organization for non-
disciplinary reasons.
● Non-renewal - applies to year-to-year employees. This is a decision made by the
administration to not offer employment to an employee for the next school year.
Confidentiality
Personnel matters, including those related to reprimands, terminations, and nonrenewal are private
and confidential to the maximum extent permitted by law. Except where required by law, ICS will
not discuss or otherwise share information related to personnel matters with other employees. It is
the expectation of ICS that employees similarly adhere to this policy respecting the confidential and
private nature of their own employment status and that of other employees.
“At will” Employment
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Provisions of the Fair Dismissal Act are inapplicable to ICS. Your employment at International
Community School is “at will,” meaning that you or the school may terminate your employment at
any time for any reason.
ICS’s Progressive Discipline Model
Most disciplinary matters will be addressed using progressive discipline, as outlined below, though
ICS at its discretion may combine or skip steps depending on the particulars of each situation. The
Administration will make efforts to document every instance of warning regarding performance
improvement. There shall be references to the job description, if applicable, and the standards set
forth in performance reviews. Please note that tasks within the job descriptions are subject to
change depending on the organization’s needs.
The progressive discipline model shall advance as follows:
1. Verbal warning
2. Written reprimand
3. Probationary period
a. The length of the probationary period will be determined by ICS Administration
in accordance with the degree and nature of deficiency. During this time, at the
discretion of ICS administration and in applicable cases, the employee may be put on a
performance improvement plan that outlines the specific deficiencies and how they
need to be improved.
After the probationary period, ICS administration will analyze the employee’s performance and make a
decision about termination or continued employment.
Certain conduct will lead to immediate involuntary discharge. Such conduct includes, but is not
limited to:
● Reporting for work under the influence of alcohol or controlled substances.
● Possession, use, sale or distribution of controlled substances on school property or while
operating employer-owned vehicles or equipment.
● Theft or inappropriate removal or possession of property
● Engaging in harassing conduct.
● Fabrication of business documents, including resumes, timekeeping records and
expense reports.
● Excessive absenteeism or tardiness or any absence without notice. *See Tardiness Policy
● Fighting or threatening violence on school premises or towards any school employee, parent,
or student whether on school premises or not.
● Boisterous or disruptive activity on school premises.
● Abuse of equipment (including excessive personal use of office equipment).
● Negligence or improper conduct leading to damage of employer-owned or customer-
owned property
● Violation of safety or health rules
● Smoking in prohibited areas.
● Sexual or other unlawful or unwelcome harassment
● Possession of dangerous or unauthorized materials, such as explosives or firearms, in
the workplace.
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● Insubordination or other disrespectful conduct.
● Gambling on school premises.
● Unauthorized use of telephones, mail system, computers, or other employer-owned equipment
● Unauthorized disclosure of confidential information
● Violation of personnel policies
**Note that these are only guidelines and, depending on the circumstances, even a first
offense may be punishable by termination.
All decisions concerning terminations and non-renewals are made by the Administration.
Allocation of Pay and Benefits
Terminated employees will receive their final pay in accordance with applicable state law. Some benefits
may be continued at the employee's expense if the employee so chooses through Gap or Cobra coverage.
410 Pay Deductions and Setoffs
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
The law requires that ICS make certain deductions from every employee's compensation. Among these
are applicable federal, state, and local income taxes. In lieu of Social Security, ICS deducts for the
mandatory Teachers' Retirement System of Georgia (“TRS”) or Public School Employees Retirement
System (“PSERS”), as applicable.
Pay setoffs are pay deductions taken by ICS, usually to help pay off a debt or obligation to ICS or others
(e.g., reimbursement of a salary advance, garnishment of wages, etc.).
Itemized monthly pay stubs are available via Paycom. It is the employee’s responsibility to check on a
monthly basis their pay stubs to verify all information is correct (earnings, withholdings, and
deductions.)
If you have questions concerning why deductions were made from your paycheck or how they were
calculated, the HR Manager can assist in having your questions answered.
501 Safety
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015, 7/19/19
Each employee is expected to obey safety rules and to exercise caution in all work activities. Employees
must immediately report any unsafe condition to the appropriate supervisor. Employees who violate
safety standards, who cause hazardous or dangerous situations, or who fail to report or, where
appropriate, remedy such situations, may be subject to disciplinary action.
All staff are to actively participate and abide by all guidance laid out in the ICS Safety Plan. This plan
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includes daily safety measures, lays out the details of the safety team, and includes procedures for all
safety drills. The safety plan can be found on the Google Drive. In the case of accidents that result in
injury, regardless of how insignificant the injury may appear, employees should immediately notify the
appropriate supervisor. Such reports are necessary to comply with laws and initiate insurance and
workers' compensation benefits procedures. Any student who is injured should visit the nurse. Turn off
lights and close doors when you leave a room. Entering a building outside of school hours requires a
special door badge and you must know the burglar alarm code. The special door badge can be requested
from the Office Manager and is individually assigned. The local police respond to the security alarms
and, if the alarm is falsely tripped, ICS is charged $100.00 for the first visit, $200 for the second,
$300 for the third and so forth.
Supervision
Supervision of students is critical to maintain the safety of our students. Employees are expected to
maintain supervision, including proximity and visual contact with students. Employees who are
responsible for students in the classroom, playground, or shared school space should be fully aware of
students’ actions and interact with students in a positive and productive manner. When students
request to use the restroom, go to the nurse, or leave the classroom for any other reason, they must do
so with a hall pass. Groups of students should not be permitted to leave the classroom to use the
restroom at the same time.
Cleanup and Handling of Body Fluids or Matter
When it is necessary to clean up or handle any blood, body fluids, vomit, fecal matter, or urine, the
following practices should be observed:
● Disposable gloves should be worn during the cleaning process.
● Surfaces soiled with the above substances should be promptly disinfected using a bleach solution
(1 part bleach to 10 parts water) or other similar strong disinfectant.
● Whenever possible, disposable towels, tissues, or other materials should be used in the
cleaning process. These disposable materials should then be placed in a plastic bag and
discarded.
● After use, non-disposable cleaning equipment and materials, such as towels and mops, should
also be disinfected with the bleach solution or other disinfectant.
● Those who are cleaning should avoid exposure of open skin lesions or mucous membranes to
the blood or body fluids.
● Persons involved in the cleanup should thoroughly wash their hands afterwards.
Preventing the Spread of Germs
● It is important that all staff work together to prevent the spread of germs. While ICS has
incentives for reporting to work, we have no incentives for Perfect Attendance. It is imperative
that staff members stay home when sick until at least 24 hours after they no longer have a
fever* or signs of a fever (chills, feeling very warm, flushed appearance, or sweating) without
the use of fever-reducing medicine.
● Staff should cover coughs and sneezes with a tissue or their bent arm. If they use a tissue,
they should put the used tissue in a trash can and wash their hands.
● Frequent handwashing with soap and water following CDC guidelines is highly encouraged.
● Keeping the facilities clean and free of germs is a team effort. Staff are required to keep
clean work areas and work to reduce the spread of germs within their space.
● Additional guidelines and expectations may be presented.
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502 Work Schedules
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015, 7/10/2017, 7/1/2019
Teachers and assistants are present for 190 days per year-180 school days and ten (10) days of
in-service/professional development. They are also present for Open Houses, Back-to-School Night,
Parent-Teacher Conferences, Staff Meetings, afterschool professional development and other
special events. At ICS the required hours for teachers and teacher assistants are from 7:30 am to
3:30 pm Monday through Friday. In addition, full-time as well as part-time staff are required to
attend Staff Meetings and professional development.
The daily schedule for all assistants will vary based on their assignments. Assistants have 30 minutes for
lunch and two 15-minute paid breaks per day.
The normal work schedule for non-instructional employees is 8:00 am to 4:00 pm weekdays. If an
employee must leave the school premises for any reason during the day, they must inform the
Principal and their respective Assistant Principal and sign out and back in when they return.
Flexible scheduling, or “flextime,” is available in some cases to allow employees to vary their starting
and ending times each day within established limits. Flextime may be possible if a mutually workable
schedule can be negotiated with the supervisor involved. Such issues as staffing needs, the employee's
performance, and the nature of the job will be considered before approval of flextime. Employees
should consult the Principal or Executive Director to request participation in the flextime program.
All teachers and teacher assistants are to abide by the published master schedule. Kindergarten and 1 st
grade teaching assistants will be with their assigned class at all times, except for break times and
pre-approved meetings.
Employees can purchase school lunch for the adult price. School lunch can be purchased by adding
money to your account via the POS system. School lunch cannot be purchased on credit.
Administration and Operations Personnel
Administration and office personnel serve full calendar years but have official Federal holidays and
school holidays as indicated in the calendar.
Schedule for administrative staff during school breaks will be determined by the Principal according to
the needs of the school.
Administrative and operational staff requested leave will not be approved for critical days.
BREAK PERIODS
The Federal FLSA guidelines do not require breaks be given to employees. All non-exempt employees will be paid
for hours worked. ICS permits the reasonable use of rest periods of short duration (for example, five to ten
minutes) to help an employee work more efficiently. Any time taken as a break during work hours is paid time.
Supervisors are asked to practice flexibility and empathy when personal needs for short breaks arise. This will
require thorough administrative oversight, if staff abuse the use of break periods, administration has the right to
refuse break time or to make any appropriate modifications or limitations necessary.
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503 Making a Mandated Reporter Claim
Effective Date: 1/28/19
Revision Date: N/A
An ICS staff member or school volunteer (“reporter”) who has reasonable cause to believe that child
abuse has occurred shall report such abuse according to the procedures listed below.
Definition
According to O.C.G.A 19-7-5, “Child abuse” includes physical abuse, neglect, exploitation,
sexual abuse, and sexual exploitation, as explained in more detail in the statute mentioned
above.
Confidentiality
Mandatory reporting records are confidential under law. As such, the reporter and additional
administrative personnel involved in making the report should refrain from discussing this report
with any other staff, students, parents, or members of the community.
Reporting Procedures:
1. The reporter should provide an oral report to the school counselor immediately, but in no case later
than 24 hours from the time there is reasonable cause to believe that child abuse has occurred. The
reporter should subsequently provide a written report to the counselor. The counselor will
immediately contact DeKalb County School District’s School Social Work department and inform the
Principal of the situation. Personnel from DeKalb County which will then follow its protocols to
investigate the report. The report should not be discussed with anyone outside of this reporting chain
of command, and the counselor shall not make any changes to the report other than adding any
relevant or necessary information.
a. Exception: If the report involves alleged abuse by the Principal, the counselor
will leave the Principal out of the reporting chain of command.
b. Exception: If the report involves alleged abuse by the counselor, the reporter should provide
the report directly to the Principal, who will then contact DeKalb County School District’s
School Social Work department.
c. If neither the counselor nor the Principal is available, the reporter should make the report
to the Assistant Principal, who will then contact DeKalb County School District’s School
Social Work department.
d. If neither the counselor, Principal, or Assistant Principal is available, the reporter should
contact DeKalb County School District’s School Social Work department directly.
2. If the ICS individual to whom the report is made is unable to reach DeKalb County School
District’s School Social Work department, they should contact the DeKalb County Department of
Family and Children Services (“DFCS”) directly. If they cannot reach DFCS, the individual should
contact local law enforcement.
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3. If the reporter believes that the child is in immediate danger, the reporter should call 911
and then follow the reporting procedures listed above.
Communicating with Parents of Child Who is Suspected Recipient of Abuse:
Mandatory reporting records are confidential under law. As such, neither the reporter nor any other
ICS employee should communicate with the family of a child who is the subject of a report of
suspected child abuse about the details of the report. Instead, if a family asks about a report, the
employee should tell the child’s family to contact DeKalb County School District’s School Social Work
department to request information.
505 Smoking & Vaping
Effective Date: 8/1/2009
Revision Date:
7/31/2009
In keeping with ICS's intent to provide a safe and healthful work environment, smoking and vaping is
prohibited throughout the workplace and on any school grounds.
This policy applies equally to all employees, students, parents, and visitors.
506 Meal Periods
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
All full-time employees are provided with one meal period each workday. Supervisors will schedule meal
periods to accommodate operating requirements. Homeroom teachers must accompany their classes to
the cafeteria unless otherwise permitted by the Principal or Assistant Principal. Faculty and Staff can
purchase school lunch according to the adult rate.
LUNCH BREAKS FOR ELEMENTARY SCHOOL TEACHERS - O.C.G.A. § 20-2-218 (2010) DUTY FREE LUNCH
PERIOD
Every teacher who is employed in grades kindergarten through five for a period of more than one half
of the class periods of the regular school day shall be provided a daily lunch period of not less than 30
consecutive minutes, and such employees shall not be assigned any responsibilities during this lunch
period. Such lunch periods shall be included in the number of hours worked, and no local board of
education shall increase the number of hours to be worked by an employee as a result of such
employee’s being granted a lunch period under the provisions of this Code section. This duty-free
lunch period shall not be calculated under any circumstances as a part of any daily planning period or
other non-instructional time. For more information, please visit:
https://law.justia.com/codes/georgia/2010/title-20/chapter-2/article-6/part-6/subpart-2/20-2-218
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DUTY-FREE LUNCH FOR NON-EXEMPT EMPLOYEES IN A SCHOOL SETTING
Non-exempt employees in a school setting are to work an 8.5-hour day with a 30 minute unpaid and
uninterrupted lunch period. This will equate to working eight hours per day five days per week. If there is
a need for a non-exempt employee to remain after work for meetings, training, or additional projects,
his/or her work schedule must be adjusted within the same workweek to ensure the employee does not
exceed a 40-hours in a week. District employees classified as Non-exempt are prohibited from
volunteering to do any function of their job and must be paid for all additional time worked.
510 Disasters and Emergency Closings
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
The school holds regular fire and tornado drills as mandated by law.
Emergencies such as severe weather, fires, power failures, or earthquakes may disrupt school
operations and even require the closing of ICS facilities. In the event that such an emergency occurs
during non working hours, local radio and/or television stations will be asked to broadcast notification of
the closing. Additionally, employees and parents will be notified through the robo-call system, emails,
new flashes, and social media.
When the school is officially closed due to emergency conditions, the time off from scheduled work will
be paid.
In cases where an emergency closing is not authorized, employees who fail to report for work will not be
paid for the time off. Employees may request available paid leave time such as unused vacation benefits.
512 Business Travel Expenses
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015, 08/31/2023
ICS will reimburse employees for reasonable business travel expenses incurred while on assignments
away from the normal work location. The Principal must approve all business travel in advance for
instructional staff. Executive Director must approve business travel in advance for non-instructional
staff.
Employees whose travel plans have been approved are responsible for making their own travel
arrangements.
When approved, the actual costs of travel, meals, lodging, and other expenses directly related to
accomplishing business travel objectives will be reimbursed by ICS. Employees are expected to limit
expenses to reasonable amounts.
Expenses that generally will be reimbursed include the following:
● Airfare or train fare for travel in coach or economy class or the lowest available fare.
● Car rental fees, only for compact or midsize cars.
● Fares for shuttle or airport bus service, where available; costs of public transportation for
other ground travel.
● Taxi fares, only when there is no less expensive alternative. Mileage costs for use of personal cars,
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only when less expensive transportation is not available.
● Cost of standard accommodations in low to mid-priced hotels, motels, or similar lodgings.
● Cost of meals, no more lavish than would be eaten at the employee's own expense.
Employees who are involved in an accident while traveling on business must promptly report the
incident to their immediate supervisor. Vehicles owned, leased, or rented by ICS may not be used for
personal use without prior approval.
Cash advances to cover reasonable anticipated expenses may be made to employees, after travel has
been approved. Employees should submit a written request to the Principal when travel advances are
needed.
With prior approval, a family member or friend may accompany employees on business travel, when the
presence of a companion will not interfere with successful completion of business objectives. Any such
additional person is traveling at their own risk, and ICS assumes no responsibility or liability for any injury
or harm resulting to said person.
Generally, employees are also permitted to combine personal travel with business travel, as long as time
away from work is approved. Additional expenses arising from such non-business travel are the
responsibility of the employee.
When travel is completed, employees should submit completed travel expense reports within 15 days to
the Director of Operations and Finance. Receipts for all individual expenses must accompany reports.
Employees should contact their supervisor for guidance and assistance on procedures related to travel
arrangements, travel advances, expense reports, reimbursement for specific expenses, or any other
business travel issues.
Abuse of this business travel expenses policy, including falsifying expense reports to reflect costs not
incurred by the employee, can be grounds for disciplinary action, up to and including termination of
employment.
514 Visitors in the Workplace
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
To provide for the safety and security of employees and the facilities at ICS, only authorized visitors are
allowed in the workplace. Restricting unauthorized visitors helps maintain safety standards, protects
against theft, ensures security of equipment, protects confidential information, safeguards employee
welfare, and avoids potential distractions and disturbances.
All visitors should enter ICS at the reception area. Authorized visitors will sign in, receive a visitor badge
and directions or be escorted to their destination. Employees are responsible for the conduct and safety
of their visitors.
If an unauthorized individual is observed on ICS's premises, employees should immediately notify their
supervisor or, if necessary, direct the individual to the reception area.
To remove a child early, the parent must report to the office, sign out the child, and a member of the ICS
staff will bring the child to the office.
Staff who wish to have visitors to their classrooms should email the Principal for approval ahead of
time. Visitors who are at ICS for more than one day are considered volunteers.
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516 Use of Phone, Mail and Computer Systems and Email Usage
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011
INTERNATIONAL COMMUNITY SCHOOL RESERVES THE RIGHT TO MONITOR EMPLOYEE USE OF
ELECTRONIC COMMUNICATIONS SYSTEMS PROVIDED BY THE SCHOOL. THIS INCLUDES MONITORING
TELEPHONE USE, EMAIL USE AND INTERNET USE. ALL USER ACTIVITY IS SUBJECT TO MONITORING. IT IS
THE EMPLOYEE’S RESPONSIBILITY TO ENSURE THAT ALL USE OF SCHOOL-PROVIDED ELECTRONIC
COMMUNICATIONS SYSTEMS IS AUTHORIZED AND PROPER.
Personal use of the telephone for long-distance and toll calls is not permitted. Employees should
practice discretion when making local personal calls and may be required to reimburse ICS for any
charges resulting from their personal use of the telephone.
The mail system is reserved for business purposes only. Employees should refrain from sending or
receiving personal mail at the workplace.
To ensure effective telephone communications, employees should always use the approved greeting and
speak in a courteous and professional manner.
The approved greetings is:
“Good morning/afternoon. Thanks for calling the International Community School. This is (Insert your
name) speaking. How can I help you?”
Please confirm information received from the caller, and hang up only after the caller has done so.
Computers, computer files, the email system, and software furnished to employees are ICS property
intended for business use and, for that reason, employees should not have any expectation of privacy
with respect to such use. Employees should not use a password, access a file, or retrieve any stored
communication without authorization.
It is the policy of ICS that employees use their ICS email addresses whenever they are communicating in
their capacity as ICS employees.
ICS strives to maintain a workplace free of harassment and sensitive to the diversity of its employees.
Therefore, ICS prohibits the use of computers and the email system in ways that are disruptive,
offensive to others, or harmful to morale.
For example, the display or transmission of sexually explicit images, messages, and cartoons is strictly
prohibited. Other such misuse includes, but is not limited to, ethnic slurs, racial comments, off-color
jokes, or anything that may be construed as harassment or showing disrespect for others.
ICS email and ICS computers may not be used to solicit others for commercial ventures, religious or
political causes, outside organizations, or other nonbusiness matters.
ICS purchases and licenses the use of various computer software for business purposes and does not
own the copyright to this software or its related documentation. Unless authorized by the software
developer, ICS does not have the right to reproduce such software for use on more than one
computer.
Employees may use software only on local area networks or on multiple machines according to the
software license agreement. ICS prohibits the illegal duplication of software and its related
documentation.
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Employees should notify their immediate supervisor, the IT Manager and Operations Manager or any
member of management upon learning of violations of this policy. Employees who violate this policy will
be subject to disciplinary action, up to and including termination of employment. In addition, employees
should be aware that violations of this policy may also violate the Georgia Computer Systems Protection
Act and/or the Georgia Trade Secrets Act.
517 Internet Usage
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011
Internet access to global electronic information resources on the World Wide Web is provided by ICS to
assist employees in obtaining work-related data and technology. The following guidelines have been
established to help ensure responsible and productive Internet usage. While Internet usage is intended
for job-related activities, incidental and occasional brief personal use is permitted within reasonable
limits during designated breaks.
All Internet data that is composed, transmitted, or received via our computer communications systems
is considered to be part of the official records of ICS and, as such, is subject to disclosure to law
enforcement or other third parties. Consequently, employees should always ensure that the business
information contained in Internet email messages and other transmissions is accurate, appropriate,
ethical, and lawful.
Data that is composed, transmitted, accessed, or received via the Internet must not contain content that
could be considered discriminatory, offensive, obscene, threatening, harassing, intimidating, or
disruptive to any employee or other person. Examples of unacceptable content may include, but are not
limited to, sexual comments or images, racial slurs, gender-specific comments, or any other comments
or images that could reasonably offend someone on the basis of race, age, sex, religious or political
beliefs, national origin, disability, sexual orientation, or any other characteristic protected by law.
The unauthorized use, installation, copying, or distribution of copyrighted, trademarked, or patented
material on the Internet is expressly prohibited. As a general rule, if an employee did not create material,
does not own the rights to it, or has not obtained authorization for its use, it should not be put on the
Internet. Employees are also responsible for ensuring that the person sending any material over the
Internet has the appropriate distribution rights.
Internet users should take the necessary anti-virus precautions before downloading or copying any file
from the Internet. All downloaded files are to be checked for viruses; all compressed files are to be
checked before and after decompression.
Abuse of the Internet access provided by ICS in violation of law or ICS policies will result in disciplinary
action, up to and including termination of employment. Employees may also be held personally liable for
damages resulting from any violations of this policy. The following behaviors are examples of previously
stated or additional actions and activities that are prohibited and can result in disciplinary action:
● Sending or posting discriminatory, harassing, or threatening messages or images
● Using the organization's time and resources for personal gain
● Stealing, using, or disclosing someone else's code or password without authorization
● Copying, pirating, or downloading software and electronic files without permission
● Sending or posting confidential material, trade secrets, or proprietary information outside of
the organization
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● Violating copyright law
● Failing to observe licensing agreements
● Engaging in unauthorized transactions that may incur a cost to the organization or initiate
unwanted Internet services and transmissions
● Sending or posting messages or material that could damage the organization's image or reputation
● Participating in the viewing or exchange of pornography or obscene materials
● Sending or posting messages that defame or slander other individuals
● Attempting to break into the computer system of another organization or person
● Refusing to cooperate with a security investigation
● Using the Internet for political causes or activities, religious activities, or any sort of gambling
● Jeopardizing the security of the organization's electronic communications systems
● Sending or posting messages that disparage another organization's products or services
● Passing off personal views as representing those of the organization
● Sending anonymous email messages
● Engaging in any other illegal activities
522 Workplace Violence Prevention
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
ICS is committed to preventing workplace violence and to maintaining a safe work environment. ICS has
adopted the following guidelines to deal with intimidation, harassment, or other threats of or actual
violence that may occur during business hours or on its premises.
If, in the staff member's opinion, danger is imminent, call 911 before doing anything else.
All employees, including supervisors and temporary employees, should be treated with courtesy and
respect at all times. Employees are expected to refrain from fighting, "horseplay," or other conduct
that may be dangerous to others. Firearms, weapons, and other dangerous or hazardous devices or
substances are prohibited from the premises of ICS.
Conduct that threatens, intimidates, or coerces another employee, a parent, or a member of the
public at any time, including off-duty periods, will not be tolerated. This prohibition includes all acts of
harassment, including harassment that is based on an individual's sex, sexual orientation, gender
identity, race, age, or any characteristic protected by federal, state, or local law.
All violence or threats of violence, both direct and indirect, should be reported as soon as possible to
your immediate supervisor or any administrator. This includes threats by employees, as well as threats
by parents, vendors, solicitors, or other members of the public. When reporting a threat of violence, you
should be as specific and detailed as possible. All suspicious individuals or activities should also be
reported as soon as possible to a supervisor.
ICS will promptly and thoroughly investigate all reports of threats of or actual violence and of suspicious
individuals or activities. The identity of the individual making a report will be protected as much as is
practical.
Any employee determined to be responsible for violence or threats of violence or other conduct that is
in violation of these guidelines will be subject to prompt disciplinary action up to and including
termination of employment.
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ICS encourages employees to bring their disputes or differences with other employees to the attention
of their supervisors, the Principal or HR Manager before the situation escalates into potential violence.
ICS is eager to assist in the resolution of employee disputes, and will not discipline employees for raising
such concerns.
526 Cell Phone Usage
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/17/2011, 7/15/2015
ICS provides a cellular telephone to the Principal as a business tool. It is provided to assist employees in
communicating with management and other employees, outside vendors, associates, and others with
whom they may conduct business. Cell phone use is primarily intended for business-related calls. Cell
phone invoices may be regularly monitored.
As representatives of ICS, cell phone users are reminded that the regular business etiquette employed
when speaking from office phones or in meetings applies to all conversations conducted over a cell
phone.
Employees can only use personally owned cell phones as an education tool in a classroom setting.
Employees should avoid using cell phones for personal use during school hours except for emergencies.
701 Employee Conduct and Work Rules
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
To ensure orderly operations and provide the best possible work environment, ICS expects employees to
follow rules of conduct that will protect the interests and safety of all employees and the school. Normal
school opening hours are 7:00 am till 6:30 pm, the cleaning service needs to have the opportunity to
clean the building.
It is not possible to list all the forms of behavior that are considered unacceptable in the workplace. The
following are examples of infractions of rules of conduct that may result in disciplinary action, up to and
including termination of employment:
● Theft or inappropriate removal or possession of property
● Falsification of timekeeping records
● Working under the influence of alcohol or illegal drugs
● Possession, distribution, sale, transfer, or use of alcohol or illegal drugs in the workplace, while
on duty, or while operating employer-owned vehicles or equipment
● Fighting or threatening violence in the workplace
● Boisterous or disruptive activity in the workplace
● Negligence or improper conduct leading to damage of employer-owned or customer-
owned property
● Insubordination or other disrespectful conduct
● Violation of safety or health rules
● Smoking in prohibited areas
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● Sexual or other unlawful or unwelcome harassment
● Possession of dangerous or unauthorized materials, such as explosives or firearms, in the workplace
● Excessive absenteeism or any absence without notice
● Unauthorized absence from work station during the workday
● Unauthorized use of telephones, mail system, computers, or other employer-owned equipment
● Unauthorized disclosure of confidential information
● Violation of personnel policies
Further Explanations on Code of Behavior:
Polite Language and Gestures
Staff should insist that all students learn and use the common expressions of politeness: please, thank
you, excuse me, pardon me, I’m sorry, etc. Staff will teach these expressions at the beginning of the
school year and practice them with students at all times.
Peaceful Language and Gestures
We must work to ensure that students use peaceful and community-building language and gestures. The
school discourages violent games and gestures as well as sexist language and gestures.
Quiet in the hallways
It has to be quiet. Employees should not be talking in the corridors. Please speak with the students each
time before you take them into the hallway and remind each other as well.
702 Drug and Alcohol Use
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
ICS desires to provide a drug-free, healthful, and safe workplace. To promote this goal, employees are
required to report to work in appropriate mental and physical condition to perform their jobs in a
satisfactory manner.
While on ICS premises and while conducting business-related activities off ICS premises, no employee
may use, possess, distribute, sell, or be under the influence of alcohol or illegal drugs. The legal use of
prescribed drugs is permitted on the job only if it does not impair an employee's or volunteer's ability to
perform the essential functions of the job effectively and in a safe manner that does not endanger other
individuals in the workplace.
Violations of this policy may lead to disciplinary action, up to and including immediate termination of
service or employment, and/or required participation in a substance abuse rehabilitation or treatment
program at employee's expense. Such violations may also have legal consequences.
Employees with questions or concerns about substance dependence or abuse are encouraged to discuss
these matters with the HR Manager to receive assistance or referrals to appropriate resources in the
community.
Under the Drug-Free Workplace Act, an employee who performs work for a government contract or
grant must notify ICS of a criminal conviction for drug-related activity occurring in the workplace. The
report must be made within five days of the conviction.
International Community School reserves the right to conduct a drug and/or alcohol test on any
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employee whom it reasonably suspects is at work under the influence of drugs and/or alcohol.
Reasonable suspicion means that the employee’s appearance and/or conduct are indicative of the use
of drugs and/or alcohol.
Employees with questions on this policy or issues related to drug or alcohol use in the workplace should
raise their concerns with the HR Manager without fear of reprisal.
703 Sexual and Other Unlawful Harassment
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
ICS is committed to providing a work environment that is free from all forms of discrimination and
conduct that can be considered harassing, coercive, or disruptive, including sexual harassment. Actions,
words, jokes, or comments based on an individual's sex, race, color, national origin, age, religion,
disability, sexual orientation, gender identity or any other legally protected characteristic will not be
tolerated.
Sexual harassment is defined as unwanted sexual advances, or visual, verbal, or physical conduct of a
sexual nature. This definition includes many forms of offensive behavior and includes gender-based
harassment of a person of the same sex as the harasser. The following is a partial list of sexual
harassment examples:
● Unwanted sexual advances.
● Offering employment benefits in exchange for sexual favors.
● Making or threatening reprisals after a negative response to sexual advances.
● Visual conduct that includes leering, making sexual gestures, or displaying of sexually
suggestive objects or pictures, cartoons or posters.
● Verbal conduct that includes making or using derogatory comments, epithets, slurs, or jokes.
● Verbal sexual advances or propositions.
● Verbal abuse of a sexual nature, graphic verbal commentaries about an individual's body,
sexually degrading words used to describe an individual, or suggestive or obscene letters, notes,
or invitations.
● Physical conduct that includes touching, assaulting, or impeding or blocking movements.
Unwelcome sexual advances (either verbal or physical), requests for sexual favors, and other verbal or
physical conduct of a sexual nature constitute sexual harassment when: (1) submission to such conduct
is made either explicitly or implicitly a term or condition of employment; (2) submission or rejection of
the conduct is used as a basis for making employment decisions; or, (3) the conduct has the purpose or
effect of interfering with work performance or creating an intimidating, hostile, or offensive work
environment.
If you experience or witness sexual or other unlawful harassment in the workplace, report it
immediately to the HR Manager. If the HR Manager is unavailable or you believe it would be
inappropriate to contact that person, you should immediately contact the Principal. You can raise
concerns and make reports without fear of reprisal or retaliation.
All allegations of sexual harassment will be quickly and discreetly investigated. To the extent possible,
your confidentiality and that of any witnesses and the alleged harasser will be protected against
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unnecessary disclosure. When the investigation is completed, you will be informed of the outcome of
the investigation.
Any supervisor or administrator who becomes aware of possible sexual or other unlawful harassment
must immediately advise the HR Manager so it can be investigated in a timely and confidential manner.
Anyone engaging in sexual or other unlawful harassment will be subject to disciplinary action, up to and
including termination of employment.
All employees required to participate in annual sexual harassment training.
705 Personal Appearance
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
Dress, grooming, and personal cleanliness standards contribute to the morale of all employees and
affect the image ICS presents to other members of the ICS community and visitors.
During school hours or when representing ICS, you are expected to present a clean, neat, and tasteful
appearance. You should dress and groom yourself according to the requirements of your position and
accepted social standards. This is particularly true if your job involves dealing with parents or visitors in
person.
ICS’s standard dress code is Spirit Gear and Jeans Monday thru Friday. Professional dress is highly
recommended and encouraged, however, we want to provide the option for employees to dress in ICS
Spirit Gear and Jeans as they choose to. Occasionally staff may be required to dress business casual
(special school visits, school-wide assemblies, field trips, etc). In those events, the expectation is 100%
compliance.
706 Return of School Owned Property
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/18/2011, 7/15/2015
Employees are responsible for items issued to them by ICS or items that belong to ICS and are in their
possession or control, such as the following:
● computer databases and other professional files created for the school
● student work and all grading information
● credit cards
● equipment
● identification badges
Employees must return on or before their last day of work all ICS property – including intellectual
property. Where permitted by applicable laws, ICS may withhold from the employee's check or final
paycheck the cost of any items that are not returned when required. ICS may also assess fees in the
event schooled owned property is returned damaged. Fees for damaged electronics will be calculated
based on the cost to repair and any other fees incurred. Those fees are determined in partnership with
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the Director of Technology in partnership with the Director of Operations and Finance. ICS may also take
all action deemed appropriate to recover or protect its property.
School tools are distributed on a sign-in /sign out base by the Operations manager/Technology Director.
712 Solicitation
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/18/2011, 7/15/2015
In an effort to ensure a productive and harmonious work environment, persons not employed by ICS
may not solicit or distribute literature in the workplace at any time for any purpose.
ICS recognizes that employees may have interests in events and organizations outside the workplace.
However, employees may not solicit or distribute literature concerning these activities during working
time. (Working time does not include lunch periods, work breaks, or any other periods in which
employees are not on duty.)
In addition, the posting of written solicitations on office and hallway bulletin boards not allocated to
schoolwork is restricted. These bulletin boards display important information, and employees should
consult them frequently for important announcements, school policies and legally-required postings.
If employees have a message of interest to the workplace, they may submit it to the Principal for
approval. All approved messages will be approved by, initiated, and posted by the Principal.
The Principal in accordance with the School Fundraising and Gift Acceptance policy must approve any
funding request made by staff or parent organization (Appendix III).
Please see Handbook Policy 516 for information regarding the use of ICS computers, computer systems,
or email addresses for solicitations.
718 Problem Resolution
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/24/2011, 08/31/2023
ICS is committed to providing the best possible working conditions for its employees. Part of this
commitment is encouraging an open and frank atmosphere in which any problem, complaint,
suggestion, or question receives a timely response from ICS supervisors and management.
ICS strives to ensure fair and honest treatment of all employees. Supervisors, managers, and employees
are expected to treat each other with mutual respect. Employees are encouraged to offer positive and
constructive criticism.
If employees disagree with established rules of conduct, policies, or practices, they can express their
concern through the problem resolution procedure. No employee will be penalized, formally or
informally, for voicing a complaint with ICS in a reasonable, business-like manner, or for using the
problem resolution procedure.
If a situation occurs when employees believe that a condition of employment or a decision affecting
them is unjust or inequitable, they are encouraged to make use of the following steps. The employee
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may discontinue the procedure at any step. It is the intent of the Board of Directors of International
Community School to achieve equitable solutions to grievances that may arise from time to time at the
lowest possible administrative level. If a grievance is a complaint of discrimination or harassment, the
Principal will take prompt action to resolve the complaint.
Definitions
● Aggrieved person is the person or persons making a claim of grievance.
● Calendar days include weekends and holidays.
● Grievance is a claim based on an event or condition that is in violation of established policy of the
International Community School, or the Georgia Code of Ethics of the Teaching Profession, or state
or federal law. It is expressly understood that a claim based on any of the above constitutes
grounds for a grievance.
● Party in Interest is the person or persons making the claim and any person that might be required
to take action or against whom action might be taken in order to resolve the claim.
Guidelines for Resolving Grievances
1. The proceedings shall be kept as informal as may be appropriate at any level of the procedure. All
parties shall cooperate and act in good faith to resolve grievances.
2. Proceedings shall be kept confidential.
3. Grievances shall not be discussed except as provided in each step of the grievance procedure.
Because any grievance may reach Level Three as reflected hereafter, members of the Board of
Directors must maintain impartiality. For this reason, communication concerning the grievance
between Board members and the aggrieved person or parties of interest is strongly
discouraged.
4. Nothing herein contained will be construed to limit the right of the aggrieved person to appeal
the matter to a higher level as outlined in the grievance procedure.
5. Failure at any step of this procedure to appeal the grievance to the next step within the
specified time limits shall be deemed to be acceptance of the decision rendered.
6. A grievance claim at Level Two and Three shall be presented within thirty (30) calendar days of
the alleged act or condition on which the grievance is based.
7. ICS reserves the right to exempt the following from grievance procedures: personnel evaluations,
job performance discussions and meetings, termination/non-renewal notices, demotions,
suspensions, reprimands or other meetings related to employee performance.
Level One Resolution
The aggrieved person shall attempt to discuss the grievance with the person against whom the claim is
made and attempt to resolve the claim as soon as practical.
Level Two Resolution
If the aggrieved person is not satisfied with the disposition of the grievance at Level One, they will make
a good faith effort to resolve the conflict by discussing the issues with the Administrator that has
responsibility for that area. If the issue cannot be resolved with the administrator for that area it should
be brought to the Principal for subsequent attempted resolution before proceeding to level three.
The good faith effort will consist of problem identification, possible solutions, selection of
resolution/solution, process for implementation of resolution, and a follow-up meeting to assure that
resolution has taken place.
The Administrator will take action as necessary to attempt to resolve the grievance, document the
process, and make note in personnel files as appropriate.
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The aggrieved person will have thirty (30) calendar days after the Administrator’s action to appeal the
resolution of the grievance negotiated in Level Two, to Level Three of this procedure.
In the event the complaint involves the Principal, the aggrieved person may request a hearing before the
Board of Directors, in executive session, by making a request to the Board secretary as outlined in
Section I, numbers 1-6 of this policy, and following the steps outlined in Level Three of this policy.
Level Three Resolution
In the event the complaint is not resolved at Level Two, the aggrieved person may submit the grievance
in writing to the Board’s secretary (see Section I, numbers 1-6) and request a hearing before the Board
of Directors. Whether or not a hearing is granted shall be in the sole discretion of the Board of Directors.
Should the Board of Directors grant a hearing, the aforementioned hearing may be delegated to a Board
of Directors committee.
The Board secretary will be responsible for notifying all of the parties in interest of the need for a
hearing and with obtaining whatever due diligence and legal counsel may be necessary for the Board to
be properly educated as to the legal issues of the case. The Board secretary will be recused from
participating with the board in deliberations/decision making in the case due to their necessary contact
with the parties in interest prior to the hearing.
The Board of Directors shall review the grievance in executive session at the next regularly scheduled
Board meeting provided the aggrieved person has given forty-eight (48) hours’ notice of the need for
such a hearing, or in a special Board meeting within thirty (30) calendar days after the hearing request is
received, whichever meeting constitute the shorter time period.
The Board of Directors will act upon the grievance within thirty (30) calendar days of the initial hearing
and provide a written decision to the aggrieved person within ten (10) calendar days of Board action.
The Board’s decision shall be final and binding.
Note: This Grievance Policy is not designed to supersede or supplant federal law or parent rights under
the Individuals with Disabilities Education Improvement Act of 2004 or the Family Educational Rights and
Privacy Act (FERPA) as amended, 1996. Furthermore, this Grievance Policy shall not, and is not intended
to, prevent or delay employees from pursuing claims under any state or federal law.
722 Workplace Etiquette
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/18/2011, 7/15/2015
ICS strives to maintain a positive work environment where employees treat each other with respect and
courtesy. Sometimes issues arise when employees are unaware that their behavior in the workplace
may be disruptive or annoying to others. Many of these day-to-day issues can be addressed by politely
talking with a co-worker to bring the perceived problem to their attention. ICS encourages all employees
to keep an open mind and graciously accept constructive feedback or a request to change behavior that
may be affecting another employee's ability to concentrate and be productive.
781 Business Procedures
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/18/2011, 7/15/2015, 1/4/2019
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Obligation to Obtain a Criminal Background Check
All employees must obtain a criminal background and fingerprint check at the DeKalb County
Department of Public Safety before beginning work at ICS. The Background check receipt from the Police
Department will serve as proof of the check. An employee cannot begin working at ICS without handing
this receipt to the HR Manager and continued employment with ICS is predicated upon the school's
receipt of a satisfactory report from the background check. Criminal background checks need to be
renewed every 5 years by the DeKalb County Department of Public Safety.
In the event ICS obtains credible information that an employee or volunteer has engaged in prior
conduct that would render him or her unfit for their position, ICS will consider the nature and gravity of
the conduct in question; the time that has passed since the conduct took place, and the nature of the
individual’s job or volunteer position. Conduct culminating in a criminal conviction may be considered
conclusive evidence of the underlying conduct. Conduct culminating in an arrest but not a conviction
will be given further inquiry. Regardless of the legal consequences of the behavior, any determination
by ICS that an employee has engaged in conduct involving violence or abuse will result in the
termination of employment with ICS.
Identification Badge
All school employees must obtain an identification badge and wear it at all times while on campus.
Budget
The school budget is divided into sub-accounts (“line items”). The person responsible for each account
consults with her/his group in establishing priorities for spending during the year. Barring unforeseen
circumstances, once you spend the money allotted, there will be no other money available for that
account (grade level, language section, etc.). It is also very important to budget amounts for the year.
The school will issue a statement that shows the account balance for each sub account upon request.
However, the monthly statement will show only paid items.
Requesting Funds
ICS prefers to use purchase orders for all purchases. If you must purchase in another way, you must have
approval in advance from the Assistant Principal or Principal. Complete a purchase order or advance
purchase form, sign it and turn it into the Accounts Payable.
Funding for Professional Development
ICS has set priorities in this area. We fully fund workshops that we ask employees to attend, e.g., IB-PYP
and other workshops connected to our programs. Normally, meals not provided by hotel or workshop
organizations are covered by the per diem rate. The school will also fund necessary overnight
accommodation at a relatively inexpensive hotel. A member of staff may request funding for other
workshops, and the school may be able to assist somewhat with the funding depending on monies
available that year.
Photocopies
ICS has two photocopy machines for the teachers to use, but we wish to limit the number of photocopies
the school has to pay for. When you make copies, please use your assigned code number. Use both sides
of paper when possible.
Mail Reception and Handling
The Administrative Assistant will open all mail and route it to the appropriate person and will distribute
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general interest mail to the teachers' boxes.
783 Medical Emergencies and Accidents
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/24/2011, 7/15/2015
Send or bring all students seriously ill or injured to the office. Do not diagnose.
The teacher or teacher assistant will treat minor injuries in the classroom.
In case of emergencies, send for the Principal, Assistant Principal or another member of the office
personnel. Alert the Principal and Assistant Principal immediately if the police or ambulance are needed.
Illness at school
Children should not be sent to school if any of the following symptoms are evident: fever of 99 degrees
or more, sore throat, rash, green discharge from nose, bronchial or deep chest cough, red eyes,
discharge from eyes, diarrhea, vomiting or stomach ache within the 12 hours prior to school. Children
need to be fever-free for 24 hours without the use of fever-reducing medications before returning to
school. If a question arises regarding an illness, especially an illness suspected of being contagious, the
Principal should consult the child's doctor or the DeKalb County Health Department.
Parents should be called and their instructions followed. If parents cannot be reached, medical aid shall
be obtained for the student on an emergency basis.
Standard first aid should be followed for routine illness.
A communicable disease chart from the DeKalb County Health Dept. shall be readily available at all
times.
Accidents
In case of accidents, once the teacher on duty has seen that the emergency is taken care of, they must fill
out an accident report even if not a witness to the accident. Any other witnesses should fill out accident
reports also. This is especially true for serious accidents involving head injuries or possible fractures.
785 Student Medication Procedures
Effective Date: 8/1/2009
Revision Date: 9/16/2009, 1/24/2011, 7/15/2015
Employees of ICS are prohibited from providing or administering any medication, including aspirin, to a
student except as authorized by the parent/guardian in accordance with the procedures that follow.
Except in emergency situations, only oral medications are administered. Emergency medications are
administered in schools according to pre-arrangements involving appropriate medical and school
personnel and the parent.
I. Parental Consent
Written parental consent for the administration of medication to the student is required as follows:
● For each discrete illness and for each medication ordered, whether given simultaneously
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or sequentially
● Every three months for a chronic illness requiring long-term administration of medication (does
not apply to a standing order for emergency medication)
II. Responsibility of Parent/Guardian
The parent/guardian is responsible for the following:
● A. Obtaining form, "Authorization to Administer Prescribed Medication to a DeKalb County
Public School Student While in School," from ICS, as well as a statement from the attending
physician.
● B. Assuring that the physician's statement includes:
1. Name of student.
2. Name of the medication.
3. Dosage and hours medication is to be given during the school day.
4. Expected duration of administration of medication.
5. List of possible side effects/contraindications.
● C. Personally delivering to the school Registrar or Administrative Assistant the completed medication
authorization form, the physician's statement, and the medication, properly labeled by a pharmacist
(Under no circumstances will the school administer medication brought to school by the student.).
● D. Providing completed signed forms as required by Item I, page 1
● E. Submitting to the school written notification from the physician of any change in dosage or time of
administration of medication.
● F. Assuring that the first day's dosage of any new prescription has been given at home.
● G. Personally collecting from the school any unused portion of the medication within one week
after expiration of the physician's order (Medication not personally collected by the
parent/guardian is destroyed.).
III. Responsibility of Medical Procedures
The Principal is responsible for the following:
● A. Assuring that the administering of medication to a student meets the requirements of
this regulation.
● B. Reviewing and determining the following:
1. The medication authorization form is properly completed.
2. Each prescription is accompanied by a separate medication authorization form and
physician's statement. The statement from the physician includes all information as required
in Item II B.
3. The medication is properly labeled.
4. The first day's dosage of any new prescription has been given to the student at home.
● C. Establishing the date when a written renewal of the physician's order will be required, if
necessary (Item I. B.), and informing the parent/guardian of the date by which any unused portion
of the medication must be personally collected (This will be accomplished by entering the dates in
the last section of the medication authorization form and returning a copy of the form to the
parent/guardian.)
● D. Filing the original of the completed medication authorization form and the physician's
statement with the student's health record.
● E. Prohibiting any change in dosage or time of administration of medication unless authorized in
writing by the physician and assuring that the administration of medication is not continued
without a renewal order from the physician.
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● F. Storing all medications kept in the school in a secure area that is accessible only to
authorized personnel.
● G. Destroying any unused portion of the medication not personally collected by the parent/
guardian within one week after expiration of the physician's order.
● H. Ensuring that all physicians' orders for medications given in school are reviewed by the
public health nurse and the school medical advisor
● I. Maintaining a current listing of students receiving medications, including the
following information:
1. Student's name
2. Name of medication
3. Date initially prescribed or re-prescribed and termination date
4. Dosage and time medication is to be administered
● J. Arranging for the administration of medications according to schedule.
802 Recycling
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 1/24/2011
ICS recycles all paper. Teachers and Assistants should involve students in this process. A company picks
up our large bins, kept in the kindergarten playground area, when the bins are all filled. There are
recycling boxes in all buildings of the school.
ICS supports environmental awareness by encouraging recycling and waste management in its business
practices and operating procedures. This support includes a commitment to the purchase, use, and
disposal of products and materials in a manner that will best utilize natural resources and minimize any
negative impact on the earth's environment.
Special recycling receptacles have been set up to promote the separation and collection of the
following recyclable materials at ICS:
● computer paper
● white high grade or bond paper
● mixed or colored paper
● printer cartridges
Success of this program depends on active participation by all of us. Employees are encouraged to
make a commitment to recycle and be a part of this solution.
ICS encourages reducing and, when possible, eliminating the use of disposable products. Source
reduction decreases the consumption of valuable resources through such workplace practices as:
● communication through computer networks with email
● posting memos for all employees
● two-sided photocopying
● computerized business forms
● turning off lights when not in use
● not setting thermostats too cool in summer or too hot in winter
● disposable plastic bottles and other recyclable containers
Whenever possible, employees of ICS are encouraged to purchase products for the workplace that
contain recycled or easily recyclable materials. Buying recycled products supports recycling and
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increases the markets for recyclable materials.
888 Annual AHERA (Asbestos Hazard Emergency Response Act)
Effective Date: 9/16/2009
Revision Date: 1/24/2011, 7/15/2015
This information is being provided to comply with the requirements of the federal Asbestos Hazard
Emergency Response Act (AHERA), which requires schools to perform certain tasks in regard to the
presence and control of asbestos containing materials (ACM) in school buildings. These tasks include:
● Developing an asbestos management plan which is designed to outline procedures and
guidelines for the inspection, re-inspection and periodic surveillance of the ACM that are present
in the buildings.
● Providing awareness training and additional training to selected school employees.
● Periodic notification of all employees, students (via their parents/guardians), and building
occupants of the availability of asbestos management plans, the location of the same, and the
times that the plans may be reviewed.
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996 Food Consumption
Effective Date: 8/1/2009
Revision Date: 7/31/2009, 7/15/2015
For reasons of both professional appearance and pest control, all food consumption is limited to the
cafeteria and the teacher’s lounge. Microwaves can be found in the teacher’s lounge. The home sized
refrigerator in the kitchen is for ICS staff use as well.
Microwaves are NOT permitted in classrooms.
Staff should refrain from eating in front of students unless it is lunch or another structured snack time.
998 Fundraising Policy
Effective Date: 7/19/19
Revision Date:
08/31/2023
We are fortunate to have a very talented and creative faculty at ICS, working with our students to make
the educational journey an interesting and engaging one. As a public charter school, ICS relies on a mix
of public (government) and private (individual/foundation/corporate) funds for our operating budget.
As such, we operate on a lean budget with efficient operations. Each grade level has been allocated
money for supplies, but we understand that individual teachers may have ideas for projects that may
require more.
If you have identified materials or equipment for which you would like to execute a campaign, please
submit this information to the Business Manager or Communications and Marketing. For additional
information, please visit: https://icsgeorgia.org/donate
999 Professional Development & Educational Reimbursements
The International Community School (ICS) places a strong emphasis on fostering continuous professional
growth and development among its staff members. To this end, the school has established a
comprehensive framework for professional development, which encompasses various categories and
initiatives aimed at enhancing the skills, knowledge, and capabilities of its workforce. This handbook
outlines the structure and guidelines for the three distinct categories of professional development
programs offered by ICS: Required Professional Development, Tuition Reimbursement, and Teacher-
Requested Professional Development.
Under this policy, educational assistance may not be provided to any qualified employee who:
● Has received a formal warning within three months prior to seeking approval; or
● Has received a formal warning at any time after approval has been granted and before the course
is completed.
I. Required Professional Development
The first category of professional development at ICS is the Required Professional Development program,
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which is designed to ensure alignment with school curriculums and programs. These mandatory sessions
and activities are essential for staff members to fulfill their roles effectively. Attendance and participation
in these events are not optional and contribute significantly to the advancement of ICS's educational
mission.
II. Tuition Payment Program
The Tuition Payment program provides staff members with an opportunity to pursue additional degrees
or certificate endorsements that enhance their professional qualifications. This program facilitates
financial support for educational endeavors by offering payment for tuition associated with approved
degree programs and coursework. The amount awarded under this program will vary based on the overall
amount requested and is subject to annual budget allocations.
Eligibility for the Tuition Payment program requires an employee to have completed at least one year of
service at ICS and must not have received a formal warning within three months prior to seeking approval
or at any time after approval and before course completion.
To apply for financial assistance, eligible employees must complete the appropriate paperwork provided
by the Professional Development Coordinator. This formal request must be submitted before
commencing coursework. Approval for payment is contingent upon successful authorization by the
relevant manager or supervisor. Payment is exclusively applicable to approved degree programs.
Payment for tuition, including required course fees, is provided for all passing grades, up to specified
maximum amounts per year for undergraduate, graduate, and post-graduate studies. A passing grade is
defined as an "A," "B," or "C" for undergraduate classes, and at least a "B" for graduate classes. In the case
of a "Pass/Fail" course, a "Pass" is acceptable, and numerical equivalents may be considered based on
official verification from the college or university. Transcript requests should be sent to the Human
Resources Department, hr@icsgeorgia.org, at the end of each semester or class if completing an
endorsement.
Employees are required to inform their appropriate manager/supervisor and Human Resources promptly
in the event of course withdrawal or cancellation. Incompletes must be resolved by the end of the
following semester, and failure to do so results in ineligibility for tuition reimbursement and potential
repayment of advance payments.
The Tuition Payment program is available for staff members to request once a year. Our tuition
reimbursement policy is dependent upon a line item approval in the annual budget. ICS will reimburse
up to 50% of the total cost of the program up to $3000. Use of these funds are on a
first-come first-served basis. This program is designed to provide valuable financial support to enhance
the educational pursuits of ICS employees, contributing to their professional growth and the overall
enrichment of the school community. Modifications to the program can be made at any time and are at
the discretion of the Executive Director in partnership with the Director of Operations and Finance.
III. Staff-Requested Professional Development
The Staff-Requested Professional Development category is designated for job-related development
activities that do not lead to a formal certification attached to a state teaching license or a formal degree.
Each staff member is allocated an amount per year for such purposes. Requests can be submitted on a
rolling basis through a designated Google form, with a submission window of up to four weeks in advance
to allow for processing.
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Requests for professional development must be directly related to the school's roadmap and approved by
the Professional Development Coordinator. Written approval from the supervisor/manager/department
head may be prerequisite for participation and will be determined by the Professional Development
Coordinator. ICS will provide reimbursement for tuition, registration fees, books, and supplies associated
with approved professional development activities in this category within the yearly allotted amount.
IV. Programs Policy Details
The Professional development programs are subject to annual budget approval. Modifications to the
programs are at the discretion of the Executive Director in partnership with the Director of Operations
and Finance. ICS seeks to support the completion of these professional development experiences. In the
event of non-completion or failure of the course may result in repayment of funds disbursed at the
discretion of the Principal and Executive Directors.
For inquiries or further information, please contact the Professional Development Coordinator.
1000 ICS Key and Badge Guidelines
Staff will be issued a key to their respective area during pre planning. At the end of each school year the
classroom key will be returned as part of the end of the year check-out. ICS badge and all keys issued
must be surrendered upon termination or resignation of your employment at ICS. Should your key be
lost or stolen, the Principal and Director of Operations should be notified as soon as possible.
Reimbursement fees for lost key:
Master Key - $100
Gym Key - $25
Classroom Key - $25
Teaching staff will be issued 1 building access badge labeled with their name during pre planning week.
They shall maintain possession of that badge at all times. Should the badge be lost or stolen, the Principal
and Director of Operations should be notified as soon as possible. Reimbursement fees for lost badge: $50
During the year a staff member may need to have possession of a key to complete a task. Keys will
only be issued upon an approved request made to the Principal with a completed Key Request Form.
The following procedures are in place for building access:
Teachers and non-administrative staff will have access to the building during the current year
established school calendar during the hours of 6:30 am to 6:00 pm. At no time should a teacher or staff
member have access to the building on the weekend or during established closed days unless explicit
permission has been given by the Principal or Director of Operations.
Duplication of Keys:
All keys are to be made by the Director of Operations. At no time should keys be duplicated without the
express joint permission of the Principal and Director of Operations. Badly worn or broken keys must be
replaced on an exchange basis.
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Request of Rekeying Locks:
Requests to rekey locks should be made directly to the Director of Operations for approval.
After School use by Non-school Groups:
Upon receipt of the approved Use of Facilities request, the Principal or Director of Operations will
designate an employee to open the buildings required for use. The employee is to be in charge during
the after-hours school use and is responsible for closing up the building. This school employee is in
charge of the building or grounds and is empowered to take reasonable means to enforce the
regulations that pertain to use of the property.
1001 REPORTING OF STUDENTS COMMITTING CERTAIN ACTS
Any employee who has reasonable cause to believe that a student at ICS committed any of the following
acts on school property or at a school function must immediately report the act and the name of the
student to the Executive Director:
● Aggravated assault involving a firearm (in violation of O.C.G.A. § 16- 5- 21);
● Aggravated battery (in violation of O.C.G.A. § 16- 5- 24);
● Sexual offenses (in violation of O.C.G.A. § 16- 6- 1 et. seq.);
● Carrying a weapon or long gun in an unauthorized location (in violation of O.C.G.A. § 16- 11- 127);
● Carrying weapons on school property, at a school function, or within a school safety zone (in
violation of O.C.G.A. § 16- 11- 127.1);
● Illegal possession of a handgun by a person under 18 years of age (in violation of O.C.G.A. § 16-
11- 132); and
● Possession and other activities regarding marijuana and controlled substances.
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International Community School
Charter Renewal Exhibit
16
Proof of Insurance
This Exhibit is Not Available in Word Format
433
International Community School Charter Renewal Petition - November 2023 DATE (MM/DD/YYYY)
CERTIFICATE OF LIABILITY INSURANCE 11/9/2023
THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE HOLDER. THIS
CERTIFICATE DOES NOT AFFIRMATIVELY OR NEGATIVELY AMEND, EXTEND OR ALTER THE COVERAGE AFFORDED BY THE POLICIES
BELOW. THIS CERTIFICATE OF INSURANCE DOES NOT CONSTITUTE A CONTRACT BETWEEN THE ISSUING INSURER(S), AUTHORIZED
REPRESENTATIVE OR PRODUCER, AND THE CERTIFICATE HOLDER.
IMPORTANT: If the certificate holder is an ADDITIONAL INSURED, the policy(ies) must have ADDITIONAL INSURED provisions or be endorsed.
If SUBROGATION IS WAIVED, subject to the terms and conditions of the policy, certain policies may require an endorsement. A statement on
this certificate does not confer rights to the certificate holder in lieu of such endorsement(s).
PRODUCER CONTACT
NAME: Pearlean Martin
Edgewood Partners Insurance Center PHONE
469-217-7682
FAX
(A/C, No):
(A/C, No, Ext):
EPIC Brokers E-MAIL
14881 Quorum Drive, Suite 850 ADDRESS: Pearlean.Martin@epicbrokers.com
DALLAS, TX 75254 INSURER(S) AFFORDING COVERAGE NAIC #
www.epicbrokers.com INSURER A : American Family Home Insurance Company 23450
INSURED INSURER B : AmTrust Insurance Company 15954
International Community School INSURER C :
2418 Wood Trail Ln
Decatur GA 30033 INSURER D :
INSURER E :
INSURER F :
COVERAGES CERTIFICATE NUMBER: 77141103 REVISION NUMBER:
THIS IS TO CERTIFY THAT THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIOD
INDICATED. NOTWITHSTANDING ANY REQUIREMENT, TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS
CERTIFICATE MAY BE ISSUED OR MAY PERTAIN, THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS,
EXCLUSIONS AND CONDITIONS OF SUCH POLICIES. LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS.
INSR ADDL SUBR POLICY EFF POLICY EXP
LTR TYPE OF INSURANCE INSD WVD POLICY NUMBER (MM/DD/YYYY) (MM/DD/YYYY) LIMITS
A ✓ COMMERCIAL GENERAL LIABILITY ✓ 7NA6CP000154100 6/26/2023 6/26/2024 EACH OCCURRENCE $ $1,000,000
DAMAGE TO RENTED
CLAIMS-MADE ✓ OCCUR PREMISES (Ea occurrence) $ $1,000,000
MED EXP (Any one person) $ $10,000
PERSONAL & ADV INJURY $ $1,000,000
GEN'L AGGREGATE LIMIT APPLIES PER: GENERAL AGGREGATE $ $3,000,000
PRO-
✓ POLICY JECT LOC PRODUCTS - COMP/OP AGG $ $3,000,000
OTHER: $
A AUTOMOBILE LIABILITY 7NA5CA000091901 6/26/2023 6/26/2024 COMBINED SINGLE LIMIT $ $1,000,000
(Ea accident)
ANY AUTO BODILY INJURY (Per person) $
OWNED SCHEDULED BODILY INJURY (Per accident) $
AUTOS ONLY AUTOS
HIRED NON-OWNED PROPERTY DAMAGE $
✓ AUTOS ONLY ✓ AUTOS ONLY (Per accident)
$
A UMBRELLA LIAB ✓ OCCUR 7NA5FF000088001 6/26/2023 6/26/2024 EACH OCCURRENCE $ $3,000,000
✓ EXCESS LIAB CLAIMS-MADE AGGREGATE $ $3,000,000
DED RETENTION $ $
B WORKERS COMPENSATION KWC1324357 6/26/2023 6/26/2024 PER OTH-
AND EMPLOYERS' LIABILITY
✓ STATUTE ER
Y/N
ANYPROPRIETOR/PARTNER/EXECUTIVE E.L. EACH ACCIDENT $ $1,000,000
OFFICER/MEMBER EXCLUDED? N/A
(Mandatory in NH) E.L. DISEASE - EA EMPLOYEE $ $1,000,000
If yes, describe under
DESCRIPTION OF OPERATIONS below E.L. DISEASE - POLICY LIMIT $ $1,000,000
DESCRIPTION OF OPERATIONS / LOCATIONS / VEHICLES (ACORD 101, Additional Remarks Schedule, may be attached if more space is required)
DeKalb County Board of Education and Georgia Department of Education are included as additional insureds as required by written contract
as their interests may appear.
CERTIFICATE HOLDER CANCELLATION
SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE
DeKalb County Board of Education THE EXPIRATION DATE THEREOF, NOTICE WILL BE DELIVERED IN
1701 Mountain Industrial Blvd ACCORDANCE WITH THE POLICY PROVISIONS.
Attn: Director of Risk Management
Stone Mountain GA 30083 AUTHORIZED REPRESENTATIVE
KJ Wagner
© 1988-2015 ACORD CORPORATION. All rights reserved.
ACORD 25 (2016/03) The ACORD name and logo are registered marks of ACORD 434
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International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
17
Contracts with ESPs
ICS Does Not Contract with an ESP
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International Community School
Charter Renewal Exhibit
17
Contracts with ESPs
ICS Does Not Contract with an ESP
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International Community School
Charter Renewal Exhibit
18
DSCD Assurances and Agreements
This Exhibit is Not Available in Word Format
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August 2, 2023
Via Electronic Mail
Chanika Perry, Governing Board Chair
International Community School
2418 Wood Trail Lane
Decatur, Georgia 30033
RE: Charter School Contract Amendment
Dear Ms. Perry:
Congratulations! On June 15, 2023, the State Board of Education approved the contract
amendment for the International Community School. Please find attached the executed
amendment form. If you have any questions, please contact me via email at
yoshana.hill@doe.k12.ga.us.
Sincerely,
Yoshana J. Hill
Staff Attorney
Georgia Department of Education
Enclosure
cc: Fran Carroll, Executive Director, International Community School
Kina Champion, Director-School Innovation, DeKalb County Schools
Tiffany Taylor, Deputy Superintendent - Policy, Flexibility, & External Affairs, GaDOE
Allen Mueller, Director - District Flexibility and Charter Schools Division, GaDOE
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International Community School
Charter Renewal Exhibit
19
Partnerships and Agreements
This Exhibit is Not Available in Word Format
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2300 Henderson Mill Road NE, Suite 100
Atlanta, GA 30345
404.299.6099
newamericanpathways.org
PARTNERSHIP MEMORANDUM OF AGREEMENT
21st Century Community Learning Centers Program
This Partnership Memorandum of Agreement (this “Agreement”) is made as of August 23,
2023, between New American Pathways, Inc., whose address is 2300 Henderson Mill Road
NE, Suite 200, Atlanta, GA 30345; the International Rescue Committee in Atlanta
(hereinafter referred to as “IRC”), whose address is 2305 Parklake Dr NE, Suite 100,
Atlanta, GA 30345 and The International Community School (hereinafter referred to as
“ICS”), whose address is 2418 Wood Trail Ln, Decatur, GA 30033.
Introduction:
The afterschool and summer programs (the “Program”) offered by New American Pathways,
Inc. (as fiscal agent) and IRC are out-of-school tutorial programs designed to help English
Language Learners in DeKalb County adjust socially and academically to the American
school environment. Proposed school sites are in the Clarkston High School feeder system,
as well as the International Community School, a DeKalb County charter school:
• Jolly Elementary School
• Freedom Middle School
• International Community School
• Clarkston High School
Intended global program outcomes include:
• Students will demonstrate academic improvement in reading, language arts, math
and science.
• Adult family members will participate in family literacy and education activities that
promote improved adult literacy skills and involvement in their children's education.
• Students will participate in therapeutic, trauma informed activities and will
experience a safe, fun environment in which they can face their fears, cope with
adjusting environments and feel the support of a caring community.
• Program staff will provide out-of-school programs grounded in scientifically based
best practices that will increase program quality and build long term capacity.
New American Pathways and IRC are collaborating refugee service organizations with
years of successful, high quality programming for this target population and are active
members of the Program. Through the Program, these service organizations aim to:
• Provide homework help and tutorial services to participating students and youth from
refugee, immigrant and low-income families.
• Develop strong relationships between refugee service organizations to better serve
the refugee community.
• Provide emotional and social adjustment support to refugee and immigrant children
and their families as they adjust to life in the United States.
• Work with the broader community to promote the concept of community service as a
viable model for addressing unmet community needs.
New American Pathways (formerly Refugee Resettlement and Immigration Services of
Atlanta and Refugee Family Services) has provided high quality afterschool and summer
programs serving English Language Learners in DeKalb County elementary and middle
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schools for over a decade. New American Pathways will expand its programming to serve
165 unduplicated students at 3 schools. The elementary programs are provided onsite at
Jolly Elementary School and The International Community School and the middle school
programs are provided onsite at Freedom Middle School. The Program offers several unique
elements that help ensure parent involvement and student success including:
• Intensive one-on-one and small-group English language and academic support by
trained instructors, as well as ongoing trained volunteers from partner universities
and colleges
• Academic and enrichment support for children provided by AmeriCorps Project RISE
service members at each site
• Supplementary parental engagement programs, including both onsite services as
well as supplementary services to families to encourage their participation in their
children’s education
• Partnerships with each school that engage day teachers in academic support for
students in afterschool
• Strong enrichment program designed to keep the interest of students while
reinforcing academic goals and life skills including: STEAM-focused activities,
character education, computer lab, service projects, and sports
• School-based and home-based family support and interpretation services
• Ability to provide an integrated educational continuum for families that bridges early
learning and elementary school with the IRC’s proposed high school program at
Clarkston High School.
The International Rescue Committee (IRC) in Atlanta has over 20 years of experience
supporting refugee and immigrant adolescents in DeKalb County, Georgia to increase
academic achievement and prepare students for success in high school and beyond.
Through its diverse youth programming, the IRC in Atlanta served 1,383 youth of all ages,
grade levels and educational needs in 2020. The IRC’s Youth Futures afterschool and
summer programming provides integration support, tutoring, academic counseling, college
readiness preparation, and social and enrichment opportunities to refugee students
attending Clarkston High School as they adjust to life in their new home. IRC will expand its
programming to serve 150 unduplicated students at Clarkston High School over the five-
year grant period. IRC Youth Futures After school program provides high school students:
• One-on-one content and English language tutoring by trained staff and a core team
of committed volunteers, interns, and AmeriCorps member.
• Parent engagement support to help parents navigate their children’s high school
journey as well as the college application and financial aid processes.
• Individualized case management and group mentoring to guide students to pathways
beyond high school, including post-secondary education and career training, and
support to overcome barriers such as interrupted education, limited English
proficiency, lack of familiarity with American education and credentialing systems,
and addressing mental health needs.
• Career exploration opportunities that expose youth to a variety of networks and
industries and expand their post-secondary choices. Youth are also provided with
civic engagement opportunities that are meaningful to them by helping them identify
and work towards the causes they care about.
Both programs will also provide summer programming to students - New American
Pathways to Elementary and Middle School Students and IRC to High School Students.
Since the COVID-19 Pandemic, both New AP and IRC have provided forms of virtual
programming to students. While the intention of this program initiative is to provide in
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person programming at all sites, both organizations will provide some form of virtual
programming if in person programming is not possible. This may be due to DeKalb school
district requirements or due to public health policies of each agency.
New American Pathways and IRC have received confirmation of support for this
project from the Dekalb County School District (DCSD) and principals at Jolly
Elementary School, Freedom Middle School, the International Community School
and Clarkston High School.
By offering afterschool and summer programming in these four schools in partnership with
DCSD, the collaborating organizations will help ensure that:
• English Language Learner (ELL) students have equal educational opportunities that
include English language literacy, STEAM-focused academic enrichment and trauma-
informed social-emotional support.
• Parents with limited English proficiency (LEP) have meaningful access to a language
assistance program with appropriate resources.
• DCSD staff have access to training on how to communicate effectively with LEP
parents, including access to interpreters as necessary.
• Programming for ELL students and LEP parents that is evaluated annually and
continually improved.
DCSD acknowledges and supports the goals and objectives of the Program and offers its
endorsement of afterschool and summer programming in the DeKalb County schools and
program identified.
1. TERM OF AGREEMENT: This Agreement shall continue in effect upon notification of
award for the FY23 21st Century Community Learning Centers program and for as long
as this grant (or any replacement or renewed grant) remains in place. It is required that
this Agreement will be reviewed and signed each program year.
2. NEW AMERICAN PATHWAYS, INC. RESPONSIBILITIES: As the lead agency and
grantee in this collaborative effort, New American Pathways, Inc. will be responsible for
the following:
• Serve as fiscal agent for the Program
• Provide program direction and site supervisor training for the two refugee serving
organizations
• Directly manage the elementary, middle school program, and the K-8th grade
summer programming
• Submit required 21st CCLC reports
• Coordinate the core academic curriculum, training and common resources to be used
consistently by all service providers
• Gather appropriate parent signatures for the purpose of student academic
information release to program staff for reporting purposes and share with school
site when requested
• Ensure timely data collection and reporting
• In accordance with DCSD data and privacy policies, requesting and gathering
relevant data readily available for evaluation purposes (including student GTIDs,
quarterly/semester grades, standardized test scores, and ensuring data is entered
into the Student Information System (SIS) by a school site staff on behalf of the
Program) as well as other student data as requested by the 21 st CCLC grant.
• Contribute a minimum of $150,000 each year of private funding to support the
program activities at the three sites they manage.
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IRC RESPONSIBILITIES: As a collaborating partner organization and sub-grantee, IRC
is responsible for providing students participating in the Program with services as
outlined in the work plan and budget. Specifically, IRC is responsible for the following:
• Directly manage the high school program site and 9th-12th grade summer
programming
• Collecting data on program success in an accurate and timely fashion
• Maintaining program files
• Providing on-the-job training, supervision, and performance management related to
effective performance of program staff
• Gather appropriate parent signatures for the purpose of student academic
information release to program staff for reporting purposes and share with school
site when requested
• Comply with grant requirements
• In accordance with DCSD data and privacy policies, requesting and gathering
relevant data readily available for evaluation purposes (including student GTIDs,
quarterly/semester grades, standardized test scores, and ensuring data is entered
into the Student Information System (SIS) by a school site staff on behalf of the
Program) as well as other student data as requested by the 21 st CCLC grant.
• Contribute a minimum of $70,000 each year of private financial and service
contributions (cash and in-kind) to support the program activities at Clarkston High
School.
1. ICS RESPONSIBILITIES: As a collaborating partner, ICS is responsible for:
• Supporting the goals and objectives of the Program
• Allowing the collaborating organizations access to the school for the purpose of
providing Program services
• Provide clear and timely communication, direction, updates to school site openings
and closings that will affect the Program and support program staff in hybrid or
virtual transition as needed
• When onsite, providing adequate classroom space for the afterschool program and
access to common resources areas including the gymnasium, sports field and media
center as available
• Assisting with the coordination of transportation for afterschool students, the funding
for which will be provided by New American Pathways through 21 st CCLC grant
funding
• Making data readily available for evaluation purposes (including student GTIDs,
quarterly/semester grades, standardized test scores, and ensuring data is entered
into the Student Information System (SIS) by a school site staff on behalf of the
Program) as well as other student data as requested by the 21 st CCLC grant.
2. FINANCIAL RESPONSIBILITIES: New American Pathways, Inc. and IRC are
submitting an application to the Georgia Department of Education for federal funding
through the 21st Century Community Learning Centers (21st CCLC) grant. Pending
approval, all Program costs for refugee serving organizations to provide high quality
programming in the identified schools will be provided at no cost to the schools or the
DCSD. Transportation for students will be provided utilizing grant funding and
coordinated through DeKalb County School transportation channels. As fiscal agent, New
American Pathways will be responsible for administering federal funds.
3. PRIMARY PROGRAM CONTACT:
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Contact Person: Latoyia Brown; Title: Education and Youth Program Manager, New
Phone: (404) 951-2093; e-mail: latoyia.brown@newamericanpathways.org
4. SIGNATURE OF AGREEING PARTIES:
NEW AMERICAN PATHWAYS, INC.
Signature of Authorized Representative:
Title: Education and Youth Manager
Date: September 21, 2023
Site Supervisor and Title: Kristin Hiler, Education and Youth Program Manager
INTERNATIONAL RESCUE COMMITTEE ATLANTA
Signature of Authorized Representative: ________________________________
Title: ____________________________________________________________
Date: _____________________
Site Supervisor and Title: Julie Goldberg, Youth Program Supervisor
INTERNATIONAL COMMUNITY SCHOOL
Signature of Authorized Representative: ________________________________
Principal
Title: ____________________________________________________________
09/21/2023
Date: _____________________
Authorized Representative and Title: Diamond Jeffries, School Principal
Diamond Jefferies, School Principal
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Notre Dame Mission Volunteers
Partnering Site Amended Agreement 2022-2023
Amended Contribution
0
The original agreement has been amended due to _______ number of members enrolling in
1
the partnering site and/or ________ number of members exiting from the partnering site.
4
Original contributions are based on ______ 7500
members at $________ per member.
0
An additional _____ 0
number of members are being enrolled at the parting site at $______ per
member.
1
______ number of members are exiting. The original contribution for this member was
681.82
$_________ 9
per month. This member served for ____ months for a total contribution of
6136.38
$____________.
25,909.12
The new contribution for the 2022-2023 service year will be $____________.
15,000
A total contribution of $___________ has already been applied to the 2022-2023 service year.
10,909.12
That leaves a remaining contribution of $_____________.
I have read the above agreement, and agree to the amended terms listed as a Notre Dame
Mission Volunteers Partnering Site
Partnering Site Name
# of members serving at your site Number of exited members at your site
Partnering Site Address
Site Supervisor/Certifying Official (Print) Telephone Number
Site Supervisor Signature Date
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International Community School
Charter Renewal Exhibit
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Facility Lease
This Exhibit is Not Available in Word Format
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June 29, 2021
Mr. D. Benjamin Estill II
Chief Operations Officer
DeKalb County School District
1701 Mountain Industrial Boulevard
Stone Mountain, GA 30083
Re: Intent to Renew Ground Lease
Dear Mr. Estill,
On behalf of the International Community School (ICS), we thank the DeKalb County School District
(DCSD) for providing the land and facilities that allow ICS to serve our students and community. The initial
term of our ground lease which commenced on July 1, 2011 will expire on Thursday June 30, 2022. Per
the terms of the ground lease, we would like to formally notify DCSD that ICS would like to exercise the
first of the two (2) five (5) year extension options provided in the current ground lease (section 3.2).
ICS is firmly invested in the facility and the neighboring community, and we have made significant
investments over the last 7 years in facility upgrades, repairs and maintenance. We will continue to make
investments over the course of this five (5) year extension to ensure the best possible learning
environment for our students and provide the best stewardship of the facilities with which DCSD has
entrusted us.
Respectfully,
Kristine Hansen-Dederick
Board Chair
International Community School Board of Directors
Cc: Mrs. Watson-Harris, Superintendent, DCSD
Mr. Trenton Arnold, Regional Superintendent, Region II
Ms. Kina M. Champion, Director, School Innovation
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Julie Allen <julie.allen@icsgeorgia.org>
ICS Intent to Renew Facility Lease
1 message
Kristine Hansen-Dederick <kristine.dederick@icsgeorgia.org> Tue, Jun 29, 2021 at 5:29 PM
To: DBen_Estill@dekalbschoolsga.org
Cc: "Shakina Champion (Charter Schools/School Governa)" <Kina_Champion@dekalbschoolsga.org>, Cheryl_Watson-
Harris@dekalbschoolsga.org, "Trenton Arnold (Region II)" <Trenton_Arnold@dekalbschoolsga.org>, Kathleen Cole
<kathleen.cole@icsgeorgia.org>, "Peter M. Mbugua" <peter.mbugua@icsgeorgia.org>, Julie Allen
<julie.allen@icsgeorgia.org>
Good Afternoon Mr. Estill,
Please see the attached notification from the International Community School, indicating our intent to renew our facility
lease.
Thank you!
Kristine
--
Kristine Hansen-Dederick
Board Chair
International Community School
2418 Wood Trail Ln, Decatur, GA 30033
678-296-6539
www.icsgeorgia.org
ICS Letter to DCSD Lease Renewal.pdf
621K
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International Community School
Charter Renewal Exhibit
21
Certificate of Occupancy
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
22
Emergency Safety Plan
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Safe Schools Plan
2023-2024
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School Safety Plan
International Community School
2418 Wood Trail Lane
Decatur, GA 30030
404-499-8969
Fran Carroll, Executive Director
Diamond Jefferies, Principal
DeKalb County School System
The following persons participated in the development of the Safe School Plan.
Name Position Contact Information
Diamond Jefferies Principal (404) 899-8969
Charlotte Flores Director of Community and (404) 899-8969
Culture
Dione Smith Assistant Principal (404) 899-8969
Chinar Hasan Front Office Coordinator (404) 899-8969
Porcha Marbury School Nurse (404) 899-8969
Htwe Htwe Family Engagement Coordinator (404) 899-8969
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Crisis Planning and Response Team
Name Position Contact Information
Diamond Jefferies Principal (404) 899-8969
Dione Smith Assistant Principal (404) 899-8969
Charlotte Flores Directory of Community and (404) 899-8969
Culture
Porcha Marbury School Nurse (404) 899-8969
Emergency Evacuation and Family Reunification Protocol
Name Position Task assigned
Georgette Bell and Front Office Manager Prepare and Maintain Emergency Kits
Debra Bryant Registrar
Diamond Jefferies, Principal Contact Regional Superintendent
Fran Carroll, Dione ED
Smith AP
Alex Bermudez Teacher Identify Missing/Absent Students
Charlotte Flores Director of Culture Locate and identify Injured and Sick
Diamond Jefferies Principal Designated staff to accompany injured/sick
Dawn Jones Teacher Staff Trained in First Aid/CPR
Georgette Bell and Front Office Manager Designated staff to handle telephone calls
Debra Bryant Registrar
Dione Smith and Htwe AP Designated staff to receive parents at
Htwe Parent Liaison reunification site
Georgette Bell Business Manager of Facilities Designated staff to show emergency personnel
utility and ventilation shut offs
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Tam Nguyen and Teachers Designated staff to assist with pedestrian
Dawn Jones traffic
Rob Prince Technology Support Designated Staff to Make Temporary ID
Badges
Chinar Hassan Front Office Coordinator Designated staff to handle after-school
activities
Total number of students enrolled: ________475 (need to confirm)
Total number of staff hired: ________72 (need to confirm)
ICS uses TeacherEase, an online platform that contains all the contact information for each student enrolled at
the school including parent/guardian name, telephone number and home address. The system can be accessed
from a smartphone, tablet or laptop that has internet access.
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As schools develop Safe School Plans, they should keep in mind that each of the incidents/crisis included in this
template could impact a school temporarily or they could result in a long-term impact, even resulting in the
closure of a school or school district over a long period of time, such as because of an epidemic or pandemic.
For long-term impacts such as the closure of schools, see the Continuity of Operations Annex that describes
how a school or district will identify and ensure the continuation of essential functions during an emergency and
its aftermath. The goal of activating a Continuity of Operations Plan is to maintain essential functions and to
sustain restored essential functions until full and normal operational status can be safely and effectively
achieved. In addition, the activation of a Continuity of Operations Plan helps to protect buildings and facilities,
equipment, records, students, teachers, staff, and other assets while mitigating the impact of the crisis. As with
the other sections of the Safe School Plan, the Continuity of Operations Plan Annex should be developed and
supported by coordination with local emergency management.
\
Safe School Plan Emergency ID Plan
1. School Site Safety Coordinator: Porcha Marbury
2. Alternate School Site Safety Coordinator: Dione Smith
3. School personnel to call 911: Georgette Bell
4. School personnel to call superintendent’s office: Diamond Jefferies, Dione Smith
5. School personnel to coordinate staff members trained in First Aid and/or CPR: Dawn Jones, Porcha Marbury
6. School personnel to get emergency kits: Georgette Bell, Debra Bryant, Sharene Smith
7. School personnel to accompany emergency first responders:Georgette Bell, Debra Bryant, Sharene Smith
8. School personnel responsible for students with special needs and description of needs[1] (i.e. medical issues,
prescription medicines, dietary needs), marked confidential): Porcha Marbury, Chinar Hasan
9. School personnel to answer telephones:Porcha Marbury, Chinar Hasan, Georgette Bell, Debra Bryant,
Sharene Smith
10. School personnel to collect student rosters: LaPorcha Marbury
11. School personnel to update media:Fran Carroll/Diamond Jefferies in consultation with the BOD.
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12. School personnel to update parents: Dione Smith, Htwe Htwe
13. School personnel to secure translation services: Htwe Htwe
14. Location of central command post – rank order based on circumstances:
1. Inside front office
2. Media Center
3. Cafeteria Outside (front of school)
4. Portable Classroom: Community Resource Center 1B
15. Location for media personnel – rank order based on circumstances:
1. Gymnasium
2. Parking Lot
16. Location of reception area for parents and public – rank order based on circumstance:
1. Inside entryway
2. Cafeteria and outside of cafeteria
3. Playground Area
17. If students need to be moved off campus they will be transported to:
First Choice Site: Medlock Park
Alternate Site: North Decatur Presbyterian Church
18. School personnel responsible for releasing students to parents and non-parent adults: Georgette Bell and
Chinar Hasan
19. School personnel responsible for utilities shut off if necessary: Fran Carroll
20. School personnel responsible for directing traffic: Rob Prince
21. School personnel runners to support the Crisis Team: Julie Ogle, Mary Romano, Dawn Jones
22. School personnel responsible for accompanying students to the hospital: Htwe Htwe, Porcha Marbury
Emergency Kits
Contents of the school’s emergency kits:
· 10 writing tablets and pens/pencils
· 10 magic makers
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· 500 plain white peel-off name tag stickers (used to identify injured students or staff)
· Student release/sign-out sheets
· List of students on off-campus trips
· Five sets of safety gloves
· Floor Plan of the building
· Site Plan of the grounds and surrounding areas
· Copies of photographs of the building (interior and exterior)
· Copies of student and staff emergency contact/release information
· Information regarding any students with medical problems that may be impacted by the evacuation or emergency
· Most recent yearbook and list of students and school personnel
· Flashlight and extra batteries
· Bullhorn and extra batteries
· Cell phone and/or walkie-talkie
· Basic First-Aid kit
List staff members responsible for the emergency kit(s):
Georgette Bell, Office Manager
Kits in front office and gym
EMERGENCY EVACUATION and FAMILY REUNIFICATION PROTOCOL
Check the following to indicate compliance or leave blank if incomplete.
___An assembly area has been identified at least 1,000 feet away from school in the event it becomes necessary
to evacuate the school campus.
___Alternative assembly areas have been identified and shared with school personnel.
___Procedures are in place to remove all students and personnel from athletic fields and playground areas and
back into the school.
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___Evacuation routes to the assembly points on an evacuation plan have been identified.
___Procedures are in place for the special evacuation needs of the disabled.[2]
___A copy of the evacuation plan is available for school personnel for first responders.
___School personnel and students are aware of and have practiced evacuation procedures and routes.
___A procedure is in place to periodically test the public address system as the primary means of notifying
building occupants and other methods of communicating with school personnel.
___Maps indicating primary and secondary evacuation routes are posted in all classrooms (for security reasons,
only staff members should know assembly points).
___Teachers are trained to bring their classroom record books with them to the assembly area (s).
___Teachers are trained to verify that students are out of the classrooms and restrooms and workrooms.
___Teachers (or paraprofessionals) are trained to hold open the exit door(s) until all persons in the class have
evacuated.
___Teachers are trained to lead students to the designated holding areas/assembly areas
___Teachers are trained to verify the presence of all students at the assembly site and immediately report
students who are not present and furnish those names to school administrators as soon as possible.
___Teachers are trained to remain with their students until administrators sound the “all clear” signal.
___School personnel are preselected to collect critical information and to manage and monitor students at the
assembly site(s).
___School personnel have been designated to take the Emergency Kit to the assembly area (s).
___Administrators and other school personnel are trained to collect lists of unaccounted for students from staff
members and compare with the daily attendance absentee list and share the list with emergency response
personnel.
___Administrators and other school personnel are trained to account for all students in the assembly area(s) to
facilitate an orderly transfer of students to their parents.
___A procedure is in place to communicate and confirm that the building has been cleared.
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___A procedure has been developed to direct parents to the assembly site(s) to pick up students and verify their
guardianship of the student and sign for the release of students.
___School personnel have been trained to instruct parents or guardians to leave the site to make room for others
once they have signed out their student.
___The school principal and/or other school personnel are trained to notify school transportation to begin
routing school buses to the assembly area(s).
___School personnel have been identified to notify local law enforcement and emergency agencies of the
incident/situation and inform them of traffic routing procedures of school buses.
___A news media area has been identified and media provided with detailed instructions to be read to the public
to direct concerned relatives to the assembly site(s).
___A manifest for each school bus is established ahead of time to account for all students riding buses.
___School personnel have been trained to check the school bus manifest to account for every student.
___At the assembly site(s), designated school personnel have been assigned to identify all students and identify
all non-uniformed personnel.
___School personnel have been trained to monitor students not riding buses and not picked up by parents or
guardians to remain in the assembly area(s) until an authorized person arrives to pick them up.
___School personnel have been identified and trained to maintain contact with police/fire department(s) to stay
informed about conditions at the school site.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___DO THE FIRST RESPONDERS HAVE A COPY OF THE SCHOOL FLOOR PLAN?
ACCIDENT or ILLNESS
The names and location of staff members certified in First Aid and CPR should be made available to every
school employee in the building. A fully stocked First Aid Kit should be readily available at all times in
different areas of the school building.
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List school personnel with first aid/CPR/AED training and their location in the building:
Staff Name Position
Charlotte Flores Director of Community and Culture
Htwe Htwe Family Engagement Coordinator
Porcha Marbury School Nurse
Georgette Bell Office Manager
Dawn Jones PE Teacher
___School personnel have received Stop-the-Bleed Training from the Georgia Trauma Foundation (if school
personnel have not received the training, the training is scheduled for _____________)
BOMB THREATS/SUSPICIOUS PACKAGES CHECKLIST
Ü Daily Precautions
___School personnel have been trained to routinely check their areas for any suspicious packages or items.
___School personnel have been trained what to do if they find a suspicious item, which should never be moved
or touched.
___School personnel have been trained to notify school administrators when a suspicious item is found.
___A procedure is in place to isolate the area until law enforcement personnel have assessed the item.
___School personnel have been trained to lock classrooms and other rooms when not in use.
___School maintenance personnel have been trained to lock all doors after cleaning classrooms and other areas.
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___School personnel who handle mail and packages are trained on how to recognize suspicious letters or
packages (i.e., excess postage on a small package or letter indicates that the object was not weighed by the Post
Office; no postage or non-canceled postage; handwritten notes such as “to be opened by Mr. Smith;” leaks,
stains or sharp points, wires, etc.).
Ü Bomb or Bomb Threat Response (Also see Emergency Evacuation Procedures)
___School personnel are trained on how to respond to a written or verbal bomb threat.
___School personnel and students are to move to the predetermined assembly points at least 1,000 feet away
from the building using predetermined routes and exits.
___School personnel are trained to re-direct students if the predetermined routes pass near the location of the
bomb or device.
___Procedures are in place for the special evacuation needs of the disabled.
___A procedure is in place to ensure that all school personnel and students have left the building, including
checks of hallways, restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
___School personnel have been designated to take the Emergency Kit to the assembly area (s).
___A procedure is in place to communicate and confirm that the building has been cleared.
___School personnel have been designated to account for all students by checking with teachers in the assembly
area(s).
___School personnel and students have trained to remain in the assembly area until the “all clear” signal is sent.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___School personnel have been designated to call the school district central office.
___A procedure is in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
Bomb Threat Call Checklist
Ask the Caller:
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1. Where is the bomb right now?
2. What does the bomb look like?
3. When is the bomb going to explode?
4. What kind of bomb is it?
5. What will cause the bomb to explode?
6. Did you place the bomb?
7. Why?
8. What is your name?
Exact Wording of Bomb Threat:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Caller Information: Sex: Race: Age: Length of Call:
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Caller’s Voice (check appropriate descriptions): Calm Nasal Slurred Soft Angry Whispered
Stutter Loud Accent Excited lisp Disguised Laughter Slow Cracking
Raspy Crying Normal Familiar Voice? Who?
Background Sounds: Traffic Voices Music House Noises Static Clear Office Noises
Factory Long Distance Machinery PA System Other:
Threat Language: Well-Spoken Incoherent Offensive Words Message Read Taped
Irrational
Notifications: 911/School Police/Local Police/Central Office Other
Call Received By:
Name:
Title/Position:
Telephone Number:
Date:
Notes/Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
TRAINING: Georgia Emergency Management Agency or local emergency management staff can provide
training for Bomb Threats.
CLOSING OF SCHOOL – SHELTER-IN-PLACE CHECKLIST
Check the following to indicate compliance or leave blank if incomplete.
Ü Precautions Before the School Day
___School personnel instructed to listen to local radio and television broadcasts and look for text messages for
information about school closures.
___Procedure in place to notify parents/guardians of school closures.
Ü Closure During the School Day
___Procedure in place to check on condition of building and surrounding neighborhood.
___Procedure in place to notify central office of building, neighborhood, and weather conditions.
___Procedure in place to keep students and staff away from possible hazardous conditions, such as iced,
slippery, blocked sidewalks, steps, walkways, etc.
___Procedure in place to inform parents/guardian of early school closure.
___Procedure in place to contact all school bus drivers to pick up students during the school day.
___Procedure in place for students will remain in classrooms until buses arrive.
___Procedure in place to ensure that all students and school personnel have left the building.
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___Procedures are in place to secure the building and grounds.
Ü Shelter-in-Place (students remain in the building overnight)
If weather conditions (or other reasons) create the necessity for overnight housing, the building must be secured
and student movement limited.
___School personnel and the building is prepared for shelter-in-place.
___Procedures are in place to ensure access to food, water, first-aid, sleeping areas, communications, utilities,
first-aid kits.
___Procedure is in place to determine if students should be kept at the school for overnight housing.
___Procedure is in place to notify local law enforcement, and local emergency management and fire and rescue.
___Procedure is in place to contact the central office and the news media.
___Procedure is in place if the HVAC and other systems are centralized to contact the Service Center to ensure
that the school’s climate control system is not turned off.
___School personnel have been designated to contact family members and will continue to do so throughout the
night.
___School has designated areas of the building to house students and school personnel during the
shelter-in-place.
___School has designated areas of the building that are off-limits for students.
___School personnel have been assigned supervision duties and shifts during the night to account for and
supervise all students.
___School has set up an indoor security perimeter to ensure the safety and supervision of the students.
___Procedure is in place to account for every student during the night.
CLOSING OF SCHOOL – WEATHER AND/OR
SHELTER-IN-PLACE PROCEDURE
⮊Precautions Before the School Day
• Listen to local radio and television broadcasts.
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• Verify on school district recording (678-676-1200).
• Verify by use of School District phone tree.
⮊ During the School Day (See Emergency Evacuation, p. 6-7)
• Check on condition of building and surrounding neighborhood.
• Inform Regional Superintendent of building, neighborhood, and weather conditions. • Keep
students and staff away from possible hazardous conditions, such as sidewalks and steps.
• Keep emergency phone numbers close to the phones.
• A hotline early school closing phone message will be sent to each principal. • Notify
staff of early school closing.
• Students will remain in classrooms until buses arrive.
• School staff will ensure that all persons have left the building.
• School staff will secure the building and grounds.
• School staff will leave the building as necessary.
⮊ Shelter-in-Place
If weather conditions (or other reasons) create the necessity for overnight housing, the building
must be secured and student movement limited.
• The decision to provide overnight housing will be a joint decision between the building
administrative staff, central office staff, and emergency personnel. • When the decision is made
to have overnight housing, the principal will contact the Regional Superintendent and the news
media will be informed. Transportation, 678-676-1333 should be called.
• The principal should contact the DCSD Service Center, 678-676-1315 (during school hours)
or 678-676-1536 (after school hours), to ensure that the school’s climate control system is
not turned off.
• Designated school staff members will help contact family members and will continue to do so
throughout the night.
• Students and staff will be routed to the safest part of the building. • The administrative staff
and other staff members will be assigned supervision duties and shifts and will set up an indoor
security perimeter to ensure the safety and supervision of the students. Also, shifts to answer the
phones will be established. • Roll should be taken to account for every student and appropriate
next day (or release day) checkout procedures should be followed.
• Contact DCSD Service Center, 678-676-1315 (during school hours) or 678-676- 1536 (after
school hours), to inspect building for possible damage.
• Administrative staff, with assistance from the Regional Superintendent, should prepare a
written statement to be sent home with students.
DCSD EMERGENCY RESPONSE PROCEDURE
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DEATH OF A STAFF MEMBER OR STUDENT OR
SUICIDE at SCHOOL (or Threat) CHECKLIST
In the event of a death of a staff member or student:
1. The Principal will contact the DeKalb County office to notify appropriate personnel. The Executive
Administrative team and Counselor will convene to coordinate counselor or trauma personnel to be
available at school.
School personnel assigned to assist with this incident:
Staff Name Position Task
Diamond Jefferies Principal Notify ED, County, Staff and
Families
Charlotte Flores Director of Culture Notify students
Dione Smith Assistant Principal Arrange logistics of county-wide
crisis team
Check the following to indicate compliance or leave blank if incomplete.
Administrative staff should contact the following immediately upon learning of the death of a staff member or
student:
___Procedures are in place to contact emergency personnel.
___Procedures are in place to secure the area and keep all students away.
___Procedures are in place to contact the parents/guardian or other family members of the student.
___Procedures are in place to notify school personnel.
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___Procedures are in place to contact the central office.
___School personnel have been trained on suicide awareness.
___School personnel have been trained on reporting suicide threats or signs of suicide ideation to the counseling
staff.
___Procedures are in place to manage internal and external communications, including the news media.
___Procedures are in place to communicate with the school community.
___Procedures are in place to respond to students and monitoring their reactions.
___School personnel have been trained on how to respond to this type of incident.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___Resources have been identified ahead of time to respond to students and staff grief and fear.
___Resources have been identified if they need to be mobilized to respond to widespread grief and fear.
___School personnel have been identified to specifically respond to this type of incident. School personnel
assigned:
DEATH OF STAFF MEMBER PROCEDURE
Administrative staff should contact the following immediately upon learning of the death of a
staff member or student:
⮊ During School Hours
• Alert the Crisis Management Team (404-901-9069).
• Call Regional Superintendent.
• Administrative and counseling staffs should begin informing staff members and finally
students.
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
⮊ Before or After School Hours
• Call Regional Superintendent.
• Alert the Crisis Management Team (404-901-9069).
• Director of Communications (678-427-4898).
⮊ Suicide at School
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• Call 911.
• Call DCSD Department of Public Safety (678-676-1810).
• Call Regional Superintendent
• Secure the area and keep all students away.
• Send notes and runners to staff members informing them that a medical emergency has
occurred. Include any additional instructions (e.g., “The bell schedule will be changed and
will be manually sounded at an appropriate time.”).
• Alert the Crisis Management Team (404-901-9069).
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
⮊ NOTE: If a student threatens suicide, the counseling and administrative offices must be
informed immediately. Also, the Crisis Management Team must be contacted as soon
as possible. The student should be taken to the counseling office and someone should
remain with the student at all times until the parents and/or the Crisis Management
Team arrives.
FIRE CHECKLIST
A fire or smoke in the building requires immediate evacuation of the building. A safe, orderly evacuation
depends on effective fire drill practices.
Check the following to indicate compliance or leave blank if incomplete.
Ü Response (See Emergency Evacuation)
___Procedures are in place to call 911.
___Procedures are in place to ensure that the fire alarm system is inspected and operational.
___Procedures are in place to initiate an emergency evacuation.
___Procedures are in place and school personnel have been assigned to assist disabled students and school
personnel to evacuate.
___School personnel and students have at least once a month practiced fire drills/evacuation, including the use
of alternative evacuation routes.
___Procedures are in place to ensure that all school personnel and students have left the building.
___Procedures are in place to check hallways, restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
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___School personnel have been designated to take the Emergency Kit to the assembly area (s).
___School personnel have received training on how to use a fire extinguisher.
___Fire extinguisher locations are clearly marked and regularly inspected.
___Designated school personnel have been trained to account for all students by checking with teachers in the
assembly area (s).
___School personnel have been trained to survey students at the assembly point (s) to check for injuries or
trauma.
___School personnel and students have been trained to remain in the assembly area until the “all clear” signal is
sent.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
NOTE: In Georgia schools, one fire drill shall be conducted each month that school is in session and
recorded on the Georgia Fire Safety and Insurance Commission website. The Georgia State Fire Code also
permits schools to substitute a severe weather drill for its required monthly fire drill during the months of
February and November.
TRAINING: Georgia Emergency Management and Homeland Security Agency, local emergency
management, and local fire department staff can provide training for Fire prevention and evacuation
HAZARDOUS MATERIALS/THREAT CHECKLIST
Chemical/Biological/Nuclear Threat or Accident
Check the following to indicate compliance or leave blank if incomplete.
Ü Preparation
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___Potential hazardous material sites have been identified and shared with local emergency management (i.e.
above ground industry storage containers, railroad tracks, etc.)
___Procedures are in place to determine transportation routes during an emergency evacuation due to hazardous
material.
___Procedures are in place to assemble school buses for an emergency evacuation.
___Safe routes and assembly areas for staff and students inside and outside of the building have been
established.
___All chemicals in Science classes are identified and properly stored.
Ü INSIDE Building Hazardous Materials Accident or Threat (See Emergency Evacuation)
___Procedures are in place to call 911.
___Procedures are in place to immediately remove all students and school personnel from the area.
___Procedures are in place to seal off the area (s) around and near the accident.
___School personnel have been trained to avoid any contact with hazardous material.
___Procedures are in place to immediately shut down air-conditioning and ventilation units.
___School personnel are trained to provide emergency responders with a list of chemicals in the building.
Ü OUTSIDE Building Hazardous Materials Accident or Threat
NOTE: Schools usually receive emergency notice from either emergency personnel or citizens of hazardous
material accidents or threats originating outside of the school building. If the notice comes from non-emergency
sources, the school administrative staff should contact emergency personnel at 911 and the Department of
School Police or Local Police to confirm or refute the report. If the notice comes from emergency sources, the
following procedures should be immediately initiated.
___Procedures are in place to remove all students and school personnel from athletic fields and playground
areas and back into the school.
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___School personnel have been designated to ensure that students and staff do not leave the building.
___School personnel are trained to account for all students.
___School personnel have been designated to contact transportation to keep school buses out of the hazardous
material accident/threat area.
___Procedures are in place to inform school personnel that precautionary measures are being taken due to a
report of an incident near the school.
___Procedures are in place to close all windows and outside doors.
___Procedures are in place to shut down air-conditioning and ventilation units or contact the Service Center to
do so and prepare to move students away from windows and doors.
___Procedures are in place to quickly evacuate the facility, based on the directions of emergency personnel
using the procedures in the Emergency Evacuation Section of this plan.
___Procedures are in place to have first aid trained staff members on alert.
___Procedures are in place to remain in lockdown mode until the “all clear” signal/message is received from
emergency personnel.
___Procedures are in place to inspect building after the incident for any contamination.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___A procedure is in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
TRAINING: Georgia Emergency Management and Homeland Security Agency or local emergency
management staff can provide training for Hazardous Material incidents.
HAZARDOUS MATERIALS/NUCLEAR PROCEDURE
Chemical/Biological/Nuclear Threat or Accident
⮊ Preparation
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• Determine transportation routes (e.g., highway, rail, pipeline, etc.), storage areas and industrial
use of potentially dangerous materials which are in the vicinity of the school. School
chemicals should be under lock and key.
• Determine logically safe routes and assembly areas for staff and students inside and outside
of the building.
⮊ INSIDE Building Hazardous Materials Accident or Threat (See Emergency
Evacuation, p. 6-7)
• Immediately remove all students and staff from the area.
• Call 911 and DCSD Department of Public Safety (678-676-1810). • Call
Regional Superintendent.
• DO NOT TOUCH THE HAZARDOUS MATERIAL.
• Seal off the area(s) around and near the accident.
• Shut down air-conditioning and ventilation units or contact the Service Center, 678- 676-1315
(during school hours) or 678-676-1536 (after school hours), to do so. • School personnel and
students move to the predetermined assembly points 1,000 feet
away from the building using predetermined routes and exits (NOTE: administrators must
re-direct classes if the predetermined routes pass near the hazardous material accident site.)
• Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
• Designated staff should take the Emergency Kit to the assembly area (s). • Use walkie-talkies,
classroom telephones (where available), bullhorns and adult runners to communicate and
confirm that the building has been cleared. • Designated staff should account for all students by
checking with teachers in the assembly area (s).
• Designated staff should survey students at the assembly point to check for injuries or trauma.
• All school personnel and students must remain in the assembly area until the “all clear” signal
is sent.
• Alert the Crisis Management Team (404-901-9069).
• Contact DCSD Service Center, 678-676-1315 (during school hours) or 678-676- 1536
(after school hours), to inspect building for possible damage.
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
OUTSIDE Building Hazardous Materials Accident or Threat
NOTE: Schools usually receive emergency notice from either emergency personnel or citizens
of hazardous material accidents or threats originating outside of the school building. If the
notice comes from non-emergency sources, the school administrative staff should contact
emergency personnel at 911 and the Department of School Police, 678-676-1810, to confirm or
refute the report. If the notice comes from emergency sources, the following procedures should
be immediately initiated.
• Contact Regional Superintendent.
• Return all students and personnel from athletic fields and playground areas into the school.
• Initiate Level 1 or 2 Lockdown (See Lockdown Procedures, p. 5) and assign designated
staff to ensure that students and staff do not leave the building. • Contact Transportation,
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678-676-1333, to keep school buses out of the hazardous material accident/threat area.
• Use intercom to inform students and staff that precautionary measures are being taken due
to a report of an accident near the school.
• All teachers should account for all students.
• Close all windows and outside doors to the school.
• Shut down air-conditioning and ventilation units or contact the DCSD Service Center,
678-676-1315 (during school hours) or 678-676-1536 (after school hours), to do so.
• Alert the Crisis Management Team (404-901-9069).
• Be prepared to quickly evacuate the facility, based on the directions of emergency
personnel.
• Have first aid trained staff members on alert.
• Remain in lockdown mode until the “all clear” signal/message is received from emergency
personnel.
• Use intercom to inform students and staff of the “all clear” signal/message and to give a
brief explanation of the reason for the lockdown response.
• Contact Transportation, 678-676-1333, when the “all clear” signal/message is received.
• Contact DCSD Service Center, 678-676-1315 (during school hours) or 678-676- 1536
(after school hours), to inspect building for possible damage.
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
INTRUDER/SUSPICIOUS PERSON CHECKLIST
HOSTAGE/BARRICADE
An intruder/suspicious person is someone whose presence is uninvited and unwelcome and/or whose behavior
jeopardizes the safety of the school building.
Check the following to indicate compliance or leave blank if incomplete.
___Procedures and physical design restrict access to the building.
___All exterior doors are locked and have signs that provide directions to visitors advising them to use the main
entrance.
___School personnel and students are instructed not to open locked doors for persons trying to enter the
building from the outside.
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___School uses a visitor identification name-tag system. Visitor tags should be disposable.
___School designated a school personnel to periodically check all exterior doors to ensure that they are secured
(NOTE: schools may NOT use chains to secure exterior doors; they must be accessible as emergency exits).
___Procedures are in place to call 911.
___Procedures are in place to immediately order a lockdown.
___School personnel and students have been trained on the urgency of a lockdown; it is essential that the
lockdown take place immediately.
___Procedures are in place to notify all school personnel of a lockdown, including all locations in the building
such as the gymnasium, kitchen, media center, etc.
___Procedures are in place to notify school personnel on playground/athletic fields of the lockdown and
instructions.
___Procedures are in place to notify school bus drivers to remain away from the school.
___School personnel and students have been trained to remain in the classroom until the all-clear signal is
given.
___School personnel have been trained to close or cover all windows and blinds.
___School personnel and students have been trained to remain calm and quiet.
___School personnel have been trained to seek protection if not in a classroom – nearby classroom, for
example.
___Procedures are in place to monitor the location of the intruder/suspicious person using the surveillance
cameras and monitors and walkie/talkies and communicating with law enforcement.
___School personnel is trained to remain in lockdown mode until the “all clear” signal/message is received.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___A procedure is in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
INTRUDER/SUSPICIOUS PERSON PROCEDURE
Preparation
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Being prepared often discourages outsiders from attempting to intrude upon the school
environment.
• Restrict free access to the building to as few doors as possible.
• All exterior doors locked during the day should have signs that provide directions to visitors
advising them to use the main entrance.
• Discourage students and staff from opening locked doors for others, because this will breach
school security.
• Schools should use a visitor identification name-tag system. Visitor tags should be returned to
the security/front desk when the visitor leaves the building. • Designate a school employee to
periodically check all exterior doors that have been designated as secured doors.
Response
• When a lockdown is necessary to protect students and staff, it is essential that the lockdown
take place immediately – delaying a lockdown may be dangerous. (See Lockdown
Procedures, p. 5)
• When a lockdown is deemed necessary, use the intercom system to announce school wide
lockdown.
• Call 911 and the DCSD Department of Public Safety, 678-676-1810. • Call
Regional Superintendent.
• Make sure the hallways are clear of students and staff.
• Use walkie/talkie to inform teachers on the athletic fields or playground to stay away from the
building.
• Be prepared to seek protection in a nearby room if the intruder/suspicious person approaches.
• Monitor the location of the intruder/suspicious person using the surveillance cameras and
monitors and walkie-talkies.
• Allow no one to leave the classrooms.
• Close all windows and blinds.
• Encourage students to remain calm and quiet.
• Remain in lockdown mode until the “all clear” signal/message is received. • Alert
the Crisis Management Team (404-901-9069).
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
⮊ HOSTAGE/BARRICADE: (Staff SHOULD NOT attempt to negotiate with the hostage
taker.)
• Call 911 and the DCSD Department of Public Safety (678-676-1810). • Call
Regional Superintendent.
• Make sure the hallways are clear of students and staff.
• Use walkie/talkie to inform teachers on the athletic fields or playground to stay away from the
building.
• Use the intercom system to announce school-wide lockdown (Level 3). • Be
prepared to initiate evacuation procedures.
• Have first-aid trained staff members on alert.
• Remain in lockdown mode until further communications from emergency personnel.
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⮊ EVACUATION (See Emergency Evacuation, p. 6-7)
• School personnel and students move to the predetermined assembly points 1,000 feet away
from the building using predetermined routes and exits (NOTE: administrators must
re-direct classes if the predetermined routes pass near the hostage/barricade area.)
• Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
• Designated staff should take the Emergency Kit to the assembly area(s). • Use walkie-talkies,
classroom telephones (where available), bullhorns and adult runners to communicate and
confirm that the building has been cleared. • Designated staff should account for all students by
checking with teachers in the assembly area(s).
• Designated staff should survey students at the assembly point to check for injuries or trauma.
• Everyone should remain in assembly areas until the “all clear” signal/message is given. Once
students are in the building, use intercom to explain situation. • Contact DCSD Service Center,
678-676-1315 (during school hours) or 678-676- 1536 (after school hours), to inspect
building for possible damage.
• Alert the Crisis Management Team (404-901-9069).
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
LOCKDOWN PROCEDURES
Lockdown procedures may be implemented in situations involving dangerous intruders or
other incidents that may result in harm to persons inside the school building(s). DeKalb
County School District adheres to GEMA lockdown levels and procedures.
Important points to consider:
❖ When making the announcement to place the school in a lockdown, do NOT use “codes.” It is
best to state in plain speech that the school is in a level ___ lockdown until further notice. If deemed
necessary, it may be appropriate to provide additional instructions based on the specific situation but
do NOT announce the reason for the lockdown.
❖ The level of lockdown may change at any time. Students and staff should be prepared to
respond appropriately.
Suggested levels of lockdowns
• Level 1 – Exterior Lockdown:
o Lock all exterior doors, lock and monitor main access door.
o Monitor movement of students, particularly between classes.
o Movement is limited to inside the building.
o Students and staff remain in building.
o Block visibility into classrooms from exterior windows and doors*
Example: Threat is exterior to school. Criminal activity in area of school.
• Level 2 – Interior Lockdown:
o Lock all exterior doors as well as ensure classroom doors are secured.
o Open exterior window blinds or curtains to allow exterior visibility into classroom* o
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Conduct accountability procedures and display appropriate emergency status cards. o Staff
and students do not leave classroom.
o Continue classroom instruction or normal activities within the classroom. o Do not
contact office unless you have pertinent information or an emergency. o Announce for
all visitors/vendors inside the building to return to the office.
Examples: Threat is inside school. Angry parent or student that is verbally upset and agitated but not
physically threatening at current time. Medical emergency requiring EMS response. Also, when a
student is missing, level 2 may be implemented to restrict movement which will allow for
accountability procedures and a search of the campus.
• Level 3 – Full Lockdown:
o If safe to do so, lock exterior doors (primarily applicable when multiple buildings exist).
o Immediately ensure classroom doors are locked and consider barricading interior
classroom doors.
o All persons move out of sight in locked room (e.g., next to interior walls, under desks,
under tables). Turn off lights and/or block visibility if visibility is possible from interior
windows and doors.
o Remain silent.
o Open exterior window blinds or curtains to allow exterior visibility into classroom* o
School officials get into lockdown position also.
Example: Threat is inside the school. A threatening person is at the school, possible weapon
involved/active shooter (student/parent/staff). Work with DeKalb County School District Department of
Public Safety on Avoid, Deny, Defend. Avoid the threat (this may mean different actions depending on
location.), Deny the threat access to students and faculty through locked doors and barricading, Defend
the threat as an absolute last resort- do not leave a secure area to “hunt” the threat.
*Consult with DeKalb County School District, Department of Public Safety to determine
their preference based upon their tactical capabilities.
*IN THE EVENT OF AN ACTUAL ACTIVE SHOOTER SITUATION: IF YOU HEAR GUNFIRE, DO
NOT HIDE UNDER DESKS OR STAY INSIDE. IF YOU CAN ESCAPE THROUGH A WINDOW, GET
YOUR CHILDREN AND YOURSELF OUT AS QUICK AS POSSIBLE. IF YOU CANNOT ESCAPE
THROUGH A WINDOW, HIDE.
STUDENT RUNAWAY/ABDUCTION/
MISSING STUDENT CHECKLIST
Check the following to indicate compliance or leave blank if incomplete.
Ü Preparation
___Procedures are in place to account for every student during the school day.
___Procedures are in place for daily attendance and notification of parents when students are absent.
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___Procedures are in place for field-trip student rosters on each bus and a copy at the school.
___Procedures are in place at field-trip destination to account for all students upon arrival and prior to
departure.
___School personnel are trained report any suspicious persons loitering on or near the school campus.
___Procedures are in place to limit access to the building and require identification and accountability
procedures for adults who enter the school.
___Procedures are in place when releasing students to parents or guardians.
Ü Response (State law prohibits the exchange of child custody on school property.)
___School personnel are trained on how to handle a missing child or abduction.
___School personnel are trained to call 911.
___Procedures are in place to have a description or picture of the missing student ready to give law
enforcement.
___Procedures are in place to notify the parents/guardians.
___Procedures are in place to notify transportation if the student normally rides the bus.
___Procedures are in place to conduct a room-by-room search for the student and other potential hiding areas.
___Procedures are in place to survey students from the missing student’s class for information.
___Procedures are in place to closely monitor siblings of the missing student.
___Procedures are in place to notify other schools if siblings of the missing student attend a different school.
___Procedures are in place to secure the perimeter of the building.
___Procedures are in place to curtail outside activities until the situation has stabilized.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
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TRAINING: Georgia Emergency Management and Homeland Security Agency, local emergency
management, or local law enforcement staff can provide training for Student Runaway/Missing Children.
STUDENT RUNAWAY PROCEDURE
⮊ Preparation
• Ensure that student accountability procedures are in place and strictly followed at all times:
1. Daily attendance kept and parents notified of absences.
2. Daily tardiness recorded and parents notified.
3. Procedures to ensure students are checked out of school by authorized persons. 4.
Field-trip student rosters are kept on each bus and a copy at the school. 5. At field-trip
destination, all students are accounted for upon arrival and prior to departure.
• Maintain accurate up-to-date student files, which include:
1. Emergency medical information
2. Emergency contact numbers
3. Contact information for guardians and individuals authorized to make decisions on behalf
of the student and individuals authorized to assume custody of the student.
• Inform staff to report any intruders/suspicious persons loitering on or near the school campus.
• Enforce identification and accountability procedures for adults who enter the school while the
school is in session.
• Ensure that procedures are followed when releasing students to parents or guardians.
⮊ Response (State law prohibits the exchange of child custody on school property.) •
Notify administrative staff immediately.
• Notify Regional Superintendent.
• Call 911 and the DCSD Department of Public Safety (678-676-1810). • Have a
description or picture of the child ready to give law enforcement. • Notify the
parents/guardians.
• Notify Transportation, 678-676-1333, if the student normally rides the bus. • Conduct a
room-by-room search for the student. Also, search grounds and other potential hiding areas.
• Survey students from the missing student’s class for information. • Siblings of the missing
student should be closely monitored at all times. If the siblings attend a different school, the
administrator of that facility should be notified immediately.
• Secure the perimeter of the building. Make sure students do not leave. •
Curtail outside activities until the situation has stabilized.
• Alert the Crisis Management Team (404-901-9069).
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REPORT OF A WEAPON ON CAMPUS/ACTIVE SHOOTER CHECKLIST
Check the following to indicate compliance or leave blank if incomplete.
___Procedures are in place and school personnel have been trained to immediately inform the school resource
officer or call 911 if a weapon is suspected on a student.
___Procedures are in place for the school resource officer or other law enforcement officer to be contacted with
information about the student, location of the student, and the possible weapon.
___Procedures are in place for the school resource officer or other law enforcement officer and an administrator
to escort the suspected student.
___Procedures are in place to for school personnel to carry all of the student’s belongings at a safe distance.
___Procedures are in place to so the student always walks in front of the escort; never allow the student to walk
behind any member of the escort.
___Procedures are in place to ensure that the student is not allowed to put his/her hands in pockets or to
approach his/her belongings, nor should the student be allowed to go to a classroom or restroom while on the
way to a private area.
___Procedures should be place and school personnel trained to allow the school resource officer or other law
enforcement officer to follow their procedures for search and seizure. ___School personnel, other than school
resource officers, are told to NEVER attempt to unload a firearm or handle a firearm.
___Procedure is in place to show the school resource officer or other law enforcement officer the student’s
locker. School personnel should never open a student’s locker who is suspected of possessing a weapon.
___School personnel are told to never confront or attempt to disarm a student who is suspected of possessing a
weapon.
___School personnel are trained to follow the instructions and protocols of school resource officers or other law
enforcement personnel if the suspect is in a classroom or other crowded area, because the approach to the
student should be carefully planned.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
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ACTIVE SHOOTER PROTOCOL
The following is to be used as a guide by all district personnel in the event of an active shooter
situation at any school or school center.
An active shooter situation is defined as an incident involving one or more subjects
participating in a random or systematic shooting spree and demonstrating their intent to
continuously harm others. The activity is not contained to any one area and presents an
immediate risk of death or serious bodily injury to all building occupants.
⮊ With the report of a weapon or significant threat, an immediate Level Three (3)
Lockdown will be initiated. (Lockdown Procedures, p. 5)
a. Any person or staff member can advise of the threat.
b. The Principal or Designee can initiate the Lock down.
c. Any reasonable means of communication should be used to communicate the
threat and appropriate response.
i. Example: School PA system, school radio, Pre-determined alarm signal
or verbal alert by staff member.
⮊ Staff shall immediately contact emergency response personnel by calling 911 on any
available school phone or cellular phone.
a. Caller should give their location, the location of any threat, and a description of
the threatening person.
⮊ Shelter in Place
a. All staff members should take measures to protect the lives of students and their
own lives by Sheltering-In-Place.
b. Teachers should, if possible, immediately check the hallway area near their
classrooms and allow any students or staff members who may be in without
shelter to enter.
c. Teachers should secure door by closing the door and ensuring the door is properly
locked.
d. The light for the classroom should be switched to the off position. e. If possible,
the interior door window should be completely covered as to not allow anyone
from outside of the classroom to see inside.
f. According to Level 3 lockdown procedures set forward by GEMA: Exterior
blinds or window coverings are to be open to allow visibility into classroom.
*
*Consult local responding law enforcement to determine their preference based
upon their tactical capabilities.
g. All occupants of the room should move out of sight to a blind corner or a
portion of the room which cannot be seen from the doorway or any windows.
h. Teachers should make every effort to keep the room’s occupants silent, so as to
not alert any threatening persons to the room.
i. Communication should be limited to emergency information only.
⮊ Evacuation
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a. Occupants of the room should only leave when directed to do so by Law
Enforcement Personnel.
b. Once directed to leave by Law Enforcement Personnel, teachers will escort and
monitor their class to the location directed by Law Enforcement personnel.
c. Teachers will remain with their class or group of students under all
circumstances.
d. Designated staff should take the Emergency Evacuation Kit to the designated
assembly area.
⮊ Defense
a. If locking mechanism are not working properly, all effort should be put forth to
barricade the door to keep possible threats out of the room occupied by staff
and/or students.
b. If the room is penetrated by threatening individual, occupants are authorized to
defend themselves against the threat.
c. Occupants may:
i. Throw items, if possible, as defense tools.
ii. Use books, pens, pencils, chairs and other items as defense tools.
REPORT OF A WEAPON ON CAMPUS/GUNSHOTS
HEARD PROCEDURES
⮊ Response
• Call 911 or immediately inform the DCSD Police or the DCSD Department of Public Safety,
678-676-1810.
• Notify Regional Superintendent.
• Administrator and School Resource Officer (or other law enforcement officer) should proceed
to the classroom or area where the weapon is reported to be. • While the School Resource
Officer and an administrator escort the suspected student (or person) to a private area, another
administrator or designated staff member should carry all of the student’s belongings at a safe
distance.
• The student should always walk in front of the escort; never allow the student to walk behind
any member of the escort.
• At no time should the student be allowed to put his/her hands in pockets or to approach his/her
belongings, nor should the student be allowed to go to a classroom or restroom while on the
way to a private area.
• The student should be asked to empty his/her pockets and take off his/her shoes. • The
belongings should be thoroughly searched.
• Any weapon found should be immediately secured. If found by an administrator or teacher or
other staff member, the weapon must be turned over to the police. • At least two administrators
or staff members should search the student’s locker. If a weapon is found in the locker, the area
should be secured and the DCSD Police or other police officer should remove the weapon.
• Administrators or school staff should not confront or attempt to disarm anyone who is in
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possession of a weapon.
• Administrators or school staff should never attempt to unload a firearm, even if they have
weapons experience.
NOTE: If the suspected person is in a classroom or other crowded area, the approach to
the student should be carefully planned. The person should be asked to leave the area
before asking him/her to follow to private area for the search. If the person runs, he/she
should not be chased. Secure the building and contact the local police jurisdiction.
TORNADO CHECKLIST
Check the following to indicate compliance or leave blank if incomplete.
Ü Definitions
Ø Tornado WATCH: Indicates that weather conditions are present that may develop into a tornado. Move
students from all mobile classrooms to the main building.
Þ Tornado WARNING: Indicates that a tornado has been sighted in the immediate area. Protective
measures must be taken immediately, starting with moving students from all mobile classrooms to the main
building.
Ü Preparedness
___School personnel are trained to understand the difference between a watch and a warning.
___School has designated the best areas to serve as shelters, such as interior rooms, hallways, lowest floors,
enclosed smaller areas away from glass, etc. and shared that with school personnel.
___Diagrams of the building with marked safe areas are provided to school personnel that include the quickest
route to access the safest areas.
___School personnel are trained to avoid the use of gyms and other areas with wide roof spans and glass.
___A tornado response plan is developed that shows safe places in the building for school personnel and
students to move to during a tornado.
___A communication plan is in place to quickly move students and school personnel to safe locations in the
building, including the use of lower floors and/or interior areas such as hallways (without skylights).
___First Aid supplies are current, conveniently located, and school personnel are designated that know how to
apply first aid.
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___At least twice a year, school personnel and students practice severe weather drills.
___School has a weather monitor device that alerts staff to tornado watches and warnings.
Response to WARNING
___Procedures are in place to move students from all temporary or mobile classrooms to the main building.
___Procedures are in place to bring all students inside the building immediately.
___School personnel and students are instructed to take personal belongings only to provide extra protection
from flying or falling debris (e.g., notebooks or coats to hold over head and shoulders).
___Procedures are in place to secure the building by closing windows and doors.
___School personnel and students are trained to seek cover in the designated safe areas and to take a protective
seated position with hands/arms covering the head, neck and face.
___School personnel are trained to secure or store articles, when possible, that may become missiles indoors.
___Staff members trained in CPR and First Aid should be assigned to the sheltered areas.
___Procedures are in place to prohibit school personnel and students from leaving the building during a
warning.
___Procedures are in place to communicate with bus drivers on field trips to notify them of the warning and
instruct them on finding appropriate sheltering.
___Teachers are trained to keep their class rosters with them during the drill and remain with the class to be sure
all students are present and are taking safety precautions.
___Procedures are in place to decide if and when student can be released from school (students should not be
released during a warning).
___School personnel and students are trained to remain in the safe areas until the all clear signal is given.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
___Procedures are in place to inspect the building after the storm and before students return to the school.
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___Early dismissal procedures are in place if the storm caused damage to the school.
___Procedures are in place if parents come to the school to check on and to check out their children that
includes an orderly check out procedure requiring identification and using student attendance logs.
___A protocol is in place to determine if the school is safe to return to normal operations. ___Procedures are in
place to notify school personnel and parents/guardians about the status of the school.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
TRAINING: Georgia Emergency Management and Homeland Security Agency, National Weather Services,
local emergency management, or local law enforcement staff can provide training for Tornado and other
severe weather situations.
TORNADO PROCEDURES
(ALSO SEE INFORMATION ON SEVERE THUNDERSTORM WARNINGS)
⮊ Definitions
➢ Tornado WATCH: Indicates that weather conditions are present that may develop into a
tornado. Designate staff members to monitor weather reports on weather/hazard monitor
and weather conditions and be prepared to move students from mobile classrooms and
other unsafe areas if conditions change.
⇒ Tornado WARNING: Indicates that a tornado has been sighted in the immediate area or
indicated on radar. Protective measures must be taken immediately, starting with moving
students from all mobile classrooms to the main building.
⮊ Preparedness
• Evaluate the physical plant, and develop plans for the use of secure areas by student and staff.
• Plan for the use of lower floors and/or interior areas such as hallways. • Do
not use gyms and other areas with wide roof spans.
• Inform staff and students that several short bell rings signify a Tornado WARNING (it is
imperative that students and staff know the bell signal for a tornado warning). • Keep First Aid
supplies current and convenient.
• At least twice a year, inform staff and students about severe weather and the appropriate
response.
• Designate the best areas to serve as shelters, such as interior rooms, hallways, lowest floors,
enclosed smaller areas away from glass, etc.
• Prepare diagrams of the building, and mark the tornado shelter areas thereon. Include the
quickest route to access those shelters, and post the diagrams in each room. • Conduct
drills/exercises so that everyone can become familiar with tornado warning procedures.
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• Designate staff members to monitor weather reports on the weather/hazard monitor.
⮊ Response to WARNING
• Move students from all temporary or mobile classrooms and gymnasiums and multi purpose
buildings to the main building.
• Take personal belongings only to provide extra protection from flying or falling debris (e.g.,
notebooks or coats to hold over head and shoulders).
• Secure the building by closing windows and doors.
• Direct everyone to seek cover in the hallways and to take a protective kneeling position facing
the wall with hands/arms covering the head, neck and face. • If possible, secure or store articles
that may become missiles indoors. • Students in unsafe locations will go to a pre-determined
location. • Students should not be allowed to leave the building during a WARNING. ***If
students are on a field trip at the time inclement weather occurs, bus drivers will be alerted to
get students back on the bus and return to school or a safe haven. • Teachers should keep their
class rosters with them during the drill and remain with the class to be sure all students are
present and are taking safety precautions. • Staff members trained in CPR and First Aid should
be assigned to the sheltered areas.
• Students and teachers should remain in the secured areas and safety positions until the “all
clear” signal is given.
• The administrator should contact 911, the DCSD Department of Public Safety, 678- 676-1810
and the Regional Superintendent to report injuries and/or damage. • Contact DCSD Service
Center, 678-676-1315 (during school hours) or 678-676- 1536 (after school hours), to inspect
building for possible damage.
• Alert the Crisis Management Team (404-901-9069).
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
NOTE:
⇒ If the storm causes damage to the building, student and staff movement in the building
following the storm should be closely monitored to identify unsafe parts of the building.
Also, if the school day ends early due to the storm, activate the early dismissal procedures.
If parents come to the school to check on and to check out their children, set up an orderly
check out procedure in the school cafeteria area (if safe), requiring identification and using
student attendance logs.
⇒ If the storm damaged the building, the decision to open or close the school the next school
day should be made jointly by:
• Superintendent’s Office (678-676-0791)
• Principal and staff
• Regional Superintendent
• DCSD Service Center, 678-676-1315 (during school hours) or 678-676-1536 (after
school hours)
• DCSD Department of Public Safety (678-676-1810)
⇒ School District Staff will inform the local news media to announce the decision to the
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public.
⮊ SEVERE THUNDERSTORM WARNING:
• Move students from all temporary or mobile classrooms and gymnasiums and
multi-purpose buildings to the main building.
• Bring all students into the building from outside activities and keep students from leaving
the building until the warning is cancelled.
• Where possible, all electronic equipment should be unplugged.
• Keep students and staff away from glassed areas.
• Closely monitor weather developments and announcements.
• Contact above-listed phone numbers and initiate above-listed procedures if damage
occurs.
*NOTE: Each school should keep its Digital Weather/Hazard Alert Monitor turned on and
located where alerts can be heard.
FLOODING CHECKLIST
Check the following to indicate compliance or leave blank if incomplete.
___School personnel know the local history of flooding near the school.
___School personnel know what a river, stream, or lake height forecast means in terms of the school,
community, bus routes and student residential areas.
___School personnel know local elevations.
___Procedures are in place for transportation routes to avoid flood-prone areas.
___Procedures are in place for students living in flood affected areas to be taken home early, kept at school, or
taken to relatives.
___School personnel are designated to monitor weather conditions in the affected areas via radio, internet, or
television broadcasts.
___School personnel are trained to closely monitor dismissal to keep students away from flooded areas,
flooding, or possible flooding areas.
___School personnel and students have been trained about walking home from school to stay away from creeks,
rivers, stream, lakes, dams, and any flooding areas or areas with flash flood potential.
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___Procedures are in place to shut off the water at mains so that contaminated water will not back up into the
school water supply system.
___Procedures are in place to quickly evacuate students in accordance with emergency early dismissal
procedures when there is a risk of flooding.
___Procedures are in place if conditions do not allow students to evacuate. Use of shelter-in-place procedures
are planned.
___Procedures are in place to respond to a flash flood.
___School personnel are trained how and where to relocate students from low-lying levels/areas.
___Procedures are in place to unplug electrical equipment.
___A protocol is in place to determine if the school is safe to return to normal operations. ___Procedures are in
place to notify school personnel and parents/guardians about the status of the school.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
TRAINING: Georgia Emergency Management and Homeland Security Agency, National Weather Services,
local emergency management, or local law enforcement staff can provide training for Flooding and other
severe weather situations.
FLOODING PROCEDURES
FLOODING
⮊ Preparedness
• Know the local history of flooding near the school.
• Know what a river, stream, or lake height forecast means in terms of the school, community,
bus routes and student residential areas.
• Know local elevations.
• Monitor forecasts and alert Regional Superintendent of any potential for flooding at the school
prior to the day’s opening. Early notification may result in students and staff being re-routed
to another location.
• Plan alternative transportation routes to avoid flood-prone areas. • Make provisions for
students living in flood affected areas to be taken home early, kept at school, or taken to
relatives.
⮊ Response
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• Monitor weather conditions in the affected areas via radio or television broadcasts. • Evacuate
students immediately in accordance with emergency early dismissal procedures.
⇒ Contact Regional Superintendent concerning the issuance of a news release regarding
early dismissal.
• If the situation, according to emergency personnel, does not permit an evacuation, keep the
students at school or in an alternate safe location.
• Closely monitor dismissal to keep students away from flooded, flooding, or possible flooding
areas.
• Warn students walking home from school to stay away from creeks, rivers, stream, lakes,
dams, and any flooding areas or areas with flash flood potential. • Shut off the water at mains so
that contaminated water will not back up into the school water supply.
NOTE: If flooding approaches the building or if a flash flood warning area includes the
building,
⇒ Students and staff should be relocated from low-lying levels and all electrical equipment
should be unplugged.
⇒ If the storm causes damage to the building, student and staff movement in the building
following the storm should be closely monitored to identify unsafe parts of the building. If
parents come to the school to check on and to check out their children, set up an orderly
check out procedure in the school cafeteria area (if safe), requiring identification and using
student attendance logs.
⇒ The decision to open or close the school the next school day should be made jointly by:
• Superintendent’s Office (678-676-0791)
• Principal and staff
• Regional Superintendent
• DCSD Service Center, 678-676-1315 (during school hours) or 678-676-1536 (after
school hours)
• DCSD Department of Public Safety (678-676-1810)
• DeKalb and/or Georgia Emergency Management Personnel
EARTHQUAKE/HURRICANE CHECKLIST
Parts of Georgia are a MODERATE-EXPECTED EARTHQUAKE DAMAGE ZONE, according to the United
States Geological Survey. Therefore, schools should be prepared.
Check the following to indicate compliance or leave blank if incomplete.
___School personnel and students are trained to take cover under desks, when possible, and cover their heads
and necks.
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___School personnel are trained to stay away from glass, heavy objects that could tilt over, outside windows
and doors, shelves, and any objects that could fall.
___School personnel are trained to move students away from windows and relocate to the hallways or
stairwells.
___School personnel are trained to immediately evacuate students if the earthquake begins to cause damage to
the inside school building structure using emergency evacuation procedures, including accounting for all
students and school personnel.
___School personnel are trained to move away from buildings, trees, fences, vehicles, poles, utility lines, and
any other objects that could fall.
___School personnel are trained to stay away from the building and not reenter the building after an earthquake.
___Procedures are in place to have the building inspected before school personnel and students are allowed to
re-enter the building.
___A protocol is in place to determine if the school is safe to return to normal operations. ___Procedures are in
place to notify school personnel and parents/guardians about the status of the school.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
TRAINING: Georgia Emergency Management and Homeland Security Agency, National Weather Services,
local emergency management, or local law enforcement staff can provide training for Earthquakes.
BACTERIA OR MICROORGANISM THREAT CHECKLIST
Receipt of or threat to receive a bacteria-laced or microorganism-laced letter, box, container, envelope.
Check the following to indicate compliance or leave blank if incomplete.
___School personnel who handle mail and packages are trained to recognize unusual packages or letters (e.g.,
excess postage on a small package or letter indicates that the object was not weighed by the Post Office, no
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postage or non-canceled postage, handwritten notes such as “to be opened by Mr. Smith,” leaks, stains or sharp
points.
___Students and volunteers are NOT allowed to open or handle school mail.
___School personnel are trained to call 911 to report a suspicious package.
___School personnel are trained to isolate letter or package and leave the area.
___Procedures are in place to evacuate and seal off the area of building (See Emergency Evacuation).
___School personnel are assigned to prevent others from entering the area.
___Procedures are in place to isolate victim or victims who have come into contact with letter or package.
___Procedures are in place to identify victims fully with name, address, and telephone number for first
responders and health officials.
___A protocol is in place to determine if the school is safe to return to normal operations. ___Procedures are in
place to notify school personnel and parents/guardians about the status of the school.
___Procedures are in place for administrative staff to prepare a written statement to be sent home with students
or through social media to inform parents of the incident when appropriate.
TRAINING: Georgia Emergency Management and Homeland Security Agency, local emergency
management, or local law enforcement staff can provide training for Biological Incidents.
ACCIDENT/ILLNESS/INJURY PROCEDURES
The names and location of staff members certified in First Aid and CPR should be made
available to every school employee in the building. A fully stocked First Aid Kit should be
readily available at all times.
⮊ Response:
In Non-Critical Situations:
• Administer first aid by a trained staff member, if necessary.
• Send someone to the office for assistance.
• Notify Regional Superintendent.
• Call family members.
⮊ In Critical Situations:
• Notify administrative staff.
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• Notify Regional Superintendent.
• Notify DCSD Police, when available.
• Call emergency medical services (911) (Call Poison Control, if needed: 404-616- 9000;
1-800-222-1222).
• Call DCSD Department of Public Safety (678-676-1810).
• Administer first aid by a trained staff member.
• Limit activity in the vicinity of the affected student(s).
• Call family members.
• Alert the Crisis Management Team (404-901-9069).
• Administrative staff, with assistance from the School District Information Office and/or the
Crisis Management Team, should prepare a written statement to be sent home with students.
⮊ In Critical Situations with Several Injured or Ill:
• Notify administrative staff.
• Notify DCSD Police, when available.
• Call DCSD Department of Public Safety (678-676-1810).
• Call emergency medical services (911).
• Notify Regional Superintendent.
• Ask other staff members to help control and contain the area.
• Administer first aid by a trained staff member.
• Limit activity in the vicinity of the affected student(s).
• Call family members.
• Alert the Crisis Management Team (404-901-9069).
• Administrative staff, with assistance from the Regional Superintendent and/or the Crisis
Management Team, should prepare a written statement to be sent home with students.
EPIDEMIC or PANDEMIC ANNEX
See Covid Playbook HERE
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SAFE SCHOOL PLAN SITE ASSESSMENT CHECKLIST
To be completed quarterly, please initial:
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A. School Interior Yes No N/A
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1. The designated entrance door has clearly visible signs
showing the location of the main office and advising visitors to
report to the office.
2. The entrance lobby is visible from the main office.
3. Staff members, volunteer personnel, or a security camera
monitor the main entrance lobby.
4. Visitors are required to sign in and out at the main office.
5. Hallways are free of travel impediments.
6. Hallways leading to required exit doors are kept clear and
unencumbered with rugs or furniture which might impede
traffic flow from building.
7. Blind spots in hallways and stairwells are equipped with
parabolic mirrors (or similar surveillance device).
8. Remote and isolated hallways are monitored by security
cameras or other monitoring methods.
9. Stairwells are monitored.
10. Restrooms are inspected for cleanliness and safety on a
regular basis.
11. Restroom walls and stalls are free of graffiti.
12. Restrooms have a smoke detector.
13. Restrooms comply with ADA requirements.
14. All cafeteria food and perishables are stored properly.
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15. Choking guidelines are clearly posted in cafeteria dining
area.
16. Cafeteria staff can hear school alarms and announcements.
17. A staff member is assigned to make sure the cafeteria staff
is contacted in the event of a lockdown or severe weather threat.
18. Surveillance cameras and monitors are installed in strategic
locations.
19. If a classroom is vacant, students are restricted from
entering unsupervised.
20. Classroom doors remain closed and locked when classes
are in session.
21. Seating for the disabled is available, as per ADA
requirements, in the auditorium and the gym.
22. Clear and precise emergency evacuation routes are posted
at critical locations.
23. Fire extinguisher locations are clearly marked and regularly
inspected.
24. School staff is trained on the use of fire extinguishers.
25. Access to catwalk and prop areas is restricted.
26. Access to electrical panels is restricted.
B. Lighting Yes
No N/A
1. The main lobby is properly lighted.
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2. The hallways are properly lighted.
3. Bathrooms are properly lighted.
4. Classrooms are properly lighted.
5. Hallways have emergency lighting.
6. Emergency lighting is in working condition.
7. Exit signs are properly lighted, clearly visible, and point in
the correct exit direction.
C. Doors Yes No N/A
1. Faculty members are required to lock classrooms upon
leaving.
2. Exterior doors into the building remain locked at all times
and include signage advising visitors to report to the main
office.
3. Doors accessing internal courtyards are locked to prevent
outside entry.
4. Areas accessible to intruders are secure.
5. All doors are properly labeled and numbered.
6. Cafeteria service delivery door remains locked at all times.
D. Lab Safety/Chemicals/Hazardous Storage Yes
No N/A
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International Community School Charter Renewal Petition - November 2023
1. Boiler room is clean, free of debris, is not used for storage,
access is controlled, and is inspected.
2. Lab safety procedures are reviewed and clearly posted.
3. Chemicals are securely locked when not in use.
4. Lab preparation areas, hazardous storage areas and mechanical
rooms are properly protected from unauthorized access.
5. Science labs are equipped with a fire extinguisher and a fire
blanket.
6. Eye wash station in labs and vocational shops are in working
condition.
7. Hazardous objects (knives, scalpels, tools, etc.) are securely
locked when not in use.
8. Chemical storage areas are locked, cleaned, and a Material
Safety Data Sheets (MSDS) contains information regarding
the proper procedures for handling, storing, and disposing of
chemical substances.
9. An MSDS accompanies all chemicals or kits that contain
chemicals.
10. All MSDSs are saved and stored in a designated file or binder
using a system that is organized and easy to understand.
11. MSDS collection is placed in a central, easily accessible
location known to all workers and emergency personnel.
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12. Paint booths, auto shops and welding booths are well
ventilated and exhaust directly to the exterior.
School Exterior
E. Signage Yes
No N/A
1. Visitor signs are posted near entrance advising visitors to
report to the
main office.
2. Weapons law signs are clearly posted at the main entrance.
3. Drug-free/Tobacco-free campus signs are posted.
4. Visitor and handicapped parking areas are clearly marked.
F. Extracurricular/Play Areas Yes
No N/A
1. Emergency vehicles can access play and athletic fields
easily.
2. Bleachers are in good condition (no signs of rust).
3. The risers between bleacher seats are protected to prevent
entrapment and children from falling through.
4. Field houses can be secured for safety and security.
5. The school ground is free of obstacles, graffiti, trash and
debris.
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6. Surveillance cameras are installed in strategic locations.
7. Stadium evacuation procedures are posted.
8. Mechanical, electrical and other equipment on school
grounds are surrounded by a protective enclosure.
9. Deep recesses in buildings with wings are fenced for safety.
G. Surveillance Yes No N/A
1. The school has designated points of entry which are monitored
to control building access.
2. Visual surveillance of parking lots or monitoring by remote
security cameras is possible from the main office or some
other area.
3. The location of trailers/portable classrooms enables natural
surveillance.
4. If located in isolated areas, the trailers/portable classrooms are
monitored with security cameras.
5. Trailers/portable classrooms are connected to the school’s
central alarm system.
6. Crawl spaces below building/trailers/portable classrooms are
closed off.
7. Shrubbery and trees are well trimmed.
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8. Law enforcement, security, or other staff members patrol
parking areas during school hours.
9. Student drivers and staff members must obtain parking decals
or some other appropriate form of identification to authorize
legitimate parking on school property.
H. Lighting Yes
No N/A
1. There is adequate lighting around the building to enhance
night safety.
2. Lighting is provided at the entrances and other points of
possible intrusion.
3. There is adequate lighting around trailers/portable
classrooms.
4. Directional lights aimed at the building.
5. Lighting in parking lot provides uniform coverage to
support camera surveillance.
I. Windows and Doors Yes
No N/A
1. Windows and doors are in good repair.
2. Windows and doors are adequately secured after hours.
3. Building perimeter is free from trees, branches, and
telephone poles that may provide unauthorized access to upper
floor levels or roof.
4. All exterior doors have non-removable hinge pins.
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5. Exterior doors, unless designated for entry, have no exterior
hardware.
6. Exterior double doors have an astragal (plate) covering the
gap between doors.
7. Required exit doors are equipped with panic hardware.
8. Doors accessing internal courtyards are tied into the central
alarm system.
9. The school has developed written regulations regarding
access to and use of the building by school personnel after
regular school hours.
J. Student Transportation Issues Yes No N/A
1. Staff members check bus loading/unloading area and
pick-up/drop-off area before vehicles arrive to identify any
possible hazards or impediments, and to make certain no
unauthorized persons or vehicles are in the area.
2. Staff members are assigned to bus area during
loading/unloading and the staff members understand their
responsibilities for reporting any problems.
3. Access to bus loading/unloading areas is restricted during
arrival/ dismissal.
4. An area is designated as the pick-up/drop-off zone for
non-bus riders and is supervised by assigned staff members.
5. An emergency dismissal procedure is in place (i.e., student
and staff evacuation from facility and vicinity).
School Procedures/Guidelines
K. Security Yes No N/A
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1. School has a procedure for handling all cash collected.
2. An escort is available for school personnel responsible for
money collected or deposited during the school day.
3. Unused areas of the school can be closed off during after
school activities.
4. Two-way communication is possible between
administrators and SROs.
5. Teachers have the capability of communicating to office
from classroom.
6. There is a central alarm system.
7. Alarm system is tested on a regular basis.
8. Photo identification badges are issued to all employees
(including support staff and bus drivers) and are clearly visible.
9. Visitors are required to sign in and out and are issued
temporary badges.
10. Official photo-ID is required of vendors, repairmen, etc.
One person is designated to perform the following security checks at the end
of each school day:
Yes
No N/A
1. Check that all classrooms and offices are locked
2. Check all classrooms, restrooms, locker rooms and
other school areas to ensure that everyone has left the building
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3. Check all exterior entrances to ensure that they are
locked
4. Check the security alarm system
L. Law Enforcement Role Yes
No N/A
1. A School Resource Officer is assigned to the school.
2. Law enforcement monitors school grounds after regular
school hours and can contact school administrator(s).
3. Incidents of crime that occur on school property/events are
reported to law enforcement and other appropriate agencies.
4. Law enforcement personnel are involved in the
development of the school safety plan.
5. The school and law enforcement have an agreement of
understanding that clearly defines the roles and responsibilities
of each group.
M. Emergency/Crisis Plan Yes
No N/A
1. The school has a school safety plan that includes all
categories as
required by Georgia law (O.C.G.A. § 20-2-1185).
2. Local law enforcement and first responders were consulted
in the
development of the plan.
3. The plan is reviewed and updated each year.
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4. School safety plan drills have been conducted with students,
teachers,
and other school personnel.
5. The staff has received training on emergency procedures.
6. The staff has access to the school safety plan.
7. The plan has been submitted to GEMA.
8. The plan includes clear strategies for dealing with the media
in the event
of a crisis.
9. The plan includes a component for post-crisis response,
such as the
availability of counseling services for students and staff
members,
dealing with the probability of “copy-cat” incidents and
dealing with
post-traumatic stress.
M. Emergency/Crisis Plan Continued Yes No N/A
10. Primary and secondary evacuation sites have been
pre-determined for fire (500’) & bomb threat (1000’).
11. School has developed an evacuation plan to accommodate
students and staff with physical disabilities in the event of a
crisis.
12. Table top exercises and/or practices have been conducted with
staff.
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13. A reunification site has been established in case of emergency
evacuation.
14. School staff is aware of proper response to blood and body
fluid spills.
15. An appropriate number of staff members are trained in CPR.
16. School has access to an AED/defibrillator.
17. An appropriate number of staff members are trained in the use
of AED/defibrillator.
18. Fire drills/tornado drills are conducted as required by Georgia
law.
19. Fire drills are reported to the Office of Insurance and Safety
Fire Commissioner in a timely manner.
20. The school maintains a record of fire inspection by the local or
state fire officer.
21. School has a sprinkler system installed for fire suppression.
22. Intruder alert drills are conducted.
23. Intruder alert procedures are in place to inform bus drivers on
field trips to delay returning to the school until the “all clear”
signal is given.
24. School has a pandemic/epidemic preparedness plan.
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25. School has carbon monoxide detectors.
26. School has a backup generator on site for use in power outages
27. School has a procedure for securing students during an
intruder alert who are on the playground or athletic fields, in
locker rooms, gymnasium and/or in the cafeteria
N. Administrative Procedures Yes
No N/A
1. School or school district conducts pre-employment
background checks for all employees.
2. The principal and administrative staff are highly visible.
3. The Student Code of Conduct is revised and reviewed
annually (students/staff).
4. Students and/or parents sign for receipt of Student Code of
Conduct.
5. Behavioral expectations and consequences for violations are
clearly outlined.
6. A chain-of-command has been established when the principal
is away.
7. Disciplinary consequences are fairly and consistently
enforced.
8. Security measures/administrative supervision is established
for extracurricular activities.
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9. Staff members are assigned to supervise students
(halls/bus/restrooms/cafeteria).
10. Parents are an integral part of the planning of student
discipline procedures and actions.
11. Student medicines are secured (locked cabinet/desk).
12. Student check-out procedures are in place; only to an
authorized adult.
13. Teachers/administrators are aware of mandatory reporting
requirements (weapons, drugs, child abuse, etc.).
14. Federal/state laws regarding students with disabilities are
followed.
Yes No N/A
N. Administrative Procedures Continued
15. Policies and procedures have been developed to allow students
to transfer to another school if they are a victim of a violent
criminal offense.
16. School files and records are maintained in locked, fireproof
containers or vaults.
17. There is a control system in place to monitor keys and
duplicates and/or card access systems.
18. School maintains a record of required health permits.
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19. A log is maintained of all chemicals and other dangerous
substances.
20. The school maintains record of all maintenance on doors,
windows, lockers, and other areas of the school.
21. All field trips have a manifest on the school bus and at the
school. In the event of an emergency, it is essential to account
for all students, faculty and volunteers.
O. Data Collection and Reporting Yes No N/A
1. An incident reporting database has been established.
2. Discipline incidents are accurately recorded as required by
law.
3. The school analyzes data to identify recurring problems and to
provide information relative to prevention.
4. The school has developed a procedure for periodic review and
update of the incident reporting system.
5. Discipline incidents are regularly monitored.
6. Administrators are aware of mandatory reporting requirements
(weapons, drugs, child abuse, etc.)
7. Chronic discipline procedures have been developed
concerning students with recurring problems.
8. Students are referred to a disciplinary tribunal hearing for
serious violations of school rules.
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9. The outcome of disciplinary tribunal hearings are recorded in
the student’s discipline record.
10. Unsafe School Choice Option (USCO) violations are
accurately reported in the end-of-year data collection process.
11. School staff has been trained to accurately report USCO
violations and discipline incidents on the annual discipline
report.
P. Prevention and Intervention Yes
No N/A
1. PBIS and other school climate strategies are in place.
2. Students have access to conflict resolution/peer mediation
programs.
3. Students may ask for help without the loss of confidentiality.
4. School policy provides a system whereby staff and students
may report problems, incidents, or potential dangers
anonymously.
5. Diversity awareness is emphasized.
6. Academic programs are available for “at risk students”.
7. Students and parents are aware of school student support
resources.
8. School has a well-developed network of service providers to
which students can be referred.
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9. Adequate suicide prevention support systems are in place for
students.
10. Bullying prevention strategies are part of the positive school
climate strategies.
11. Administrators and teachers have been trained to recognize the
early warning signs of potentially suicidal students, including
knowledge of the appropriate steps in referring students for
help.
12. Counselors facilitate student assistance programs/groups.
13. Parents are encouraged to volunteer and play an active role in
the school.
14. School safety and violence prevention training is provided
regularly to staff.
* To be checked quarterly
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EMERGENCY
RESPONSE
PROCEDURES AND
PROTOCOLS*
EMERGENCY
FACULTY AND STAFF EDITION
2023-2024
Poison Control: 404-616-9000; 1-800-222-1222
*PLEASE KEEP A COPY OF THIS HANDBOOK IN THE
CLASSROOM AT ALL TIMES.
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Table of Contents
EMERGENCY KIT PAGE 3
EMERGENCY KIT CONTENTS PAGE 4
LOCKDOWN PROCEDURES PAGE 5
EMERGENCY EVACUATION/REUNIFICATION PAGES 6-7
ACCIDENT, ILLNESS, INJURY PAGE 8
BOMB THREATS/SUSPICIOUS PACKAGES PAGES 9-10
CLOSING OF SCHOOL – SHELTER-IN-PLACE PAGE 11
DEATH OF A STAFF MEMBER OR STUDENT
OR SUICIDE OR THREAT AT SCHOOL PAGE 12
FIRE PAGE 13
HAZARDOUS MATERIALS/NUCLEAR PAGES 14-15
INTRUDER/SUSPICIOUS PERSON/HOSTAGE PAGES 16-17
ACTIVE SHOOTER PROTOCOL PAGES 18-19
REPORT OF WEAPON/GUNSHOTS HEARD PAGE 20
STUDENT DISRUPTION/CIVIL DISTURBANCE PAGE 21
STUDENT RUNAWAY/ABDUCTION/MISSING PAGE 22
TORNADO (SEVERE THUNDERSTORM) PAGES 23-24
FLOODING PAGE 25
EARTHQUAKE PAGE 26
HURRICANE PAGE 27
UTILITY EMERGENCY/AFTER-HOURS EMERGENCY PAGE 28
BACTERIA OR MICROORGANISM THREAT PAGE 29
AFTER-SCHOOL AND WEEKEND SAFETY PAGE 30
HELPFUL TIPS AND INFORMATION PAGE 31
REPORTING FIRE/SEVERE WEATHER/LOCKDOWN DRILLS PAGE 32
VIRAL PANDEMIC PROCEDURES AND PROTOCOL PAGE 33
ADVANCED WEAPON DETERRENCE SYSTEMS PAGE 34-35
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 2
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EMERGENCY KIT
All schools should develop at least two emergency evacuation kits to be taken from
the school during any evacuation (including drills to ensure consistency). These kits
will also prove valuable in other situations as well. It is essential that these kits be
maintained and updated frequently. One kit should be kept in the administrator’s office.
This kit will become the portable “command center” for the lead school administrator
during the first critical minutes of any crisis which requires the evacuation of the facility.
A second duplicate kit should be located on the opposite side of the facility and taken to
the evacuation site or family reunification site, should this procedure be implemented.
The school administrator at each emergency site (incident scene and family reunification
site) should quickly contact the public safety site commander and provide access to the
information contained in the kit. It is best that the kits remain under the supervision of the
school official, as public safety representatives will not be familiar with the information
in the box and will often need a school staff member to find and interpret the information
that is needed.
Emergency evacuation kits should be stored in an out of site location so as not to be
readily accessible to an offender, such as a burglar or hostage taker. Yet, they should be
portable and easily accessible to administrators.
*A properly assembled kit that contains updated information can help school
officials and public safety responders dramatically improve the way in which a crisis
is handled. It is very important to have hard copies of information as power and/or
internet may not be available in every situation.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 3
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EMERGENCY KIT CONTENTS
1. A copy of the DeKalb Emergency Response Procedures and Protocols Booklet
2. A copy of the Safe School Plan
3. Current call rosters of all students, including pertinent medical information, phone
number, release information and contact information
4. Current list of all staff members, including phone numbers and contact
information
5. Copy of school or district personnel directory with phone contact information
6. 10 writing tablets and pens/pencils
7. 10 magic markers
8. Signage for Staging Area
9. 500 plain white peel-off name tag stickers (used to identify injured students or
staff)
10. Student release/sign-out sheets
11. Staff sign-in/sign-out sheets
12. List of students on off-campus trips
13. Five sets of safety gloves
14. Floor/Site Plan of the grounds and surrounding areas (Facility floor plan with
utility shut offs and detailed instructions on disablement)
15. Copies of photographs of the building (interior and exterior)
16. Copies of student and staff emergency contact/release information
17. Emergency Medical Information for students & staff (Information regarding
students & staff with medical problems that may be impacted by evacuation or
emergency)
18. Most recent yearbook
19. Flashlight and extra batteries
20. Bullhorn and extra batteries
21. Cell phone and/or walkie-talkie
22. Basic First-Aid Kit
23. Emergency telephone numbers of assistance agencies
24. Set of master keys
25. Bus routes and driver contact information
*Although not included in the emergency evacuation kit, ensure that there is an
emergency medical kit (usually maintained by the school nurse) that is also taken
during all evacuations. This kit will be more extensive than a basic first aid kit and
may also be specific to known medical conditions of students and staff.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 4
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LOCKDOWN PROCEDURES
Lockdown procedures may be implemented in situations involving dangerous intruders or
other incidents that may result in harm to persons inside the school building(s). DeKalb
County School District adheres to GEMA lockdown levels and procedures.
Important points to consider:
When making the announcement to place the school in a lockdown, do NOT use “codes.”
It is best to state in plain speech that the school is in a ___ lockdown until further notice.
If deemed necessary, it may be appropriate to provide additional instructions based on the
specific situation but do NOT announce the reason for the lockdown.
The level of lockdown may change at any time. Students and staff should be prepared to
respond appropriately.
Suggested levels of lockdowns.
Level 1 - Exterior Lockdown:
o Lock all exterior doors, lock, and monitor main access door.
o Monitor movement of students, particularly between classes.
o Movement is limited to inside the building.
o Students and staff remain in building.
o Block visibility into classrooms from exterior windows and doors*
Example: Threat is exterior to school. Criminal activity in area of school.
Level 2 - Interior Lockdown:
o Lock all exterior doors as well as ensure classroom doors are secured.
o Open exterior window blinds or curtains to allow exterior visibility into classroom*
o Conduct accountability procedures and display appropriate emergency status cards.
o Staff and students do not leave classroom.
o Continue classroom instruction or normal activities within the classroom.
o Do not contact office unless you have pertinent information or an emergency.
o Announce for all visitors/vendors inside the building to return to the office.
Examples: Threat is inside school. Angry parent or student that is verbally upset and agitated but
not physically threatening at current time. Medical emergency requiring EMS response.
Also, when a student is missing, level 2 may be implemented to restrict movement which will
allow for accountability procedures and a search of the campus.
Level 3 - Full Lockdown:
o If safe to do so, lock exterior doors (primarily applicable when multiple buildings
exist).
o Immediately ensure classroom doors are locked and consider barricading interior
classroom doors.
o All persons move out of sight in locked room (e.g., next to interior walls, under
desks, under tables). Turn off lights and/or block visibility if visibility is possible
from interior windows and doors.
o Remain silent.
o Open exterior window blinds or curtains to allow exterior visibility into classroom*
o School officials get into lockdown position also.
Example: Threat is inside the school. A threatening person is at the school, possible weapon
involved/active shooter (student/parent/staff). Work with DeKalb County School District
Department of Public Safety on Avoid, Deny, Defend. Avoid the threat (this may mean different
actions depending on location.), Deny the threat access to students and faculty through locked
doors and barricading, Defend the threat as an absolute last resort- do not leave a secure area to
“hunt” the threat.
*Consult with DeKalb County School District, Department of Public Safety to
determine their preference based upon their tactical capabilities.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 5
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EMERGENCY EVACUATION and FAMILY REUNIFICATION
PROTOCOL
In some situations, it may be necessary to evacuate a school building. The only safe
evacuation is an orderly, well-planned evacuation. It is imperative that each school staff
understands Preparedness and Response.
Preparedness
Identify more than one outside assembly point at least 1,000 feet away from school in
the event it becomes necessary to evacuate the school campus. Where the surrounding
terrain, buildings, streets, etc. make it impossible to assemble 1,000 feet away from
the school, make sure all alternative assembly points are as far away from the school
as possible (e.g., athletic fields, parks, businesses, etc.).
Establish the evacuation routes to the assembly points on an evacuation plan.
Provide for the special evacuation needs of the disabled.
Maintain a copy of the evacuation plan at the administrative offices and other areas of
the school so that teachers and administrators can evacuate with it and be able to refer
to it once outside.
Orient staff, faculty and students to the evacuation routes, specific duties,
requirements, and responsibilities during an evacuation.
Periodically test the public address system as the primary means of notifying building
occupants. Establish alternate means of announcing an evacuation in the event of
public address system failure.
Response
Maps indicating primary and secondary evacuation routes should be posted in all
classrooms (for security reasons, only staff members should know assembly points).
Teachers should bring their class rosters with them to the assembly area(s).
Teachers should ensure that their students are out of the classrooms and restrooms
and workrooms.
Teachers should close the doors after following their students out of the building.
The first student in line should be instructed to hold open the exit door(s) until all
persons in the class have evacuated.
Classes should proceed to the designated holding areas/assembly areas. Once there,
teachers should make a note of students who are not present and furnish those names
to school administrators as soon as possible.
Teachers should remain with their class until administrators sound the “all clear”
signal.
Assign personnel at the assembly site to collect critical information and to manage
and monitor students at the assembly site(s).
Administrators should collect lists of unaccounted for students from staff members
and compare with the daily attendance absentee list.
Identify the location of classes in the assembly area(s) to facilitate an orderly transfer
of students to their parents.
Direct parents to the Reunification site(s) to pick up students.
The Principal and/or Regional Superintendent should notify school transportation to
begin routing school buses to the assembly area(s).
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 6
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Designated persons should notify local emergency agencies and the DeKalb School
Police Department to proceed to the Reunification site and set up a management
center and to set up traffic routing procedures.
A media area should be identified and provided with detailed instructions to be read
to the public to direct concerned relatives to the Reunification site(s).
When students begin loading on to buses, a manifest should be established to account
for all students riding buses. This manifest should be taken to the Reunification
site(s) to account for every student.
At the Reunification site(s), designated personnel should identify all students and
identify all non-uniformed personnel.
Set up a sign-out area at the Reunification site(s) and release students only to
authorized persons using the sign-out procedure.
Instruct parents or guardians to leave the site to make room for others once they have
signed out their student.
Students not riding buses and not picked up by parents or guardians should remain in
the Reunification area(s) until an authorized person arrives to pick them up.
Maintain contact with police/fire department(s) to stay informed about conditions at
the school site.
NOTE: When an off-campus evacuation is called (e.g., a field trip to a museum)
administrators and teachers should follow the same basic steps as outlined in
evacuating the school building.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 7
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ACCIDENT/ILLNESS/INJURY
The names and location of staff members certified in First Aid and CPR should be made
available to every school employee in the building. A fully stocked First Aid Kit should
be always readily available.
Response:
In Non-Critical Situations:
Administer first aid by a trained staff member, if necessary.
Send someone to the office for assistance.
Notify Regional Superintendent.
Call family members.
In Critical Situations:
Notify administrative staff.
Notify Regional Superintendent.
Notify DCSD Police, when available.
Call emergency medical services (911) (Call Poison Control, if needed: 404-616-
9000; 1-800-222-1222).
Call DCSD Department of Public Safety (678-676-1810).
Administer first aid by a trained staff member.
Limit activity in the vicinity of the affected student(s).
Call family members.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the School District Information Office
and/or the Crisis Management Team, should prepare a written statement to be sent
home with students.
In Critical Situations with Several Injured or Ill:
Notify administrative staff.
Notify DCSD Police, when available.
Call DCSD Department of Public Safety (678-676-1810).
Call emergency medical services (911).
Notify Regional Superintendent.
Ask other staff members to help control and contain the area.
Administer first aid by a trained staff member.
Limit activity in the vicinity of the affected student(s).
Call family members.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 8
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BOMB THREATS/SUSPICIOUS PACKAGES
Daily Precautions
Each morning, all school personnel should check their areas for any suspicious
packages or items. Do not just look down at the floor; check all levels, including the
tops of cabinets, shelves, etc. Suspicious items should never be moved or touched.
School administrators should be immediately notified of the item and the area should
be isolated until law enforcement personnel have assessed the item.
All rooms should be locked when not in use.
Cleaning and maintenance personnel should lock all doors after cleaning them.
Persons who handle mail and packages should be alert to unusual packages or letters
(i.e., excess postage on a small package or letter indicates that the object was not
weighed by the Post Office; no postage or non-canceled postage; handwritten notes
such as “to be opened by Mr. Smith;” wires, leaks, stains, or sharp points)
Bomb or Bomb Threat Response (See Emergency Evacuation, p. 6-7)
Immediately contact the DCSD Department of Public Safety (678-676-1810).
Contact Regional Superintendent
Assess whether evacuation is necessary (NOTE: Review Bomb Threat Checklist)
If NO evacuation is initiated, immediately institute a Level 2/(Interior) Lockdown
(See Lockdown Procedures, p. 5) and have Law Enforcement and Administrative &
Building Personnel search school premises.
If evacuation is initiated, conduct the following:
Move school personnel and students to the predetermined assembly points 1,000 feet
away from the building using predetermined routes and exits (NOTE: administrators
must re-direct classes if the predetermined routes pass near the alleged location of the
bomb or device.)
Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
Designated staff should take the Emergency Kit to the assembly area(s).
Use classroom telephones (where available), bullhorns or adult runners to
communicate and confirm that the building has been cleared. DO NOT USE
WALKIE-TALKIES OR CELLULAR PHONES since radio transmissions may
cause detonation of electric blasting caps in certain types of bombs. HOWEVER,
walkie-talkies may be used outside for outside-to-outside communication.
Designated staff should look for suspicious items and report such items to emergency
personnel without touching or handling the items.
Designated staff should account for all students by checking with teachers in the
assembly area (s).
All school personnel and students must remain in the assembly area until the “all
clear” signal is sent.
Alert the Crisis Management Team (678-596-2739), if necessary
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
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Bomb Threat Call Checklist
(Place a copy of the checklist next to each school phone)
(It may be prudent to limit the utilization of students to answer school phones)
Ask the Caller:
1. Where is the bomb right now?
2. What does the bomb look like?
3. When is the bomb going to explode?
4. What kind of bomb is it?
5. What will cause the bomb to explode?
6. Did you place the bomb?
7. Why?
8. What is your name?
Exact Wording of Bomb Threat:
Caller Information:
Sex: Race: Age: Length of Call:
Caller’s Voice:
Calm Nasal Slurred Soft Angry Whispered Stutter Loud Accent
Excited Lisp Disguised Laughter Slow Cracking Raspy Crying
Normal Familiar Voice? Who?
Background Sounds:
Traffic Voices Music House Noises Static Clear Office Noises
Factory Long Distance Machinery PA System Other:
Threat Language:
Well-Spoken Incoherent Offensive Words Message Read Taped Irrational
Notifications:
911/School Police Regional Superintendent Other
Calls Received By:
Name:
Title/Position:
Telephone Number:
Date:
Notes/Comments:
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 10
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CLOSING OF SCHOOL – WEATHER AND/OR
SHELTER-IN-PLACE
Precautions Before the School Day
Listen to local radio and television broadcasts.
Verify on school district recording (678-676-1200).
Verify by use of School District phone tree.
During the School Day (See Emergency Evacuation, p. 6-7)
Check on condition of building and surrounding neighborhood.
Inform Regional Superintendent of building, neighborhood, and weather conditions.
Keep students and staff away from possible hazardous conditions, such as sidewalks
and steps.
Keep emergency phone numbers close to the phones.
A hotline early school closing phone message will be sent to each principal.
Notify staff of early school closing.
Students will remain in classrooms until buses arrive.
School staff will ensure that all persons have left the building.
School staff will secure the building and grounds.
School staff will leave the building, as necessary.
Shelter-in-Place
If weather conditions (or other reasons) create the necessity for overnight housing, the
building must be secured and student movement limited.
The decision to provide overnight housing will be a joint decision between the
building administrative staff, central office staff, and emergency personnel.
When the decision is made to have overnight housing, the principal will contact the
Regional Superintendent and the news media will be informed. Transportation,
678-676-1333 should be called.
The principal should contact the DCSD Service Center, 678-676-1371 (during
school hours) or 678-410-3771 / 470-422-0405 (after school hours), to ensure that
the school’s climate control system is not turned off.
Designated school staff members will help contact family members and will continue
to do so throughout the night.
Students and staff will be routed to the safest part of the building.
The administrative staff and other staff members will be assigned supervision duties
and shifts and will set up an indoor security perimeter to ensure the safety and
supervision of the students. Also, shifts to answer the phones will be established.
Roll should be taken to account for every student and appropriate next day (or release
day) checkout procedures should be followed.
Contact DCSD Service Center, 678-676-1371 (during school hours) or 678-410-
3771 / 470-422-0405 (after school hours), to inspect building for possible damage.
Administrative staff, with assistance from the Regional Superintendent, should
prepare a written statement to be sent home with students.
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DEATH OF A STAFF MEMBER OR STUDENT OR
SUICIDE AT SCHOOL (or Threat)
Administrative staff should contact the following immediately upon learning of the death
of a staff member or student:
During School Hours
Alert the Crisis Management Team (678-596-2739).
Call Regional Superintendent.
Administrative and counseling staffs should begin informing staff members and
finally students.
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
Before or After School Hours
Call Regional Superintendent.
Alert the Crisis Management Team (678-596-2739).
Director of Communications (678-427-4898).
Suicide at School
Call 911.
Call DCSD Department of Public Safety (678-676-1810).
Call Regional Superintendent
Secure the area and keep all students away.
Send notes and runners to staff members informing them that a medical emergency
has occurred. Include any additional instructions (e.g., “The bell schedule will be
changed and will be manually sounded at an appropriate time.”).
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
NOTE: If a student threatens suicide, the counseling and administrative offices
must be informed immediately. Also, the Crisis Management Team must be
contacted as soon as possible. The student should be taken to the counseling
office, and someone should always remain with the student until the parents
and/or the Crisis Management Team arrives.
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FIRE
A fire or smoke in the building requires immediate evacuation of the building. A safe,
orderly evacuation depends on effective fire drill practices.
Response (See Emergency Evacuation, p. 6-7)
Principal to call 911. In the absence of the principal a designee(s) will be assigned to
call 911. (NOTE: Activating fire alarms sends a distress call to the fire department
but calls 911 to make sure alarm was received.)
Ring fire alarm bell.
Pull fire alarm.
Call Regional Superintendent.
Use intercom to start the evacuation.
Close all windows and doors to confine fire.
School personnel and students move to the predetermined assembly points 1,000 feet
away from the building using predetermined routes and exits (NOTE: administrators
must re-direct classes if the predetermined routes pass near the fire or smoke areas.)
Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
Designated staff should take the Emergency Kit to the assembly area(s).
Use walkie-talkies, classroom telephones (where available), bullhorns and adult
runners to communicate and confirm that the building has been cleared.
Designated staff should account for all students by checking with teachers in the
assembly area(s).
Designated staff should survey students at the assembly point(s) to check for injuries
or trauma.
All school personnel and students must remain in the assembly area until the “all
clear” signal is sent.
Alert the Crisis Management Team (678-596-2739).
Contact DCSD Service Center, 678-676-1371(during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for possible
damage.
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
See p. 32 Procedures for Reporting Fire/Severe Weather/ Lockdown Drills
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HAZARDOUS MATERIALS/NUCLEAR
Chemical/Biological/Nuclear Threat or Accident
Preparation
Determine transportation routes (e.g., highway, rail, pipeline, etc.), storage areas and
industrial use of potentially dangerous materials which are in the vicinity of the
school. School chemicals should be under lock and key.
Determine logically safe routes and assembly areas for staff and students inside and
outside of the building.
INSIDE Building Hazardous Materials Accident or Threat (See Emergency
Evacuation, p. 6-7)
Immediately remove all students and staff from the area.
Call 911 and DCSD Department of Public Safety (678-676-1810).
Call Regional Superintendent.
DO NOT TOUCH THE HAZARDOUS MATERIAL.
Seal off the area(s) around and near the accident.
Shut down air-conditioning and ventilation units or contact the Service Center,
678-676-1371 (during school hours) or 678-410-3771 / 470-422-0405 (after school
hours) School personnel and students move to the predetermined assembly points
1,000 feet away from the building using predetermined routes and exits (NOTE:
administrators must re-direct classes if the predetermined routes pass near the
hazardous material accident site.)
Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
Designated staff should take the Emergency Kit to the assembly area (s).
Use walkie-talkies, classroom telephones (where available), bullhorns and adult
runners to communicate and confirm that the building has been cleared.
Designated staff should account for all students by checking with teachers in the
assembly area (s).
Designated staff should survey students at the assembly point to check for injuries or
trauma.
All school personnel and students must remain in the assembly area until the “all
clear” signal is sent.
Alert the Crisis Management Team (678-596-2739).
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for possible
damage.
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
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OUTSIDE Building Hazardous Materials Accident or Threat
NOTE: Schools usually receive emergency notice from either emergency personnel or
citizens of hazardous material accidents or threats originating outside of the school
building. If the notice comes from non-emergency sources, the school administrative
staff should contact emergency personnel at 911 and the Department of School Police,
678-676-1810, to confirm or refute the report. If the notice comes from emergency
sources, the following procedures should be immediately initiated.
Contact Regional Superintendent.
Return all students and personnel from athletic fields and playground areas into
the school.
Initiate Level 1 (Exterior) or Level 2 (Interior) Lockdown (See Lockdown
Procedures, p. 5) and assign designated staff to ensure that students and staff do
not leave the building.
Contact Transportation, 678-676-1333, to keep school buses out of the hazardous
material accident/threat area.
Use intercom to inform students and staff that precautionary measures are being
taken due to a report of an accident near the school.
All teachers should account for all students.
Close all windows and outside doors to the school.
Shut down air-conditioning and ventilation units or contact the DCSD Service
Center, 678-676-1371 (during school hours) or 678-410-3771 / 470-422-0405
(after school hours), to do so.
Alert the Crisis Management Team (678-596-2739).
Be prepared to quickly evacuate the facility, based on the directions of
emergency personnel.
Have first aid trained staff members on alert.
Remain in lockdown mode until the “all clear” signal/message is received from
emergency personnel.
Use intercom to inform students and staff of the “all clear” signal/message and to
give a brief explanation of the reason for the lockdown response.
Contact Transportation, 678-676-1333, when the “all clear” signal/message is
received.
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for
possible damage.
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home
with students.
NOTE: IN THE EVENT OF A NATIONAL NUCLEAR WARNING, USE THE
SAME PROCEDURES ABOVE AND TUNE TO THE WEATHER/HAZARD
MONITOR AND TELEVISION NETWORKS.
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INTRUDER/SUSPICIOUS PERSON
HOSTAGE/BARRICADE
An intruder/suspicious person is someone whose presence is uninvited and unwelcome
and/or whose behavior jeopardizes the safety of the school building. An
intruder/suspicious person situation may escalate into a hostage/barricade emergency.
INTRUDER/SUSPICIOUS PERSON
Preparation
Being prepared often discourages outsiders from attempting to intrude upon the school
environment.
Restrict free access to the building to as few doors as possible.
All exterior doors locked during the day should have signs that provide directions to
visitors advising them to use the main entrance.
Discourage students and staff from opening locked doors for others because this will
breach school security.
Schools should use a visitor identification name-tag system. Visitor tags should be
returned to the security/front desk when the visitor leaves the building.
Designate a school employee to periodically check all exterior doors that have been
designated as secured doors.
Response
When a lockdown is necessary to protect students and staff, it is essential that the
lockdown take place immediately – delaying a lockdown may be dangerous. (See
Lockdown Procedures, p. 5)
When a lockdown is deemed necessary, use the intercom system to announce school-
wide lockdown.
Call 911 and the DCSD Department of Public Safety, 678-676-1810.
Call Regional Superintendent.
Make sure the hallways are clear of students and staff.
Use walkie/talkie to inform teachers on the athletic fields or playground to stay away
from the building.
Be prepared to seek protection in a nearby room if the intruder/suspicious person
approaches.
Monitor the location of the intruder/suspicious person using the surveillance cameras
and monitors and walkie-talkies.
Allow no one to leave the classrooms.
Close all windows and blinds.
Encourage students to remain calm and quiet.
Remain in lockdown mode until the “all clear” signal/message is received.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
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HOSTAGE/BARRICADE: (Staff SHOULD NOT attempt to negotiate with the
hostage taker.)
Call 911 and the DCSD Department of Public Safety (678-676-1810).
Call Regional Superintendent.
Make sure the hallways are clear of students and staff.
Use walkie/talkie to inform teachers on the athletic fields or playground to stay away
from the building.
Use the intercom system to announce school-wide lockdown (Level 3 (Full)
Lockdown).
Be prepared to initiate evacuation procedures.
Have first-aid trained staff members on alert.
Remain in lockdown mode until further communications from emergency personnel.
EVACUATION (See Emergency Evacuation, p. 6-7)
School personnel and students move to the predetermined assembly points 1,000 feet
away from the building using predetermined routes and exits (NOTE: administrators
must re-direct classes if the predetermined routes pass near the hostage/barricade
area.)
Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
Designated staff should take the Emergency Kit to the assembly area(s).
Use walkie-talkies, classroom telephones (where available), bullhorns and adult
runners to communicate and confirm that the building has been cleared.
Designated staff should account for all students by checking with teachers in the
assembly area(s).
Designated staff should survey students at the assembly point to check for injuries or
trauma.
Everyone should remain in assembly areas until the “all clear” signal/message is
given. Once students are in the building, use intercom to explain situation.
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for possible
damage.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
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ACTIVE SHOOTER PROTOCOL
The following is to be used as a guide by all district personnel in the event of an active
shooter situation at any school or school center.
An active shooter situation is defined as an incident involving one or more subjects
participating in a random or systematic shooting spree and demonstrating their intent to
continuously harm others. The activity is not contained to any one area and presents an
immediate risk of death or serious bodily injury to all building occupants.
With the report of a weapon or significant threat, an immediate Level 3 (Full
Lockdown) will be initiated. (Lockdown Procedures, p. 5)
a. Any person or staff member can advise of the threat.
b. The Principal or Designee can initiate the Lock down.
c. Any reasonable means of communication should be used to communicate
the threat and appropriate response.
i. Example: School PA system, school radio, pre-determined alarm
signal or verbal alert by staff member.
Staff shall immediately contact emergency response personnel by calling 911 on
any available school phone or cellular phone.
a. Caller should give their location, the location of any threat, and a
description of the threatening person.
Shelter in Place
a. All staff members should take measures to protect the lives of students and
their own lives by Sheltering-In-Place.
b. Teachers should, if possible, immediately check the hallway area near
their classrooms and allow any students or staff members who may be in
without shelter to enter.
c. Teachers should secure door by closing the door and ensuring the door is
properly locked.
d. The light for the classroom should be switched to the off position.
e. If possible, the interior door window should be completely covered as to
not allow anyone from outside of the classroom to see inside.
f. According to Full Lockdown procedures set forward by GEMA:
Exterior blinds or window coverings are to be opened to allow
visibility into classroom. *
*Consult DCSD Police Department to determine their preference based
upon their tactical capabilities.
g. All occupants of the room should move out of sight to a blind corner or
a portion of the room which cannot be seen from the doorway or any
windows.
h. Teachers should make every effort to keep the room’s occupants silent, to
not alert any threatening persons to the room.
i. Communication should be limited to emergency information only.
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Evacuation
a. Occupants of the room should only leave when directed to do so by Law
Enforcement personnel.
b. Once directed to leave by Law Enforcement Personnel, teachers will
escort and monitor their class to the location directed by Law
Enforcement personnel.
c. Teachers will remain with their class or group of students under all
circumstances.
d. Designated staff should take the Emergency Evacuation Kit to the
designated assembly area.
Defense
a. If locking mechanism are not working properly, all effort should be put
forth to barricade the door to keep possible threats out of the room
occupied by staff and/or students.
b. If the room is penetrated by threatening individual, occupants are
authorized to defend themselves against the threat.
c. Occupants may:
i. Throw items, if possible, as defense tools.
ii. Use books, pens, pencils, chairs, and other items as defense tools.
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REPORT OF A WEAPON ON CAMPUS/GUNSHOTS
HEARD
Response
Call 911 or immediately inform the DCSD Police or the DCSD Department of Public
Safety, 678-676-1810.
Notify Regional Superintendent.
Administrator and School Resource Officer (or other law enforcement officer) should
proceed to the classroom or area where the weapon is reported to be.
While the School Resource Officer and an administrator escort the suspected student
(or person) to a private area, another administrator or designated staff member should
carry all the student’s belongings at a safe distance.
The student should always walk in front of the escort; never allow the student to walk
behind any member of the escort.
At no time should the student be allowed to put his/her hands in pockets or to
approach his/her belongings, nor should the student be allowed to go to a classroom
or restroom while on the way to a private area.
The student should be asked to empty his/her pockets and take off his/her shoes.
The belongings should be thoroughly searched.
Any weapon found should be immediately secured. If found by an administrator or
teacher or other staff member, the weapon must be turned over to the police.
At least two administrators or staff members should search the student’s locker. If a
weapon is found in the locker, the area should be secured and the DCSD Police or
other police officer should remove the weapon.
Administrators or school staff should not confront or attempt to disarm anyone who
is in possession of a weapon.
Administrators or school staff should never attempt to unload a firearm, even if they
have weapons experience.
NOTE: If the suspected person is in a classroom or other crowded area, the
approach to the student should be carefully planned. The person should be asked to
leave the area before asking him/her to follow to private area for the search. If the
person runs, he/she should not be chased. Secure the building and contact the local
police jurisdiction.
WHEN GUNSHOTS ARE HEARD IN OR NEAR THE SCHOOL
Immediately lockdown the school (Identify whether Level 1 (Exterior) or
Level 2 (Interior) Lockdown. (See Lockdown Procedures, p. 5)
Contact staff outdoors with students to take refuge in a predetermined site.
Call 911.
View surveillance monitors to determine location and nature of the incident.
OTHER CONTACT
Regional Superintendent
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STUDENT DISRUPTION/CIVIL DISTURBANCES
Level 1 Disturbance - Disruption is confined to one area, but no threat to students or
staff.
Level 2 Disturbance - Disruption forces are mobile and/or pose a threat to students
and/or staff.
Level 3 Disturbance – Disruption is widespread with large-scale student
participation and is a serious threat to students and staff.
When available, notify the DCSD Police.
Use intercom system to signal level and location of disturbance (e.g., “We have a
Level 3 in third hall) and specific instructions.
Isolate the disruption.
Clear the immediate area, including restrooms and hallways.
Use walkie-talkies to monitor and assess the situation in order to provide instructions
for staff members.
Keep students in classrooms by announcing building lockdown (Interior Lockdown).
(See Lockdown Procedures, p. 5)
For Level 2 (Interior) or Level 3 (Full) Lockdown, call 911, DCSD Department of
Public Safety, 678-676-1810 and Regional Superintendent.
For Level 2 (Interior) or Level 3 (Full) Lockdown, staff members trained in CPR
and First Aid should go to the area (if they are supervising students, a staff member
should be designated to relieve them when they move to the area).
NOTES:
1. Teachers should not leave students unsupervised.
2. Staff members should not approach the disturbance area alone.
3. Staff should clearly communicate simple instructions to students.
4. When approaching a crowd, remove the crowd one “layer” at a time from the
outside in; do not push through the crowd toward the center or point of the
disruption.
5. Do not allow students removed from the disturbance area access to lockers.
Use intercom to inform students and staff of the “all clear” signal/message and to give
a brief explanation of the reason for the lockdown response.
Plan close supervision of students during dismissal and boarding of buses.
Coordinate with DCSD Department of Public Safety, 678-676-1810, to ensure
adequate protection of students until they have left the premises.
Contact Service Center, 678-676-1371 (during school hours) or 678-410-3771 /
470-422-0405 (after school hours), to inspect building for possible damage.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
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STUDENT RUNAWAY/ABDUCTION/
MISSING STUDENT
Preparation
Ensure that student accountability procedures are in place and strictly always
followed:
1. Daily attendance kept and parents notified of absences.
2. Daily tardiness recorded and parents notified.
3. Procedures to ensure students are checked out of school by authorized persons.
4. Field-trip student rosters are kept on each bus and a copy at the school.
5. At field-trip destination, all students are accounted for upon arrival and prior to
departure.
Maintain accurate up-to-date student files, which include:
1. Emergency medical information
2. Emergency contact numbers
3. Contact information for guardians and individuals authorized to make decisions
on behalf of the student and individuals authorized to assume custody of the
student.
Inform staff to report any intruders/suspicious persons loitering on or near the school
campus.
Enforce identification and accountability procedures for adults who enter the school
while the school is in session.
Ensure that procedures are followed when releasing students to parents or guardians.
Response (State law prohibits the exchange of child custody on school property.)
Notify administrative staff immediately.
Notify Regional Superintendent.
Call 911 and the DCSD Department of Public Safety (678-676-1810).
Have a description or picture of the child ready to give law enforcement.
Notify the parents/guardians.
Notify Transportation, 678-676-1333, if the student normally rides the bus.
Conduct a room-by-room search for the student. Also, search grounds and other
potential hiding areas.
Survey students from the missing student’s class for information.
Siblings of the missing student should be closely monitored at all times. If the
siblings attend a different school, the administrator of that facility should be notified
immediately.
Secure the perimeter of the building. Make sure students do not leave.
Curtail outside activities until the situation has stabilized.
Alert the Crisis Management Team (678-596-2739).
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TORNADO
(ALSO SEE INFORMATION ON SEVERE THUNDERSTORM WARNINGS)
Definitions
Tornado WATCH: Indicates that weather conditions are present that may develop
into a tornado. Designate staff members to monitor weather reports on
weather/hazard monitor and weather conditions and be prepared to move students
from mobile classrooms and other unsafe areas if conditions change.
Tornado WARNING: Indicates that a tornado has been sighted in the immediate
area or indicated on radar. Protective measures must be taken immediately, starting with
moving students from all mobile classrooms to the main building.
Preparedness
Evaluate the physical plant and develop plans for the use of secure areas by student
and staff.
Plan for the use of lower floors and/or interior areas such as hallways.
Do not use gyms and other areas with wide roof spans.
Inform staff and students that several short bell rings signify a Tornado WARNING
(it is imperative that students and staff know the bell signal for a tornado warning).
Keep First Aid supplies current and convenient.
At least twice a year, inform staff and students about severe weather and the
appropriate response.
Designate the best areas to serve as shelters, such as interior rooms, hallways, lowest
floors, enclosed smaller areas away from glass, etc.
Prepare diagrams of the building and mark the tornado shelter areas thereon. Include
the quickest route to access those shelters and post the diagrams in each room.
Conduct drills/exercises so that everyone can become familiar with tornado warning
procedures.
Designate staff members to monitor weather reports on the weather/hazard monitor.
Response to WARNING
Move students from all temporary or mobile classrooms and gymnasiums and multi-
purpose buildings to the main building.
Take personal belongings only to provide extra protection from flying or falling
debris (e.g., notebooks or coats to hold over head and shoulders).
Secure the building by closing windows and doors.
Direct everyone to seek cover in the hallways and to take a protective kneeling
position facing the wall with hands/arms covering the head, neck and face.
If possible, secure or store articles that may become missiles indoors.
Students in unsafe locations will go to a pre-determined location.
Students should not be allowed to leave the building during a WARNING. ***If
students are on a field trip at the time inclement weather occurs, bus drivers will be
alerted to get students back on the bus and return to school or a safe haven.
Teachers should keep their class rosters with them during the drill and remain with
the class to be sure all students are present and are taking safety precautions.
Staff members trained in CPR and First Aid should be assigned to the sheltered areas.
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Students and teachers should remain in the secured areas and safety positions until the
“all clear” signal is given.
The administrator should contact 911, the DCSD Department of Public Safety, 678-
676-1810 and the Regional Superintendent to report injuries and/or damage.
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for possible
damage.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
NOTE:
If the storm causes damage to the building, student and staff movement in the
building following the storm should be closely monitored to identify unsafe parts of
the building. Also, if the school day ends early due to the storm, activate the early
dismissal procedures. If parents come to the school to check on and to check out their
children, set up an orderly check out procedure in the school cafeteria area (if safe),
requiring identification and using student attendance logs.
If the storm damaged the building, the decision to open or close the school the next
school day should be made jointly by:
Superintendent’s Office (678-676-0791)
Principal and staff
Regional Superintendent
DCSD Service Center, 678-676-1371 (during school hours) or 678-410-3771 /
470-422-0405 (after school hours)
DCSD Department of Public Safety (678-676-1810)
School District Staff will inform the local news media to announce the decision to the
public.
SEVERE THUNDERSTORM WARNING:
Move students from all temporary or mobile classrooms and gymnasiums and
multi-purpose buildings to the main building.
Bring all students into the building from outside activities and keep students from
leaving the building until the warning is cancelled.
Where possible, all electronic equipment should be unplugged.
Keep students and staff away from glassed areas.
Closely monitor weather developments and announcements.
Contact above-listed phone numbers and initiate above-listed procedures if
damage occurs.
*NOTE: Each school should keep its Digital Weather/Hazard Alert Monitor turned
on and located where alerts can be heard.
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FLOODING
Preparedness
Know the local history of flooding near the school.
Know what a river, stream, or lake height forecast means in terms of the school,
community, bus routes and student residential areas.
Know local elevations.
Monitor forecasts and alert Regional Superintendent of any potential for flooding at
the school prior to the day’s opening. Early notification may result in students and
staff being re-routed to another location.
Plan alternative transportation routes to avoid flood-prone areas.
Make provisions for students living in flood affected areas to be taken home early,
kept at school, or taken to relatives.
Response
Monitor weather conditions in the affected areas via radio or television broadcasts.
Evacuate students immediately in accordance with emergency early dismissal
procedures.
Contact Regional Superintendent concerning the issuance of a news release
regarding early dismissal.
If the situation, according to emergency personnel, does not permit an evacuation,
keep the students at school or in an alternate safe location.
Closely monitor dismissal to keep students away from flooded, flooding, or possible
flooding areas.
Warn students walking home from school to stay away from creeks, rivers, stream,
lakes, dams, and any flooding areas or areas with flash flood potential.
Shut off the water at mains so that contaminated water will not back up into the
school water supply.
NOTE: If flood approaches the building or if a flash flood warning area includes
the building,
Students and staff should be relocated from low-lying levels and all electrical
equipment should be unplugged.
If the storm causes damage to the building, student and staff movement in the
building following the storm should be closely monitored to identify unsafe parts of
the building. If parents come to the school to check on and to check out their children,
set up an orderly check out procedure in the school cafeteria area (if safe), requiring
identification and using student attendance logs.
The decision to open or close the school the next school day should be made jointly
by:
Superintendent’s Office (678-676-0791)
Principal and staff
Regional Superintendent
DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours)
DCSD Department of Public Safety (678-676-1810)
DeKalb and/or Georgia Emergency Management Personnel
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 25
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EARTHQUAKE
The northern part of Georgia is designated a “MODERATE-EXPECTED
EARTHQUAKE DAMAGE ZONE.” Therefore, schools should be prepared.
Response
Movement during the actual tremors is not recommended. Inside the building,
inform staff and students to take cover under desks, when possible, and cover their
heads and necks. They should stay away from glass, outside windows and doors,
shelves, and any objects that may fall. Students and staff in classrooms with windows
should relocate to the hallways or stairwells. Outside the building, staff and students
should move away from buildings and avoid utility lines.
After the Tremors Stop (See Emergency Evacuation, p. 6-7)
School personnel and students move to the predetermined assembly points 1,000 feet
away from the building using predetermined routes and exits (NOTE: administrators
must re-direct classes if the predetermined routes pass near damaged areas.)
Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
Designated staff should take the Emergency Kit to the assembly area(s).
Use walkie-talkies, classroom telephones (where available), bullhorns and adult
runners to communicate and confirm that the building has been cleared.
Designated staff should account for all students by checking with teachers in the
assembly area(s).
Designated staff should survey students at the assembly point to check for injuries or
trauma and alert staff members trained in CPR and First Aid.
DO NOT RE-ENTER BUILDING
Alert the Crisis Management Team (678-596-2739).
Call Regional Superintendent.
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for possible
damage.
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 26
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HURRICANE
DeKalb County School District is far enough inland to have several hours of advanced
warning of a pending or possible hurricane. In such cases, the Superintendent will
announce school closings. However, some schools are designated emergency shelters
and should make appropriate preparations.
Preparedness
Monitor weather reports and be available to receive calls from emergency personnel
and the DCSD Service Center.
Bring all outdoor equipment inside of the building.
Move equipment away from doors and windows.
Unplug all electrical equipment.
Remove all objects that may fall to floor level.
Contact the DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), for more information on building
preparations.
If the building has been designated as an evacuation shelter, determine its “structural
integrity” with assistance from the DeKalb and Georgia Emergency Management
Agencies (DEMA and GEMA).
With the assistance of DEMA/GEMA, identify and designate the most appropriate
protective areas within the school building.
Work with DEMA/GEMA to develop a plan to provide provisions for temporary
shelter and for checking-in and checking-out evacuees.
Check school activity calendar to identify school activities or events that conflict
within the estimated time for the hurricane warning area. Reschedule those activities
in time to announce to students, staff, and public.
If a hurricane or storms related to the hurricane move through the area of the building,
carefully survey the building after the danger has passed, but do not enter the building
if it appears structural damage has occurred. Instead, immediately report the damage
to the DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-3771 (after school hours), the DCSD Department of Public
Safety, 678-676-1810, and the appropriate Regional Superintendent.
Do not approach down electrical lines near or on the building.
All damage, even minor damage, should be immediately reported to the Service
Center.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 27
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UTILITY EMERGENCY/AFTER-HOURS EMERGENCY
(Electrical power failure, gas line break or leak, water main or sewer break)
Should building need to be evacuated (See Emergency Evacuation, p. 6-7)
Contact Regional Superintendent.
School personnel and students move to the predetermined assembly points 1,000 feet
away from the building using predetermined routes and exits.
Ensure that all school personnel and students have left the building. Check hallways,
restrooms, lounges, cafeterias, auditoriums, and gymnasiums.
Designated staff should take the Emergency Kit to the assembly area(s).
Use walkie-talkies, classroom telephones (where available), bullhorns and adult
runners to communicate and confirm that the building has been cleared.
Designated staff should account for all students by checking with teachers in the
assembly area(s).
Designated staff should survey students at the assembly point to check for injuries or
trauma.
Everyone should remain in assembly areas until the “all clear” signal/message is
given. Once students are in the building, use intercom to explain situation.
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for
possible damage or danger.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
Electrical Power Failure
During and After School Hours:
Georgia Power Company 1-888-660-5890 (24-hours)
Evacuation Protocol
By order of the Dekalb County Fire Marshall, anytime an occupied school loses electrical power, and the
facility does not have a working backup generator, the school must be evacuated after 90 minutes.
An emergency fire watch must be established anytime a school loses electrical power. The fire watch shall
consist of personnel who have a flashlight and a walkie/ talkie and stationed throughout the school with no
other responsibility but to watch for fire. Schools having emergency generators may remain occupied
during a power failure as long as the generator is operating, and the fire watch is in place.
Gas Line Break
During or After School Hours:
Atlanta Gas Light 770-994-1946 (24 hours)
Water Main Break or Sewer Break
During or After School Hours:
DeKalb County Dept. of Watershed Management 770-270-6243 (24 hours)
OTHER CONTACTS
DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours)
Regional Superintendent
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 28
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BACTERIA OR MICROORGANISM THREAT
(Receipt of or threat to receive a bacteria-laced or microorganism-laced letter, box,
container, envelope, etc.)
Preparedness
Persons who handle mail and packages should be alert to unusual packages or letters
(e.g., excess postage on a small package or letter indicates that the object was not
weighed by the Post Office, no postage or non-canceled postage, handwritten notes
such as “to be opened by Mr. Smith,” leaks, stains or sharp points. Students and
volunteers should NOT be allowed to open or handle school mail).
Response (See Emergency Evacuation, p. 6-7)
Call 911 and DCSD Department of Public Safety (678-676-1810).
Call Regional Superintendent.
Isolate letter or package.
Cover letter or package with a heavy cloth or similar item to minimize contamination.
Evacuate and seal off the area of building.
Assign staff to prevent others from entering the area.
Isolate victim or victims who have come into contact with letter or package.
Identify victims fully with name, address, and telephone number for first responders
and health officials.
Decontaminate as instructed by medical/health personnel.
Contact DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours), to inspect building for danger.
Alert the Crisis Management Team (678-596-2739).
Administrative staff, with assistance from the Regional Superintendent and/or the
Crisis Management Team, should prepare a written statement to be sent home with
students.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 29
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AFTER-SCHOOL AND WEEKEND SAFETY
An Expectation of Safety
While schools can be accessible to members of the school and community for
extracurricular activities and community use, there is also a reasonable expectation for
the safety and security of facility users by students, staff, parents, and community
members. Unfortunately, most, if not all, schools have some level of potential risk. While
the threat level may vary from school to school and community to community, school
and community officials must take safety and security into account when allowing such
activities to occur at school facilities.
After-School and Weekend School Facility Use Suggestions:
Assign a staff member to schedule and coordinate after-school activities and
community use of the building. Keep written records of scheduled use, contracts and
agreements, and other related issues.
Within contractual agreements with community organizations and other non-school
event sponsors, there should be specific security requirements (supervision, security
personnel, etc.) included as part of your agreement in allowing them to use school
facilities.
o Adult supervision is one of the most critical elements to adequate after-school
and weekend facility safety. Supervising personnel may range from an overall
activity’s coordinator to specific school security personnel and/or law
enforcement officers, as appropriate.
Always have a school representative meet with the facility user before and after the
use of the site.
o Prior to use of the site, meet and discuss accessibility, expectations for the use
of the facility, known hazards, and rules and guidelines. It is also very
important to ensure that all personnel using the building are familiar with
emergency procedures (i.e., fire evacuations, safe sheltering locations, and
emergency contacts).
o Meet at the conclusion of the use of the facility to ensure that no damage to
the site has occurred and that all terms of the contract have been met.
The number of open doors that are accessible to outsiders once the normal school day
has ended should be limited.
Concentrate after-school and weekend activities in limited areas of the school
campus. If possible, avoid having activities spread out all over the school grounds. If
you do have multiple activities taking place, try to identify ways to contain them to
their designated areas.
Restrict access to sections of the building not being used for after-school activities,
being sure to comply with fire code standards.
Contact DCSD Service Center, 678-676-1371 (during school hours) or 678-410-3771
/ 470-422-0405 (after school hours), to inspect building for possible damage.
Notify DCSD Police, when available.
Call DCSD Department of Public Safety (678-676-1810).
*Other strategies may also need to be employed. The specific needs and actions will vary
based upon the unique nature of each school, district, and community.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 30
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HELPFUL TIPS AND INFORMATION
INFORMATION NEEDED WHEN CALLING THE REGIONAL
SUPERINTENDENT:
Name of person calling
School name
Description of the incident
Names of people involved
Grade of students involved
Injuries (if applicable)
Damage (if applicable)
What action the school has taken thus far
Other information, as necessary that impacts the school or School District
Provide phone numbers to school, including private number
If incident necessitates someone coming to the school, give specific instructions (e.g.,
where to park, who to meet, what door to use, etc.)
HOW TO DEAL WITH THE NEWS MEDIA
Greet the reporter/crew politely. Tell them to wait in the press car/truck or designate
an area for them to sit in the school office away from students and the incident or
incident area.
Call the Director of Communications 678-427-4898 and Regional Superintendent.
Ask them for advice or request that someone come to the scene as the official
spokesperson.
LIST CPR AND FIRST AID STAFF PERSONS
Names:
QUICK REFERENCE PHONE NUMBERS
Superintendent’s Office, 678-676-0791
Director of Communications, 678-427-4898
Crisis Management Team, 678-596-2739
Atlanta Gas Light, 770-994-1946
Georgia Power, 1-888-660-5890
DeKalb County Department of Watershed Management, 770-270-6243
DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours)
DCSD Department of Public Safety, 678-676-1810
DCSD Department of Public Safety Safe Schools Unit, 678-676-1810
DCSD Department of Student Relations, 678-676-1811
Transportation, 678-676-1333
Poison Control, 404-616-9000; 1-800-222-1222
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 31
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REPORTING OF FIRE / SEVERE WEATHER AND
LOCKDOWN DRILLS
1. Conduct FIRE DRILLS consistent with the districts most current adopted
“EMERGENCY RESPONSE PROCEDURES AND PROTOCOLS” manual.
a. Two (2) fire drills must be conducted and reported online within the first 30
days of school opening, with the first fire drill due within the first ten (10) days
of the start of school. After the first two, the fire drills are conducted and
reported online once monthly.
b. During the months of November and February, the Georgia State Fire Marshal
Office requires a severe weather drill is conducted and reported online, instead
of a fire drill.
c. The district requires the drills be performed by the 15th of each month.
Schools will have until the 20th to add the required information to the Office of
Insurance and Safety Fire Commissioner’s fire drill reporting portal.
2. Conduct LOCKDOWN DRILLS consistent with the most current adopted
“EMERGENCY REPSONSE PROCEDURES AND PROTOCOLS” manual.
a. Safe Schools will provide guidance and training the first month of the first
semester. During the first ten (10) days of school and unobserved practice
lockdown drill should be conducted by the administrators/staff and posted to
the Safety Fire Commissioner website. In addition, the Safe Schools Team
will be checking documentation of fire drills, severe weather drills, and
lockdown drills.
b. During second semester and observed Lockdown drill will be conducted and
scored. Schools will be evaluated on the following criteria:
i. Was there a quick and orderly response to the school’s signal for
lockdown?
ii. Were the doors locked?
iii. Was anyone in an unsecured area?
c. Lockdown drills cannot replace a required fire or severe weather drill. This
would be an addition to the required drills.
3. Report all drills to the Office of Insurance and Safety Fire Commissioner’s website
fire drill reporting portal, located at:
https://www.oci.ga.gov/PublicEducation/SchoolFireDrills.aspx
4. Ensure all dropdowns on the reporting portal are selected appropriate for the actual
drill performed. Please choose “Fire Drill”, “Lockdown Drill”, “Tornado Drill”, or
“Severe Weather Drill”.
5. Print out the confirmation of drill performed from the Office of the Safety Fire
Commissioners website and place in the “RED FOLDER” under the tab marked “Fire
Drills”.
If you have any questions concerning any of the mentioned, please contact:
Fire/Emergency Evacuation Drills Lockdown Drills
Chet Walker Kenneth Gilstrap
Fire & Life Safety Specialist Safe Schools Specialist
678-676-1352 / 678-525-7121 678-676-1810 / 404-436-7080
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 32
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VIRAL PANDEMIC PROCEDURES and PROTOCOLS
Preparedness
Promote healthy hygiene practices such as hand washing and employees wearing
a cloth face covering as feasible
Intensify cleaning, disinfecting, and ventilation of areas
Encourage social distancing through increased spacing, small groups and limited
mixing between groups as feasible
Train all employees on health and safety protocols
Response
Develop and implement procedures to check for signs and symptoms of students
and employees daily upon arrival as feasible
Encourage anyone who is ill to stay home
Plan for if/when students or employees get ill
Regularly communicate and monitor developments with local authorities,
employees, and families regarding cases, exposures, and updates to policies and
procedures
Monitor student and employee absences and have flexible leave policies and
practices
Consult with the local health authorities if there are cases in the facility or an
increase in cases in the local area
NOTE: If an outbreak occurs in building
Faculty, staff, students, and parents should abide by procedures and protocols set
forth by DCSD
Principals should notify their Regional Superintendent in the event of any cases or
outbreaks. At that point, should the need to close a school building arise the decision
will be made jointly by:
Superintendent’s Office (678-676-0791)
Principal and staff
Regional Superintendent
DCSD Service Center, 678-676-1371 (during school hours) or
678-410-3771 / 470-422-0405 (after school hours)
DCSD Department of Public Safety (678-676-1810)
Disclaimer: DCSD is consistently monitoring, updating, and providing
stakeholders with the necessary information due to ever changing data pertaining
to the pandemic procedures and protocols.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 33
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Advanced Weapon Systems
Centegix CrisisAlert
In Dekalb County School District, safety of our students and staff is our top priority. To achieve
this goal, we have partnered with CENTEGIX, a company that specializes in creating safer spaces
through innovative solutions that empower and protect people. Our schools now have
CENTEGIX's CrisisAlert solution installed, which provides real-time, precise alert location,
immediate audio, visual incident notifications, lighted strobes, screen messages, and intercom
integration. With a simple activation by pressing the button on an assigned CrisisAlert badge,
staff and security professionals can request assistance and implement emergency protocols from
anywhere on campus.
CrisisAlert Test/Drill Procedures
1. Press CrisisAlert badge three (3) times.
a. Ensure a Staff Alert notification is sent to the responders’ CrisisAlert phone
and desktop apps.
b. Close the alert with the reason “testing.”
2. Wait 2-5 minutes.
Activate a Full Lockdown Alert:
All FULL Lockdown Drills will be conducted after school or before school. If
students are on campus, an intercom announcement will be broadcast indicating
that you are testing.
Press your badge continually until:
a. Strobes flash red and the CrisisAlert badge emits a slight chirping sound and
vibration,
b. A desktop takeover message will display on staff computers and *eventually
an automated intercom message will play.
c. In CrisisAlert, categorize the FULL Lockdown as “testing” and ensure you
close the alert.
Campus Wide Alerts via Mobile/Desktops
Red – Full Lockdown – Level 3 (Lockdown Procedures p.5)
Orange – Interior Lockdown – Level 2 (Lockdown Procedures p.5)
Yellow – Exterior Lockdown – Level 1 (Lockdown Procedures p.5)
Blue – Severe Weather – Tornado (Tornado Procedures p.23)
White – Evacuate
Green – All Clear
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 34
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Evolv Technology Weapon Detection System
The DeKalb County School District has implemented additional security
measures to keep our staff and students safe. Our high schools and middle schools
are now equipped with a Touchless Weapon Detection system called Evolv
Express. This system allows students, staff, and visitors to enter the school
building through designated entrances equipped with advanced sensor technology
scanners without waiting in long lines. It is important to note that the system only
evaluates items passing through, not the students themselves, to check for
potential threats.
Key Points
1. The Evolv’s free-flow system operates faster than traditional metal detectors,
which makes the entry process quicker and more efficient for staff, students,
parents, and guests.
2. The EVOL system uses image-aided alarms to detect potential threats on
individuals inside of backpacks, bookbags and other personal belongings.
3. Despite its efficiency, the system respects the privacy of staff, students,
parents, and visitors as the flow through our key entry points.
4. With such high flow rates, the system requires far fewer staff to efficiently
screen people when compared to traditional metal detectors.
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 35
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NOTES
DCSD EMERGENCY RESPONSE PROCEDURES & PROTOCOLS 36
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International Community School
Charter Renewal Exhibit
23
See Excel Budget Template
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
24
Resume for CFO
This Exhibit is Not Available in Word Format
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Jim Stevens
On-Call Accounting
Jim@OnCallAccounting.com
770-951-9749
SUMMARY
30 years experience in accounting and financial analysis
20 years experience with non-profit organizations
15 years certified QuickBooks ProAdvisor
EXPERIENCE
Full-time, Part-time, or Interim Controller/CFO services for entities including:
Council for Quality Growth, 2015-present
Development Authority of Fulton County, 2015-present
International Community School (Charter), 2014-present
Various Community Improvement Districts, government, 1997-present
Greater North Fulton Chamber of Commerce, 2004-2018
Southern Polytechnic State University Foundation, 2002-2003
Central Atlanta Progress, non-profit, 2002-2003
Cobb Chamber of Commerce, 1997-2002
Development Authority of Cobb County, 1997-2002
Municipal Electric Authority of Georgia, Budget Analyst, 1995-1997
Trenary & Associates, Accounting Consultant, 1992-1995
FUNCTIONAL EXPERIENCE
Non-profit and government
Financial statements
Budgeting & forecasting
Accounting software implementation
Management reporting
Grant accounting
Preparation for audits
Arranging financing
EDUCATION
MBA, Masters of Business Administration/Finance, 1987
BSEE, BS Electrical Engineering, Business Minor, 1985
Mississippi State University
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International Community School
Charter Renewal Exhibit
25
GaDOE Assurances
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
26
Public Benefit Affidavit
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
28
ICS Board Resolution
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
29
Renewal Letter of Intent
This Exhibit is Not Available in Word Format
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International Community School
Charter Renewal Exhibit
30
ICS MTSS Implementation Guide
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Multi-Tiered Systems of Support
MTSS Meeting
Implementation Guide and Manual
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Implementation Guide
What are Multi-Tiered Systems of Support/MTSS Meetings
MTSS meetings are a proactive and early intervention support system that provides teachers with
different strategies and resources to implement in order to address academic and/or behavioral
concerns for specific students. This is a collaborative problem solving approach to identify the root
cause(s) of the concerns and specific actionable steps to help teachers and students find success.
At what point are Intervention Meetings held?
Teachers can request an Initial Intervention Meeting after they have exhausted all of the resources
available to them and have tried strategies suggested by their teammates and specialists in the
building. Interventions must be provided for at least 6-8 weeks and have supporting documentation.
Follow up meetings may be required.
Which students benefit from a MTSS Meeting?
Any teacher can refer students who:
● Remain a glaring concern due to lack of progress despite interventions and accommodations
● Experience escalating concerns despite interventions and accommodations
● Have a unique situation requiring additional support
● Require additional accommodations and/or strategies based on teacher’s judgment
● ESOL students who require additional monitoring beyond a EL/TPC Plan
Who attends a MTSS Meeting?
● Classroom teacher
● MTSS Chair
● Content Specialist as appropriate and when available
● School Counselor as appropriate and when available
● New American Pathways Tutors and School Within a School Mentors as appropriate and when
available
● Other teachers that work with the students may also be asked to attend or provide
documentation (ESL, Gifted, PE, Music, Art, etc)
What is the process for an Initial MTSS Meeting?
● At the time of the meeting, teachers will voice their concerns, bring all of the applicable data and
documentation
● Teachers complete the Tier 2 referral form
● During the meeting one member of the team will take notes on the specific form. Copies of these
notes are provided to the classroom teacher and other staff member responsible for
implementing the suggested accommodations and interventions
What is the process for on-going MTSS Meetings?
● Teams meet with the MTSS Chair biweekly for Tier 3 or monthly for Tier 2 as well as additional
parent meetings for change in tiers.
● At the time of the meeting, teachers will voice their concerns, bring all of the applicable data and
documentation
● Teachers complete the Meeting Student Status form
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● During the meeting one member of the team will take notes on the specific form. Copies of these
notes are provided to the classroom teacher and other staff member responsible for
implementing the suggested accommodations and interventions
● If a student is not showing progress after 2 data collection cycles, the team can meet to
determine if the student should be escalated to Tier 3 status.
Meeting Forms
Meeting forms
For initial academic and initial behavioral Interventional referrals, teachers complete a Tier 2 referral
form, provide data and observations. For an Initial Tier 3 meeting for behavior, teachers must have an
antecedent-behavior-consequence form and a behavior decision guide form.
Teachers should be sure to include:
❏ A description of their concerns
❏ Current accommodations and/or interventions the student is receiving
❏ Applicable data and documentation to demonstrate concerns and response to intervention
MTSS Meeting Notes
A designated member of the MTSS Meeting Team should record notes during meetings to include:
❏ Summary of current performance of student
❏ Primary goal area as determined by team
❏ Current accommodations/interventions, frequency of interventions and staff responsible for
implementation
❏ New accommodations/interventions to implement as determined by the team as well as the
frequency of interventions and staff responsible for implementation
After the meeting, copies of this form are provided to the classroom teacher and other staff members
responsible for implementing the suggested accommodations/interventions
Intervention Checklists
At the conclusion of the meeting, the classroom teacher will be provided with an intervention checklist
as guidance for what interventions to implement and when as well as a checklist document which will
help determine if new interventions need to be put in place or if the suggested accommodations are not
affected due to inconsistency in implementation.
Meeting Frequency
Note: Teams should be meeting weekly during team MTSS planning time to input data, review best
practices checklist and discuss progress of interventions with this checklist.
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MTSS Data and meeting schedule
Teachers will input data on Wednesdays of each month from 3:00 - 3:30. Meetings with the MTSS
Chair will be conducted on a rotational basis. See the example monthly schedule below. Linked is the
sample excel spreadsheet used for each team.
3:00 - 3:30 M T W Th F
Week 1 1st Kindergarten Data input
days
Week 2 2nd 3rd
Week 3 4th 5th
Week 4 Reserved for Reserved for
parent meetings parent
meetings
The MTSS Chair will refer students who are on Tier II for a hearing/vision screening to be completed
by a trained school professional (school psychologist, registrar, LTSE, etc). The hearing and vision
screening results must be provided to the MTSS chair within 48 hours of scheduling of screening.
Factor Tier 1 Tier 2 Tier 3
Proficiency Approximately 80% of students Approximately 15-20% Approximately 3-5% of
will reach proficiency with core will need supplemental students will require intensive
instruction support supports
Instructional Time Throughout the day for all 20-30 minutes, 1-3 times 30-45 minutes, 3-5 times per
students per week week
Instructional Differentiated based on class data 3-5 students 1-2 students
grouping
Duration of Typically 10-12 weeks 20 weeks+
intervention
Interventionist Homeroom teacher, Homeroom teacher,
facilitating interventionist interventionist, content
specialist
Intensity of Through formative assessments, Biweekly or monthly Weekly
progress exit tickets and unit benchmarks
monitoring
Success rate of Ensure that students are at least Ensure that students are Ensure that student is at least
student 80% successful on material. at least 80% successful 80% successful on material.
responses on material.
Instructional focus Core instructional programming Use of core and More strategically structured,
supplemental program remediation intervention
with the support of programs
reteaching
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Individual level needs
Group level needs
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MTSS Meeting Student Progress Form
Use this form for Parent Meetings
Student Information
Name: Teacher: Grade:
MTSS Plan (check all that apply)
❏ Behavior ❏ Reading ❏ Writing
❏ Math ❏ Speech
Goal(s):
Data and Documentation
Please bring the following applicable data and documentation to the meeting:
Current status of the student:
Current interventions Staff Frequency
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Best Practices Checklist
Check the best practices already being implemented.
Highlight new strategies to try.
Behavior Reading
❏ Behavior Plan ❏ Reading mini-lesson
❏ Positive reinforcement plan ❏ Daily small group
❏ Breaks ❏ Independent reading & conferring
❏ Small group with counselor ❏ Reading remediation
❏ Lunch Bunch/social skills group ❏ Graphic organizers
❏ Leadership opportunity ❏ Visual prompts
❏ Timer ❏ ____________________________
❏ _________________________ ❏ ____________________________
❏ _________________________ ❏ ____________________________
Math Writing
❏ Daily small group ❏ Writing mini-lessons
❏ 1:1 with teacher ❏ Small group practice
❏ Work with TA ❏ One-to-one conferring
❏ Use Manipulatives ❏ Graphic organizers
❏ Software: _________________ ❏ Highlighted lined paper
❏ _________________________ ❏ ____________________________
❏ _________________________ ❏ ____________________________
New Interventions Staff Frequency
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Intervention Checklist
◻️ Math ◻️ Reading ◻️ Speech ◻️ Behavior
Student: Staff: Week of:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY TOTAL
◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy /
◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy /
◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy /
◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy /
◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy /
◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy ◻️ strategy /
Notes and Observations
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Multi-Tiered Support Systems
Meeting Checklist
Pre-MTSS Meeting
◻️ Parents notified of meeting using Tier 2 (initial or review) or 3 form (initial, direct MTSS Chair
referral or review). At least 2 attempts have been made to contact parent by
phone, email or text to schedule meeting date
◻️ Slideshow is created and shared with HR Teacher and Intervention staff MTSS Chair
◻️ Parent brochure is sent out for initial Tier 2 or 3 meetings HR Teacher
◻️ Translator is secured and invited with instructions to Zoom meeting MTSS Chair
◻️ Calendar invite created and sent to all participants MTSS Chair
◻️ Special area teacher invited (ESOL, Gifted, Reading Intervention) or provide form
to complete for student observations and data with 48 hours of meeting
MTSS Chair
◻️ HR teacher gathers formative assessments, anecdotal notes, MAP scores,
GMAS scores, etc and added to slideshow. For Tier 3 behavior meetings ABC
HR Teacher
(MTSS Chair for
and/or BDG forms completed by MTSS Behavior chair. Behavior)
During MTSS Meeting
◻️ Introduces all attendees, establish end time and begins taking notes MTSS Chair
◻️ Provides background or update to student progress HR Teacher
◻️ Additional student information Instructional Staff
◻️ Parent invited to discuss other possible factors contributing to challenges MTSS Chair
◻️ Determines appropriate interventions MTSS Chair w/staff
support
◻️ Parent invited to ask additional questions or discuss concerns MTSS Chair
◻️ Confirms who will responsible for intervention, probe and data input MTSS Chair
◻️ Summarizes meeting, provides next steps and schedule next meeting MTSS Chair
Post MTSS Meeting
◻️ Uploads notes to Infinite Campus within 5 days of meeting MTSS Chair
◻️ Pulls Zoom log to note attendance to upload to Infinite Campus MTSS Chair
◻️ Provides interventions and additional agreed upon resources to homeroom
teacher within 72 hours
MTSS Chair
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Additional SST Supports/Interventions
The DeKalb County School System Intervention Bank and website have specific
interventions provided based on tiers. In the event of use of Instructional Match or for
additional supports see the strategies outlined below:
Instructional strategies
● Academic contract
● Ask parent/caregiver to structure study time
● Communicate with last year’s teacher
● Cue/maintain eye contact with student when giving directions
● Give student immediate feedback
● Give student options for presentations
● Help parents/caregivers to learn Reading or Math strategies
● Homework checklist or folder
● Manipulative and Visual Prompts
● Preferential seating for student
● Send home unfinished work
● Study Carrel
● Supply student with samples of work expected
Behavioral strategies
● Provide tools in calm down corner for student (drawing, squeezy ball, etc)
● Build rapport with student (focus on strengths, interests)
● Call home on a bad day for support or on a good day for shine
● Change antecedent behavior (event that occurs prior to target behavior)
● Clarify consequences with student and follow steps consistently
● Classroom problem-solving sessions
● Connect family with Community Resource Center
● Give leadership responsibilities/important jobs
● Help parent/caregiver setup home reward management system
● Ignore negative behavior if possible
● Recognize positive behavior
● Preferential seating for student
● Non-verbal signals between teacher and student
● Pair student with older or younger student for structured academic activity
● Positive reward system in class
● Provide breaks for relaxation or small-talk
● Provide time for physical activities/movement
● Refer for other services (mentor, lunch bunch, etc)
● Relaxation techniques
● Survey/interview student to determine interests
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International Community School
Charter Renewal Exhibit
31
ICS Cognia AER Report
This Exhibit is Not Available in Word Format
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Accreditation Engagement Review
October 19, 2022 - June 30, 2023
International Community School
Institution #310511
2418 Wood Trail Lane
Decatur, Georgia 30033
United States of America
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International Community School
Charter Renewal Exhibit
31
ICS Cognia AER Report
This Exhibit is Not Available in Word Format
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Accreditation Is Continuous Improvement
Cognia defines continuous to map out and embrace their unique capabilities and capacities of an
improvement as "an embedded improvement journey. Cognia expects institution in the context of its
behavior rooted in an institution's institutions to use the results and mission, purpose, and direction. The
culture that constantly focuses on analyses of data from diverse sources Standards for Accreditation define
conditions, processes, and practices to select and implement actions that how a good institution behaves and
to improve teaching and learning." drive improvement in education provides the criteria to focus
Accreditation is a continuous quality and student performance. improvement efforts that will lead to
improvement process that helps an Cognia recognizes that each growing learners, teachers, and
institution improve teaching and institution’s improvement journey is leaders.
learning. Using Cognia’s Performance unique, and that we can serve you
In reality, modern accreditation is a
Standards, the institution examines its best by providing key findings specific
continuous improvement process.
current effectiveness as well as its to your institution.
Every five years, the institution
capacity and capability to achieve its
Around the turn of the 21st century, formally engages the Standards for
vision and goals for the future.
accreditation transformed its focus Accreditation to reflect and examine
Cognia believes all institutions can and process from a ten-year its progress towards its desired
improve no matter how well they are evaluation focused on the future as expressed through its
currently performing. In the same accomplishments of an institution's mission, purpose, and strategic
manner that educators are expected past decade to a forward-focused direction.
to understand the unique needs of process examining what an institution
Cognia's purpose driven, strategic
every learner and tailor the education is striving to accomplish in the next
process is the most widely used
experience to drive student success, five years. Modern accreditation
continuous improvement process
every institution must be empowered examines the current and future
in the world.
Cognia Performance Accreditation and the Engagement Review
This report contains the findings of the well the parts work together to meet quality through a review of
Engagement Review Team (the the needs of learners. Through the documented evidence, formal and
Team). The findings of the Team are Cognia Accreditation Process, highly informal observations, and
organized in five sections: Cognia skilled and trained Teams gather first- community feedback. Using the
Performance Standards, hand evidence and information Standards as a framework, the
Observations, Assurances, Insights pertinent to evaluating an institution's Team provides valuable guidance
from the Review, and a Summary of performance against research-based which will help to focus your
Findings that includes Noteworthy Cognia Performance Standards. institution's improvement journey.
Practices and Areas for Improvement. Using these Standards, Teams
assess the quality of the learning
Accreditation is pivotal to leveraging
environment to gain valuable insights
education quality and continuous
and target improvements in teaching
improvement. Using a set of rigorous
and learning as well as the operation
research-based standards, the
of the institution.
accreditation process examines the
whole institution—the program, the To build a comprehensive evaluation
cultural context, and the community of your institution, our experts gain a
of stakeholders—to determine how broad understanding of institution
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Assurances
Assurances are requirements that accredited institutions must meet. The Assurance statements are based on the type of
institution, and the responses are confirmed by the Accreditation Engagement Review Team. Institutions are expected to
meet all Assurances and are expected to correct any deficiencies in unmet Assurances.
# ASSURANCES YES/NO
The institution has read, understands, and complies with the Cognia Accreditation and Certification
1.
Policies and Procedures.
2. The institution complies with all applicable governmental laws or regulations.
The institution adheres to ethical marketing and communication practices to transparently disclose
3.
current and accurate information to the public.
The governing authority adheres to written policies that govern its conduct, decision making, ethics,
4.
and authority; and engages in training aligned to its roles and responsibilities.
The institution annually submits all financial transactions for an annual audit conducted by an
5.
accounting authority external to the institution.
The institution annually reviews and implements written management plans for security, crisis,
6. safety and health for onsite and virtual environments that includes expectations, communications
protocols, and training for students, staff and stakeholders.
The institution participates in required training related to accreditation or certification by timeframes
7.
prescribed by Cognia.
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Evaluations of Institution Analyses
Cognia expects institutions to use a systematic process to collect data and information using quality instruments, then
analyze and synthesize that information to arrive at findings. From the findings, Cognia expects institutions to develop,
prioritize, and implement theories of action that will sustain high performing areas and lead to improvement in
underperforming areas.
Cognia requires institutions to complete analyses on selected data sources. Each analysis is evaluated using rubrics
aligned to the main activities within the analysis process.
Stakeholder Feedback Analysis
CRITERION YOUR SCORE
The institution has made an accurate appraisal of the quality of their data sources using the Evaluative
Criteria.
The institution has analyzed and synthesized information.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
Student Performance Analysis
CRITERION YOUR SCORE
The institution has made an accurate appraisal of the quality of their data sources using the Evaluative
Criteria.
The institution has analyzed and synthesized information.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
Learning Environments Analysis
CRITERION YOUR SCORE
The institution has made an accurate appraisal of the quality of their data sources using the Evaluative
Criteria.
The institution has analyzed and synthesized information.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
Culture of Learning
CRITERION YOUR SCORE
The narrative provides evidence for Standards related to Culture of Learning.
The institution has analyzed and synthesized information and responded to the prompts for Culture of
Learning.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
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Leadership for Learning
CRITERION YOUR SCORE
The narrative provides evidence for Standards related to Leadership for Learning.
The institution has analyzed and synthesized information and responded to the prompts for Leadership
for Learning.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
Engagement of Learning
CRITERION YOUR SCORE
The narrative provides evidence for Standards related to Engagement of Learning.
The institution has analyzed and synthesized information and responded to the prompts for Engagement
of Learning.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
Growth in Learning
CRITERION YOUR SCORE
The narrative provides evidence for Standards related to Growth in Learning.
The institution has analyzed and synthesized information and responded to the prompts for Growth in
Learning.
The institution has identified areas of noteworthy achievement and areas in need of improvement.
The institution has interpreted findings, prioritized themes, and developed theories of action.
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Performance Standards Evaluation Results
Accreditation is based primarily on the evaluation of evidence that reflects an institution’s ability to meet the expectations
as defined by the Cognia Performance Standards. The Performance Standards define the elements of quality that
research indicates is present in an effective institution. Accreditation standards provide the guideposts to becoming a
better institution. The Engagement Review evaluators apply a four-level rubric to determine the degree to which the
institution demonstrates effective practices that reflect the expectations of the standard. The rubric scale is designed to
indicate the current performance of the institution.
The rubric is scored from Level 4 to Level 1. Descriptions are provided in the table below.
RATING LEVEL DESCRIPTION
4 Demonstrating noteworthy systematic and systemic practices producing clear results that
positively impact learners.
3 Engaging in practices that provide evidence of expected effectiveness that is reflected
in the standard.
2 Developing or improving practices that provide evidence that effort approaches desired
level of effectiveness.
1 Reflecting areas with insufficient evidence and/or limited activity leading toward
improvement.
Cognia Performance Standards Ratings
Culture of Learning Standards
A good institution nurtures and sustains a healthy culture for learning. In a healthy culture, learners, parents, and
educators feel connected to the purpose and work of the institution as well as behave in alignment with the stated values
and norms. The institution also demonstrates evidence that reflects the mission, beliefs, and expectations of the
institution (e.g., student work; physical appearance of the institution; participation in institution activities; parents’
attendance at institution functions).Keys to A Culture of Learning
A healthy culture is evident where:
• Stakeholders are actively engaged and supportive of the institution’s mission
• Learners’ academic and non-academic needs and interests are the focal point
• Stakeholders are included and supported
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Standard 1
Leaders cultivate and sustain a culture that demonstrates respect, fairness, equity, and inclusion
and is free from bias.
LEVEL DESCRIPTION
4 - Leaders consistently model the attributes and implement practices that shape and sustain the desired
institution culture, clearly setting expectations for all staff members. Leaders and professional staff members
4 consistently implement ongoing practices, processes, and decision making that embody the values of respect,
fairness, equity, and inclusion and are free from bias.
3 - Leaders regularly model the attributes and implement practices that shape and sustain the desired
institution culture, clearly setting expectations for all staff members. Leaders and professional staff members
3 routinely implement ongoing practices, processes, and decision making that embody the values of respect,
fairness, equity, and inclusion and are free from bias.
2 - Leaders occasionally model the attributes and implement practices that shape and sustain the desired
institution culture, clearly setting expectations for all staff members. Leaders and professional staff members
2 sometimes implement ongoing practices, processes, and decision making that embody the values of respect,
fairness, equity, and inclusion and are free from bias.
1 - Leaders rarely model the attributes and implement practices that shape and sustain the desired institution
culture, clearly setting expectations for all staff members. Leaders and professional staff members seldom
1 implement ongoing practices, processes, and decision making that embody the values of respect, fairness,
equity, and inclusion and are free from bias.
Standard 2
Learners’ well-being is at the heart of the institution’s guiding principles such as mission,
purpose, and beliefs.
LEVEL DESCRIPTION
4 - Staff members continually demonstrate commitment to learners’ academic and non-academic needs and
4 interests. The institution’s practices, processes, and decisions are documented and regularly reviewed for
consistency with its stated values.
3 - Staff members routinely demonstrate commitment to learners’ academic and non-academic needs and
3 interests. The institution’s practices, processes, and decisions are documented and are consistent with and
based on its stated values.
2 - Staff members occasionally demonstrate commitment to learners’ academic and non-academic needs and
2 interests. The institution’s practices, processes, and decisions are consistent with and based on its stated
values.
1 - Staff members seldom demonstrate commitment to learners’ academic and non-academic needs and
1 interests. The institution’s practices, processes, and decisions may not be based on its stated values.
Standard 3
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Leaders actively engage stakeholders to support the institution’s priorities and guiding principles
that promote learners’ academic growth and well-being.
LEVEL DESCRIPTION
4 - Leaders establish and sustain conditions that consistently result in support and active participation among
stakeholders. Leaders consistently collaborate with stakeholders to advance identified priorities. Institutions
4 implement a formal process to choose areas of focus based on analyzed data on learners’ needs and
consistent with guiding principles.
3 - Leaders establish and sustain conditions that regularly result in support and active participation among
3 stakeholders. Leaders routinely collaborate with stakeholders to advance identified priorities. Institutions
choose areas of focus based on analyzed data on learners’ needs and consistent with guiding principles.
2 - Leaders establish conditions that occasionally result in support and participation among stakeholders.
2 Leaders sometimes collaborate with stakeholders to advance identified priorities. Institutions choose areas of
focus sometimes based on data on learners’ needs and consistent with guiding principles.
1 - Leaders establish conditions that rarely result in support and participation among stakeholders. Leaders
1 seldom collaborate with stakeholders. Institutions choose areas of focus rarely based on data about learners.
Standard 4
Learners benefit from a formal structure that fosters positive relationships with peers and adults.
LEVEL DESCRIPTION
4 - A formal structure is planned and consistently implemented to promote a culture and climate in which
4 learners receive support from adults and peers. Peer and adult interactions and behaviors consistently
demonstrate respect, trust, and concern for one another’s well-being.
3 - A formal structure is planned and regularly implemented to promote a culture and climate in which learners
3 receive support from adults and peers. Peer and adult interactions and behaviors routinely demonstrate
respect, trust, and concern for one another’s well-being.
2 - A formal structure may be planned but is minimally implemented to promote a culture and climate in which
2 learners receive support from adults and peers. Peer and adult interactions and behaviors sometimes
demonstrate respect, trust, and concern for one another’s well-being.
1 - A formal structure is not planned or implemented to promote a culture and climate in which learners receive
1 support from adults and peers. Peer and adult interactions and behaviors rarely demonstrate respect, trust,
and concern for one another’s well-being.
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Standard 5
Professional staff members embrace effective collegiality and collaboration in support of
learners.
LEVEL DESCRIPTION
4 - The institution’s documented operating practices cultivate and set expectations for collegiality and
collaboration and are monitored for fidelity of implementation. Professional staff members consistently interact
4 with respect and cooperation, learn from one another, and consider one another’s ideas. Professional staff
members intentionally and consistently work together in self-formed or assigned groups to review information,
identify common problems, and implement solutions on behalf of learners.
3 - The institution’s documented operating practices cultivate and set expectations for collegiality and
collaboration. Professional staff members regularly interact with respect and cooperation, often learn from one
3 another, and routinely consider one another’s ideas. Professional staff members often work together in self-
formed or assigned groups to review information, identify common problems, and implement solutions on
behalf of learners.
2 - The institution’s operating practices somewhat cultivate and set expectations for collegiality and
collaboration. Professional staff members generally interact with respect and cooperation, periodically learn
2 from one another, and somewhat consider one another’s ideas. Professional staff members sometimes work
together in self-formed or assigned groups to review information, identify common problems, and implement
solutions on behalf of learners.
1 - The institution’s operating practices rarely cultivate and set expectations for collegiality and collaboration.
Professional staff members may or may not interact with respect and cooperation, learn from one another, or
1 consider one another’s ideas. Professional staff members rarely work together in self-formed or assigned
groups to review information, identify common problems, and implement solutions on behalf of learners.
Standard 6
Professional staff members receive the support they need to strengthen their professional
practice.
LEVEL DESCRIPTION
4 - Professional staff members consistently receive adequate resources and assistance based on data and
4 information unique to the individual. A formal structure ensures that professional staff members receive
personalized mentoring and coaching from leaders and peers.
3 - Professional staff members receive adequate resources and assistance based on data and information
3 unique to the individual. Professional staff members receive personalized mentoring and coaching from
leaders and peers.
2 - Professional staff members receive some resources and assistance based on data and information unique
2 to the individual. Professional staff members periodically receive mentoring and coaching from leaders and
peers.
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1 - Professional staff members receive few or no resources and assistance based on data and information
1 unique to the individual. Professional staff members rarely receive mentoring and coaching from leaders and
peers.
Leadership for Learning Standards
The ability of a leader to provide leadership for learning is a key attribute of a good institution. Leaders who engage in
their own learning while tangibly supporting the learning process for learners and teachers have a significant positive
impact on the success of others. Leaders must also communicate the learning expectations for all learners and teachers
continuously with consistency and purpose. The expectations are embedded in the culture of the institution, reflected by
learners’, teachers’, and leaders’ behaviors and attitudes toward learning. Keys to Leadership for Learning
Leadership for learning is demonstrated when school leaders:
• Communicate expectations for learning
• Influence and impact the culture in positive ways
• Model and engage in learning while supporting others to do so
Standard 7
Leaders guide professional staff members in the continuous improvement process focused on
learners’ experiences and needs.
LEVEL DESCRIPTION
4 - Leaders consistently engage professional staff members in developing, communicating, implementing,
monitoring, and adjusting the continuous improvement process. The continuous improvement process is
4 based on analyzed trend and current data about learners’ academic and non-academic needs and the
institution’s organizational effectiveness. Leaders and professional staff members consistently implement
ongoing practices, processes, and decision making that improve learning and engage stakeholders.
3 - Leaders regularly engage professional staff members in developing, communicating, implementing,
monitoring, and adjusting the continuous improvement process. The continuous improvement process is
3 based on analyzed data about learners’ academic and non-academic needs and the institution’s organizational
effectiveness. Leaders and professional staff members routinely implement ongoing practices, processes, and
decision making that improve learning and engage stakeholders.
2 - Leaders occasionally engage professional staff members in developing, communicating, implementing,
monitoring, and adjusting the continuous improvement process. The continuous improvement process is
2 sometimes based on data about learners’ academic and non-academic needs and the institution’s
organizational effectiveness. Leaders and professional staff members sometimes implement ongoing
practices, processes, and decision making that improve learning and engage stakeholders.
1 - Leaders seldom engage professional staff members in developing, communicating, implementing,
monitoring, and adjusting the continuous improvement process. The continuous improvement process is rarely
1 based on data about learners’ academic and non-academic needs and the institution’s organizational
effectiveness. Leaders and professional staff members rarely implement ongoing practices, processes, and
decision making that improve learning and engage stakeholders.
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Standard 8
The governing authority demonstrates a commitment to learners by collaborating with leaders to
uphold the institution’s priorities and to drive continuous improvement.
LEVEL DESCRIPTION
4 - The governing authority’s policies and decisions are regularly reviewed to ensure an uncompromised
commitment to learners and the institution’s identified priorities. The governing authority and institution leaders
4 use their respective roles and responsibilities to consistently and intentionally collaborate to further the
institution’s improvement.
3 - The governing authority’s policies and decisions demonstrate a commitment to learners and support the
3 institution’s identified priorities. The governing authority and institution leaders use their respective roles and
responsibilities to collaboratively further the institution’s improvement.
2 - The governing authority’s decisions demonstrate some commitment to learners and sometimes support the
2 institution’s identified priorities. The governing authority and institution leaders use their respective roles and
responsibilities to focus the institution’s improvement.
1 - The governing authority’s decisions demonstrate minimal commitment to learners and rarely support the
1 institution’s identified priorities. The governing authority and institution leaders seldom collaborate on the
institution’s improvement.
Standard 9
Leaders cultivate effective individual and collective leadership among stakeholders.
LEVEL DESCRIPTION
4 - Leaders consistently recognize and actively encourage leadership potential among stakeholders. Leaders
create conditions that ensure formal and informal leadership opportunities, and provide customized support for
4 individuals and groups to improve their leadership skills. Stakeholders show initiative and eagerness to take on
individual or shared responsibilities that support the institution’s priorities.
3 - Leaders frequently recognize and encourage leadership potential among stakeholders. Leaders create
conditions that regularly offer formal and informal leadership opportunities, and support individuals and groups
3 to improve their leadership skills. Stakeholders demonstrate a willingness to take on individual or shared
responsibilities that support the institution’s priorities.
2 - Leaders occasionally recognize and encourage leadership potential among stakeholders. Leaders
sometimes create conditions that offer leadership opportunities and support individuals and groups to improve
2 their leadership skills. Stakeholders sometimes volunteer to take on individual or shared responsibilities that
support the institution’s priorities.
1 - Leaders seldom recognize and encourage leadership potential among stakeholders. Leaders rarely create
conditions that offer leadership opportunities and support individuals and groups to improve their leadership
1 skills. Stakeholders rarely volunteer to take on individual or shared responsibilities that support the institution’s
priorities.
Standard 10
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Leaders demonstrate expertise in recruiting, supervising, and evaluating professional staff
members to optimize learning.
LEVEL DESCRIPTION
4 - Leaders intentionally and consistently identify, develop, and retain qualified professional staff members who
contribute to the institution’s culture and priorities. Leaders consistently use analyzed data from a variety of
4 sources to forecast future staffing needs and employ best practices to attract a diverse pool of candidates.
Leaders implement and monitor documented practices and procedures for supervision and evaluation that
improve professional staff members’ performance to optimize learning.
3 - Leaders identify, develop, and retain qualified professional staff members who contribute to the institution’s
culture and priorities. Leaders routinely use data from a variety of sources to forecast future staffing needs and
3 employ best practices to attract a diverse pool of candidates. Leaders regularly implement practices and
procedures for supervision and evaluation that improve professional staff members’ performance to optimize
learning.
2 - Leaders hire qualified professional staff members who contribute to the institution’s culture and priorities.
2 Leaders sometimes use data to forecast future staffing needs. Leaders supervise and evaluate professional
staff members to improve performance.
1 - Leaders hire qualified professional staff members without consideration of contribution to the institution’s
1 culture and priorities. Leaders rarely use data to forecast future staffing needs. Leaders seldom supervise and
evaluate professional staff members to improve performance.
Standard 11
Leaders create and maintain institutional structures and processes that support learners and
staff members in both stable and changing environments.
LEVEL DESCRIPTION
4 - Leaders consistently demonstrate awareness of potential influences on institution stability and engage
stakeholders in planning and implementing strategies to maintain stability and respond to change. The
institution’s structure and processes are documented, monitored, and thoroughly communicated so that
4 learners and staff members know what to do and expect in everyday circumstances. The institution’s structure
and processes include emergency and contingency plans that support agile and effective responses to both
incremental and sudden change.
3 - Leaders regularly demonstrate awareness of potential influences on institution stability and engage
stakeholders in planning and implementing strategies to maintain stability and respond to change. The
3 institution’s structure and processes are documented and communicated so that learners and staff members
know what to do and expect in everyday circumstances. The institution’s structure and processes include
emergency and contingency plans that support responses to both incremental and sudden change.
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2 - Leaders sometimes demonstrate awareness of potential influences on institution stability and engage
stakeholders in planning and implementing strategies to maintain stability and respond to change. The
2 institution’s structure and processes are occasionally documented and communicated so that learners and
staff members know what to do and expect in everyday circumstances. The institution’s structure and
processes include emergency and contingency plans to respond to change.
1 - Leaders seldom demonstrate awareness of potential influences on institution stability. The institution’s
structure and processes are not well documented or communicated so that learners and staff members know
1 what to do and expect in everyday circumstances. The institution’s structure and processes may not include
emergency and contingency plans to respond to change.
Standard 12
Professional staff members implement curriculum and instruction that are aligned for relevancy,
inclusion, and effectiveness.
LEVEL DESCRIPTION
4 - Professional staff members systematically implement, review, and adjust curriculum and instruction based
on recognized and evidence-based content standards. Curriculum and instructional practices are regularly
4 assessed through a formal, systematic process to assure alignment, relevancy, inclusiveness, and
effectiveness for all learners.
3 - Professional staff members implement, review, and adjust curriculum and instruction based on recognized
3 and evidence-based content standards. Curriculum and instructional practices are regularly assessed to
assure alignment, relevancy, inclusiveness, and effectiveness for all learners.
2 - Professional staff members implement curriculum and instruction based on recognized and evidence-based
2 content standards. Curriculum and instructional practices are sometimes assessed to assure alignment,
relevancy, inclusiveness, and effectiveness for all learners.
1 - Professional staff members implement locally adopted curriculum and instruction. Curriculum and
1 instructional practices are rarely or not assessed to assure alignment, relevancy, inclusiveness, and
effectiveness for all learners.
Standard 13
Qualified personnel instruct and assist learners and each other in support of the institution’s
mission, purpose, and beliefs.
LEVEL DESCRIPTION
4 - All staff members demonstrate commitment to enhancing their professional practice over and above the
required knowledge and skills for their positions. Staff members work collaboratively to instruct and assist
4 learners and colleagues in support of the institution’s guiding principles. Staff members’ individual and
collective decisions and behaviors consistently demonstrate alignment and coherence with the institution’s
mission, purpose, and beliefs.
3 - All staff members demonstrate the required knowledge and skills for their positions. Staff members work
3 cooperatively to instruct and assist learners and colleagues in support of the institution’s guiding principles.
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Staff members’ individual and collective decisions and behaviors demonstrate alignment and coherence with
the institution’s mission, purpose, and beliefs.
2 - Most staff members demonstrate the required knowledge and skills for their positions, and a plan is being
implemented to ensure that all staff members are qualified for their positions. Staff members sometimes work
2 cooperatively to instruct and assist learners and colleagues in support of the institution’s guiding principles.
Staff members’ individual and collective decisions and behaviors sometimes demonstrate alignment and
coherence with the institution’s mission, purpose, and beliefs.
1 - Some staff members do not demonstrate the required knowledge and skills for their positions, and a plan
does not exist to ensure that all staff members are qualified for their positions. Staff members rarely work
1 cooperatively to instruct and assist learners and colleagues in support of the institution’s guiding principles.
Staff members’ individual and collective decisions and behaviors rarely demonstrate alignment and coherence
with the institution’s mission, purpose, and beliefs.
Standard 14
Curriculum and instruction are augmented by reliable information resources and materials that
advance learning and support learners’ personal interests.
LEVEL DESCRIPTION
4 - Professional staff members consistently suggest and provide thoughtfully selected information resources
and materials for learners that broaden and enrich the learning process and support learners’ personal
4 interests. A systematic process is used to identify and verify that information resources and materials are
selected from credible sources.
3 - Professional staff members suggest and provide thoughtfully selected information resources and materials
3 for learners that broaden and enrich the learning process and support learners’ personal interests. These
information resources and materials are selected from credible sources and based on verifiable information.
2 - Professional staff members sometimes suggest and provide information resources and materials for
learners that broaden and enrich the learning process and/or support learners’ personal interests. These
2 information resources and materials are usually selected from credible sources and based on verifiable
information.
1 - Professional staff members rarely suggest and provide information resources and materials for learners
that broaden and enrich the learning process or support learners’ personal interests. These information
1 resources and materials are rarely selected from credible sources or may not be based on verifiable
information.
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Standard 15
Learners’ needs drive the equitable allocation and management of human, material, digital, and
fiscal resources.
LEVEL DESCRIPTION
4 - Professional staff members engage in a systematic process to analyze learners’ needs and current trend
4 data to adjust the allocation and management of human, material, digital, and fiscal resources to ensure equity
for learning. Adjustments to resource allocation are consistently based on current data at any point in time.
3 - Professional staff members routinely analyze learners’ needs and current trend data to adjust the allocation
3 and management of human, material, digital, and fiscal resources to ensure equity for learning. Adjustments to
resource allocation are routinely based on current data and at predetermined points in time.
2 - Professional staff members sometimes analyze learners’ needs and current trend data to adjust the
2 allocation and management of human, material, digital, and fiscal resources to ensure equity for learning.
Adjustments to resource allocation are sometimes based on current or updated data.
1 - Professional staff members rarely analyze learners’ needs and trend data to adjust the allocation and
1 management of human, material, digital, and fiscal resources. Resources are rarely allocated in alignment with
documented learners’ needs or to ensure equity for learning.
Engagement of Learning Standards
A good institution ensures that learners are engaged in the learning environment. Learners who are engaged in the
learning environment participate with confidence and display agency over their own learning. A good institution adopts
policies and engages in practices that support all learners being included in the learning process. Keys to Engagement
of Learning
Engagement is demonstrated when all learners:
• Are included in the learning process
• Participate with confidence
• Have agency over their learning
Standard 16
Learners experience curriculum and instruction that emphasize the value of diverse cultures,
backgrounds, and abilities.
LEVEL DESCRIPTION
4 - Respect for the diversity of cultures, backgrounds, and abilities is embedded in every aspect of the
4 institution’s culture and learning environments. The presence and contributions of the global community are
authentically integrated in the curricular content and instructional practices.
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3 - Respect for the diversity of cultures, backgrounds, and abilities is clearly present in the institution’s culture
3 and learning environments. The presence and contributions of the global community are intentionally included
in the curricular content and instructional practices.
2 - Respect for the diversity of cultures, backgrounds, and abilities is somewhat present in the institution’s
2 culture and learning environments. The presence and contributions of the global community are inconsistently
included in the curricular content and instructional practices.
1 - Respect for the diversity of cultures, backgrounds, and abilities is rarely present in the institution’s culture
1 and learning environments. The presence and contributions of the global community are not included in the
curricular content and instructional practices.
Standard 17
Learners have equitable opportunities to realize their learning potential.
LEVEL DESCRIPTION
4 - Professional staff members develop relationships with and understand the needs and well-being of
individual learners. Academic and non-academic experiences are tailored to the needs and well-being of
4 individual learners. Learners are challenged and supported to strive towards maximal levels of achievement
and self-efficacy without barriers or hindrances by schedules or access to academic and non-academic
offerings.
3 - Professional staff members know their learners well enough to develop and provide a variety of academic
and non-academic experiences. Learners have access and choice in most academic and non-academic
opportunities available according to grade levels or through expected sequencing of courses. Learners rarely
3
encounter barriers when accessing academic and non-academic experiences most suited to their individual
needs and well-being. Learners are challenged and supported to strive towards individual achievement and
self-efficacy.
2 - Professional staff members give consideration to varying learner needs and well-being when developing
and providing academic and non-academic experiences. Learners have access to some variety in academic
and non-academic opportunities available according to grade levels or through expected sequencing of
2 courses. Learners may encounter barriers when accessing some academic and non-academic experiences
most suited to their individual needs and well-being. Learners are sometimes challenged and supported to
strive towards individual achievement and self-efficacy.
1 - Professional staff members give little or no consideration to individual learner needs and well-being when
developing and providing academic and non-academic experiences. Academic and non-academic
opportunities are limited and standardized according to grade levels or a predetermined sequencing of
1 courses. Learners frequently encounter a variety of barriers when accessing academic and non-academic
offerings that would be well suited to their individual needs and well-being. Learners are rarely challenged to
strive towards individual achievement and self-efficacy.
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Standard 18
Learners are immersed in an environment that fosters lifelong skills including creativity,
curiosity, risk taking, collaboration, and design thinking.
LEVEL DESCRIPTION
4 - Conditions across all aspects of the institution promote learners’ lifelong skills. Learners engage in ongoing
experiences that develop the non-academic skills important for their next steps in learning and for future
4 success. A formal structure ensures that learning experiences collectively build skills in creativity, curiosity, risk
taking, collaboration, and design thinking.
3 - Conditions within most aspects of the institution promote learners’ lifelong skills. Learners engage in
experiences that develop the non-academic skills important for their next steps in learning and for future
3 success. Collectively, the learning experiences build skills in creativity, curiosity, risk taking, collaboration, and
design thinking.
2 - Conditions within some aspects of the institution promote learners’ lifelong skills. Learners engage in some
2 experiences that develop non-academic skills important for their next steps in learning and for future success.
Some learning experiences build skills in creativity, curiosity, risk taking, collaboration, and design thinking.
1 - Learners engage in environments that focus primarily on academic learning objectives only. Little or no
1 emphasis is placed on non-academic skills important for next steps in learning and for future success.
Learning experiences rarely build skills in creativity, curiosity, risk taking, collaboration, or design thinking.
Standard 19
Learners are immersed in an environment that promotes and respects student voice and
responsibility for their learning.
LEVEL DESCRIPTION
4 - Conditions across all aspects of the institution promote learners’ active discovery and expression of their
4 needs and interests. Learners give input into the instructional and learning activities they pursue and the
methods in which they learn. Learners consistently identify their learning targets and monitor their progress.
3 - Conditions within most aspects of the institution are learner-centered and promote learners’ active
discovery and expression of their needs and interests. Learners give input into most of the instructional and
3 learning activities available to them. Learners are frequently involved in identifying their learning targets and
monitoring their progress.
2 - Conditions within some aspects of the institution are learner-centered and promote learners’ active
discovery and expression of their needs and interests. Learners have some opportunity for input into the
2 instructional and learning activities available to them. Learners are sometimes involved in identifying their
learning targets and monitoring their progress.
1 - Learners engage in environments that are heavily instructor-centered. Learners have little or no input into
1 the instructional and learning activities available to them. Learners are rarely expected to monitor their learning
progress.
Standard 20
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Learners engage in experiences that promote and develop their self-confidence and love of
learning.
LEVEL DESCRIPTION
4 - Learners consistently pursue challenging opportunities that may not always result in success, knowing that
4 they will be supported when needed. Learners readily and consistently show motivation, curiosity, and
excitement about their learning.
3 - Most learners pursue opportunities that may not always result in success, knowing they will be supported.
3 Most learners show motivation, curiosity, and excitement about their learning.
2 - Some learners pursue opportunities that may not always result in success, but only with significant,
2 individual support. Some learners show motivation, curiosity, and excitement about their learning.
1 - Most learners primarily pursue opportunities they believe to be risk-free or heavily guaranteed to be
1 successful. Most learners show little motivation, curiosity, or excitement about their learning.
Standard 21
Instruction is characterized by high expectations and learner-centered practices.
LEVEL DESCRIPTION
4 - Learners engage in instructional activities, experiences, and interactions based on their individual needs
4 and interests. Professional staff members consistently deliver instruction designed for learners to reach their
potential.
3 - Most learners engage in instructional activities, experiences, and interactions based on their individual
3 needs and interests. Professional staff members routinely deliver instruction designed for learners to reach
their potential.
2 - Learners engage in instructional activities, experiences, and interactions based on needs and interests
2 typical of most students. Professional staff members infrequently deliver instruction designed for learners to
reach their potential.
1 - Instructional activities are primarily designed around curriculum objectives with little or no focus on learner
1 needs and interests. Professional staff members rarely deliver instruction designed for learners to reach their
individual potential.
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Standard 22
Instruction is monitored and adjusted to advance and deepen individual learners’ knowledge and
understanding of the curriculum.
LEVEL DESCRIPTION
4 - Professional staff members consistently monitor and adjust instruction based on each learner’s response to
instruction and achievement of desired learning targets. Professional staff members use a formal, systematic
4 process for analyzing trend and current data to deepen each learner’s understanding of content at increasing
levels of complexity.
3 - Professional staff members regularly monitor and adjust instruction based on each learner’s response to
3 instruction and achievement of desired learning targets. Professional staff members routinely analyze trend
and current data to deepen each learner’s understanding of content.
2 - Professional staff members sometimes monitor and adjust instruction based on each learner’s achievement
2 of desired learning targets. Professional staff members sometimes analyze data to deepen each learner’s
understanding of content.
1 - Professional staff members rarely monitor and adjust instruction. Professional staff members rarely analyze
1 data to deepen each learner’s understanding of content.
Standard 23
Professional staff members integrate digital resources that deepen and advance learners’
engagement with instruction and stimulate their curiosity.
LEVEL DESCRIPTION
4 - Professional staff members seamlessly and deliberately integrate digital resources that add value to the
learning process and encourage learners’ active engagement in the learning process. Digital resources
4 consistently support learners’ pursuit of interests and deepen or extend curriculum topics to stimulate learners’
curiosity.
3 - Professional staff members intentionally select and integrate digital resources that add value to the learning
3 process and encourage learners’ active engagement in the learning process. Digital resources routinely
support learners’ pursuit of interests and deepen or extend curriculum topics to stimulate learners’ curiosity.
2 - Professional staff members occasionally select and integrate digital resources that add value to the
learning process or encourage learners’ active engagement in the learning process. Digital resources
2 sometimes support learners’ pursuit of interests and deepen or extend curriculum topics to stimulate learners’
curiosity.
1 - Professional staff members select and integrate few or no digital resources or select digital resources that
rarely add value to the learning process or encourage learners’ active engagement in the learning process.
1 Digital resources rarely support learners’ pursuit of interests or deepen or extend curriculum topics to stimulate
learners’ curiosity.
Growth in Learning Standards
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A good institution positively impacts learners throughout their journey of learning. A positive impact on the learner is
reflected in readiness to engage in and preparedness for the next transition in their learning. Growth in learning is also
reflected in learners’ ability to meet expectations in knowledge and skill acquisition. Keys to Growth in Learning
Growth is evident when
• Learners possess non-academic skills that ensure readiness to learn
• Learners' academic achievement reflects preparedness to learn
• Learners attain knowledge and skills necessary to achieve goals for learning
Standard 24
Leaders use data and input from a variety of sources to make decisions for learners’ and staff
members’ growth and well-being.
LEVEL DESCRIPTION
4 - Leaders consistently demonstrate skill and insight in considering a variety of information, choosing relevant
and timely information, and interpreting data. Leaders make intentional decisions by consistently taking into
4 account data and additional factors that have an impact on learners and staff members such as institution
history, recent experiences, and future possibilities.
3 - Leaders regularly demonstrate skill and insight in considering a variety of information, choosing relevant
and timely information, and interpreting data. Leaders make decisions by routinely taking into account data
3 and additional factors that have an impact on learners and staff members such as institution history, recent
experiences, and future possibilities.
2 - Leaders sometimes demonstrate skill and insight in considering and choosing information and interpreting
2 data. Leaders make decisions that occasionally take into account data and additional factors that have an
impact on learners and staff members such as institution history, recent experiences, and future possibilities.
1 - Leaders rarely demonstrate skill and insight in considering and choosing information and interpreting data.
1 Leaders make decisions that rarely take into account data and additional factors that have an impact on
learners and staff members such as institution history, recent experiences, and future possibilities.
Standard 25
Leaders promote action research by professional staff members to improve their practice and
advance learning.
LEVEL DESCRIPTION
4 - Leaders intentionally create and preserve a culture that invites inquiry, reflection, and dialogue about
instructional problems and issues relevant to the institution and/or individual learning environments.
Professional staff members, as a group or as individuals, consistently engage in action research using an
4 inquiry-based process that includes identifying instructional areas of improvement, collecting data, and
reporting results to make informed instructional changes. Leaders provide and engage in learning
opportunities customized for professional staff members about action research.
3 - Leaders regularly create and preserve a culture that invites inquiry, reflection, and dialogue about
3 instructional problems and issues relevant to the institution and/or individual learning environments.
Professional staff members, as a group or as individuals, routinely engage in action research using an inquiry-
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based process that includes identifying instructional areas of improvement, collecting data, and reporting
results to make informed instructional changes. Leaders provide and engage in learning opportunities for
professional staff members to implement action research.
2 - Leaders occasionally create and preserve a culture that invites inquiry, reflection, and dialogue about
instructional problems and issues relevant to the institution and/or individual learning environments.
Professional staff members, as a group or as individuals, sometimes engage in action research using an
2 inquiry-based process that includes identifying instructional areas of improvement, collecting data, and
reporting results to make informed instructional changes. Leaders provide and engage in some learning
opportunities for professional staff members to implement action research.
1 - Leaders rarely create a culture that invites inquiry, reflection, and dialogue about instructional problems and
issues relevant to the institution or learning environments. Professional staff members seldom engage in
1 action research to make informed instructional changes. Leaders provide and engage in few or no learning
opportunities for professional staff members about action research.
Standard 26
Leaders regularly evaluate instructional programs and organizational conditions to improve
instruction and advance learning.
LEVEL DESCRIPTION
4 - Leaders consistently implement a documented process to determine the effectiveness of the institution’s
curriculum and instruction, including staffing and resources. Leaders use a formal, systematic process for
4 analyzing current and trend data and stakeholder input to make decisions about retaining, changing, or
replacing programs and practices.
3 - Leaders routinely implement a documented process to determine the effectiveness of the institution’s
3 curriculum and instruction, including staffing and resources. Leaders use analyzed current and trend data and
stakeholder input to make decisions about retaining, changing, or replacing programs and practices.
2 - Leaders occasionally implement a process to determine the effectiveness of the institution’s curriculum and
2 instruction, including staffing and resources. Leaders sometimes use data and stakeholder input to make
decisions about retaining, changing, or replacing programs and practices.
1 - Leaders rarely implement a process to determine the effectiveness of the institution’s curriculum and
1 instruction, including staffing and resources. Leaders seldom use data and stakeholder input to make
decisions about retaining, changing, or replacing programs and practices.
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Standard 27
Learners’ diverse academic and non-academic needs are identified and effectively addressed
through appropriate interventions.
LEVEL DESCRIPTION
4 - The institution consistently addresses the range of developmental, physical, emotional, and intellectual
needs to support learners’ ability to learn. Strategies and interventions for these needs are formally and
4 systematically planned and implemented based on analyzed information, data, and instructional best practices
to ensure learners’ success.
3 - The institution routinely addresses the range of developmental, physical, emotional, and intellectual needs
to support learners’ ability to learn. Strategies and interventions for these needs are regularly planned and
3 implemented based on analyzed information, data, and instructional best practices to ensure learners’
success.
2 - The institution sometimes addresses the range of developmental, physical, emotional, and intellectual
needs to support learners’ ability to learn. Strategies and interventions for these needs are occasionally
2 planned and implemented based on information, data, and instructional best practices to ensure learners’
success.
1 - The institution rarely addresses the range of developmental, physical, emotional, and intellectual needs to
1 support learners’ ability to learn. Strategies and interventions for these needs are seldom planned and
implemented based on information, data, or instructional best practices.
Standard 28
With support, learners pursue individual goals including the acquisition of academic and non-
academic skills important for their educational futures and careers.
LEVEL DESCRIPTION
4 - Professional staff members consistently engage with learners to help them recognize their talents and
potential and to identify meaningful, attainable goals that support academic, career, personal, and social skills.
4 Learners consistently choose activities and monitor their own progress, demonstrating active ownership of
their stated goals.
3 - Professional staff members regularly engage with learners to help them recognize their talents and
potential and to identify meaningful, attainable goals that support academic, career, personal, and social skills.
3 Learners routinely choose activities and monitor their own progress, demonstrating active ownership of their
stated goals.
2 - Professional staff members sometimes engage with learners to help them recognize their talents and
potential and to identify meaningful, attainable goals that support academic, career, personal, and social skills.
2 Learners occasionally choose activities and monitor their own progress, demonstrating active ownership of
their stated goals.
1 - Professional staff members rarely engage with learners to help them recognize their talents and potential
1 and to identify meaningful, attainable goals that support academic, career, personal, and social skills. Learners
do not choose activities or monitor their own progress toward goals.
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Standard 29
Understanding learners’ needs and interests drives the design, delivery, application, and
evaluation of professional learning.
LEVEL DESCRIPTION
4 - Professional learning is learner-centered, customized around the needs of individual or groups of
professional staff members, and focuses on improving pedagogical skills and knowledge to better address
4 learners’ needs and interests. A documented process to select, deliver, implement, and evaluate professional
learning is being fully implemented and monitored for fidelity.
3 - Professional learning is learner-centered, designed around the principle that professional staff members
need opportunities to focus on improving pedagogical skills and knowledge to better address learners’ needs
3 and interests. A documented process to select, deliver, implement, and evaluate professional learning is being
fully implemented.
2 - Professional learning is occasionally learner-centered, designed around the principle that professional staff
members need opportunities to focus on improving pedagogical skills and knowledge to better address
2 learners’ needs and interests. A documented process to select, deliver, implement, and evaluate professional
learning exists but is not fully implemented.
1 - Professional learning is rarely learner-centered and may or may not focus on improving pedagogical skills
1 and knowledge to better address learners’ needs and interests. A documented process to select, deliver,
implement, and evaluate professional learning does not exist.
Standard 30
Learners’ progress is measured through a balanced system that includes assessment both for
learning and of learning.
LEVEL DESCRIPTION
4 - Professional staff members and learners collaborate to determine learners’ progress toward and
achievement of intended learning objectives based on assessment data gathered through formal and informal
4 methods. Assessment data are systematically used for ongoing planning, decision making, and modification of
curriculum and instruction.
3 - Professional staff members and learners regularly use assessment data gathered through formal and
informal methods to determine learners’ progress toward and achievement of intended learning objectives.
3 Assessment data are routinely used for ongoing planning, decision making, and modification of curriculum and
instruction.
2 - Professional staff members occasionally use assessment data gathered through formal and informal
methods to determine learners’ progress toward and achievement of intended learning objectives. Assessment
2 data are sometimes used for ongoing planning, decision making, and modification of curriculum and
instruction.
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1 - Professional staff members seldom use assessment data to determine learners’ progress toward and
1 achievement of intended learning objectives. Assessment data are rarely or inconsistently used for ongoing
planning, decision making, and modification of curriculum and instruction.
Insights from the Review
The evaluators engaged in professional discussions understanding of subgroup responses, it is difficult to
and deliberations about the effectiveness of the understand from the data presented whether any
processes, programs, and practices within the particular sub-group is underrepresented. The efforts
institution to arrive at the findings of the report. Guided to actively engage all stakeholders in supporting the
by evidence, the evaluators arrived at findings that will International Community School (ICS) priorities and
inform your institution’s continuous improvement guiding principles toward learner academic growth
efforts. The findings are aligned to research-based and well-being may be distorted. School leadership
criteria designed to improve student learning and acknowledged the need for greater participation and
organizational effectiveness. has put forward some creative ideas to better engage
parents and the community; however, the data
The findings are organized into narratives around four
provided to the team does not reflect a root cause
Key Characteristics critical to the success of any
analysis process or the logic supporting the theory of
educational institution: culture of learning, leadership
action presented. The team recommends using
for learning, engagement of learning, and growth in
existing survey data and re-engaging the root cause
learning. The narratives also provide the next steps to
analysis process to determine obstacles to gather
guide your institution’s improvement journey in its
more robust stakeholder information.
efforts to improve the quality of educational
opportunities for all learners. The feedback provided in ICS has adopted the International Baccalaureate (IB)
this Accreditation Engagement Review Report will Primary Years Programme (PYP) as a vehicle to
assist your institution in reflecting on its current deliver challenging academic content and promote
improvement efforts and adapting and adjusting your growth in understanding and an inclusive environment
plans to continuously strive for improvement. for students and the local community as well. The
team reviewed narrative documentation provided
Culture of Learning
reflecting a professional learning community (PLC)
The school maintains a focus on valuing diversity model for staff that includes weekly reviews of student
with a commitment to equity, respect, and fairness formative data with an eye to improving student
across this multicultural community. The team success. The underlying processes of the PLC model
reviewed the limited data from stakeholder surveys focus on what the intended learning is, understanding
gathering parent perspectives as well as community evidence of learning, and, most importantly, what is to
surveys and parent listening sessions. The use of the be done when desired learning is or is not evident.
parent’s home language made a positive impact as it The ICS response to the potential answers to these
was a change from previous years when all surveys questions is providing time each day for Tier 2 and 3
were done in English. The availability of listening multi-tiered system of support (MTSS) interventions
sessions also provided an avenue for parents to for either remediation or extended learning. The team
participate in the school and provide their voices to sees this commitment to the learning culture as
leaders. The adjustment of language provided a embracing effective collegiality and collaboration to
higher level of equity and showed respect to the provide support to all learners to reach their maximum
families and cultures of the community. The overview proficiency. The narratives reflect the actual
presentation to the team, as well as the narrative commitment of staff time and service resources to the
discussion, provided recognition of a need to expand school community to build a sense of community that
parent participation using survey instruments as the provides a space for refugee and American learners
response rates are low and the evidence provided did to grow together intellectually and socially where
not identify subgroups by language. School leaders cultures mix in a formal structure that fosters positive
provided data analysis reflecting three areas of need relationships with peers and adults. The team
being academic rigor and performance, developing considers these unique characteristics at ICS to be
staff, and overall communication. Absent an essential to supporting the mission and vision of the
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International Community School Charter Renewal Petition - November 2023
school and recommends the continued effort to According to materials provided to the team, there is a
identify common challenges and develop solutions to residual number of instructional staff who do not hold
expand stakeholder involvement in the daily life of the essential certification; however, professional
school. development activities target areas of need. School
leaders are focused on hiring qualified teaching and
Leadership for Learning
support staff who are qualified and committed to the
The institution’s leadership has changed several vision of the school as well as supporting existing staff
times in recent years; however, there is a focused to gain qualifications. The team recommends
effort to provide stability and ownership through continuing the specific leadership emphasis on hiring
professional learning communities (PLCs), qualified and certificated teachers who can meet the
developing instructional leaders, and shared needs of all learners in the school, including
decision-making. According to the narrative connecting with and supporting families.
discussion and overview presentation, the leadership
Engagement of Learning
team is committed to the mission and vision of the
school and works to support continuous improvement. ICS has well-established data that supports
The established PLC structure, including the Guiding improving, supportive, and equitable learning
Coalition of administrative leaders and teacher environments across the school. Leadership
leaders, take up challenges across the spectrum of presentations and narratives outline the nature and
the school. According to narratives, the continuous focus of the IB PYP curriculum as it stresses curiosity,
improvement process is based on analyzed data voice, and student contribution to learning. Given the
about all learners and their progress. The unique multicultural and multilingual makeup of the student
makeup of the student body, comprised of local body, faculty, and parents, there is an embedded
American students, immigrants, and refugee learners need and opportunity to value diverse cultures,
from multiple cultures, offers multiple challenges to backgrounds, and abilities. Leaders stated that
leaders across several domains, including reading, bringing multiple cultures together in the school
writing, and mathematics growth, while engaging the setting was complicated by poverty, status, and
cultural values of all learners. The implementation of language, sometimes impacting behavior. The need to
PLC strategies supported by the leadership team, feel valued and safe at school appears to have been
governing body, Guiding Coalition, and internal addressed through adopting the Second Step
teaching and learning committee in a collaborative curriculum for social-emotional learning (SEL). The
environment serves to uphold the school’s priorities implementation of such a curriculum with
and drive improvement forward. Using the stakeholder accompanying time commitments to use morning and
feedback data, the team concludes that the current afternoon meetings to build relationships contributes
structures are valued and supported across the school to the environment that fosters lifelong skills in
community and serve to increase commitment to the creativity, curiosity, collaboration, and, above all, risk-
school and its mission. Further, the current leadership taking. In the ICS setting, all students have the
team has established a pipeline to develop future opportunity to access the curriculum and expanded
school leaders, as well as taking specific initiatives to MTSS Tier 1 strategies to take ownership of their
recruit and retain qualified teachers. The recruitment learning and behavior. Leaders acknowledge that
of teachers trained in teaching second language instructional practices have a need for further
learners, as well as new faculty who are from the development even though observations reflect most
same linguistic communities as the students, classrooms employ a student-centered setting with
demonstrate a deep understanding of the cultural self-directed learning. The use of small groups for
values of the school community. The efforts to collaborative learning was also noted; however,
develop and retain qualified teachers are supported groups were not always engaged in differentiated
by coaching and targeted professional development projects but doing the same learning activity across
that is reviewed and revised regularly and connected classrooms, according to walk-through data analysis.
to imparting the ICS culture around developing and The team concurs with the leadership observation that
sustaining strong relationships among learners and more professional development support is needed to
faculty. Narrative material identified strategies like improve teacher skills in providing differentiated
MTSS, PLC analysis, and revision of instruction based learning activities that provide instruction based on the
on formative assessment and projections from individual needs and interests of learners. The team
predictive assessments, such as MAP, iReady, and sees the intricacies involved when factoring in a
Pioneer Valley, have become the norm in the school. variety of English language functional reading and
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International Community School Charter Renewal Petition - November 2023
writing skills. Narrative discussion of walk-through with systematic progress monitoring to adjust groups
observational data states that “students were over time. These interventions can be planned and
observed in small groups based on their assessment implemented based on analyzing progress monitoring
data and working collaboratively with students and data and be used to advance learning as students
able to express what they were learning and why.” gain experience with English. The overall assessment
Other narrative material affirmed that tasks and system described above satisfies state reporting
questioning in multiple classrooms reflected several requirements and offers insights into overall student
depth of knowledge (DOK) activities in progress. The growth. The team reviewed discussions provided
team interprets the evidence and discussion provided regarding the functioning of PLCs, and it appears
as supportive of the overall mission of the school. The there could be an opportunity to use the action
overarching need based on assessment results research modality of PLCs to explore current and
indicates a specific need to improve writing skills proposed interventions with the intent of determining
beyond oral language and reading fluency. The team efficacy. Leaders have already attested to improved
recommends continuing to focus on reading but also discipline rates resulting in less lost class time as well
including writing across content areas as a key as improved attendance at school. It is not clear from
component of project-based work. Writing as a the evidence provided whether assessment results
performance task for each major project should have been disaggregated by ESOL category or native
enhance overall language development and mastery. English speakers vice EL students. While whole group
performance is important, developing cohort MAP
Growth in Learning
data by group fall to fall or spring to spring, as well as
International Community School is committed to considering whether all students are engaging iReady
analyzing the impact of teaching and learning assessments providing valid data samples, could
throughout the school year, focusing on the provide valuable insights into understanding the range
results. Leaders provided extensive data summaries of developmental, physical, and intellectual abilities of
to the team outlining challenges and reflecting growth. individuals students and like groupings. The team
The early challenges with acquiring language and encourages the leadership team to review the
learning to read in early grades are complicated by assessment tools already in use for opportunities to
the trauma of relocation combined with learning a disaggregate data providing more discrete information
second language are significant. The batteries of to inform decisions.
assessments provided to the team are substantial and
The Engagement Review Team congratulates the
offer a robust picture of progress across MAP, iReady,
International Community School on its preparation for
Milestone ELA and math, Access, and Pioneer Valley
the Engagement Review and hopes that the themes
reading data. The team took note of the prescribed
and actions in the report help successfully guide the
instructional adjustments going forward and suggests
institution on its continuous improvement journey.
providing small group reading instruction in walk to
read groups to focus on specific student needs along
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Summary of Findings
The review process focused on establishing evidence of effective practice and performance of the institution in relation
to the accreditation standards.
Areas for Improvement
Using information collected and reviewed, the team identified the following Areas for Improvement that will help the
institution improve. The Areas of Improvement will be revisited when the institution conducts Cognia’s Progress Review.
1 Develop and implement common formative assessments in the format of state benchmark assessments
that can serve the dual purpose of checking progress and overcoming language challenges.
Standard 26
Providing students with experience in the testing modality, format, and mode of state assessments will
RATIONALE reduce stress when students take the state assessments and, at the same time, provide teachers with
quality formative data to shape instruction.
2 Develop, implement, and evaluate a teacher feedback process to select, deliver, implement, and evaluate
professional learning being implemented.
Standard 29
By ensuring high-quality and focused professional development driven by teacher needs, students will be
RATIONALE
better served.
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Accreditation Status and Index of Education Quality ®
Cognia will review the results of the Accreditation Engagement Review to make a final determination concerning
accreditation status for your institution based on these findings. Cognia provides the Index of Education Quality (IEQ) as a
holistic measure of overall performance.
Your Institution’s IEQ SCORE DESCRIPTION
Below 220 An IEQ score below 220 indicates that the institution has
263 several Areas for Improvement and should focus their
improvement efforts on those areas and the related Standards
and/or Assurances. The institution will be required to present
evidence of improvement to Cognia within one year through a
Progress Review. Additional Progress Reports may be required
if satisfactory improvement is not achieved.
220 - 300 An IEQ in the range of 220-300 suggests the institution some
Areas of Improvement and may include one or more
Noteworthy Practices.
Above 300 An IEQ of 300 and above indicates the institution meets Cognia
for expectations for accreditation that includes one or more
Areas Improvement as well as one or more Noteworthy
Practices. Institutions must address the Areas for Improvement
and provide evidence of actions taken and results to Cognia in
a required Progress Review due two years following the review.
Additional Progress Reports may be required if satisfactory
improvement is not achieved.
Your Next Steps
Accreditation is a continuous improvement process. The Engagement Review provides independent, objective guidance
in relation to the Performance Standards and the institution’s improvement journey. Upon receiving the Accreditation
Engagement Review Report, the institution is expected to implement the following steps:
● Review and share the findings in this report with stakeholders.
● Use the findings from the report to guide and strengthen your institution's improvement efforts.
● Celebrate the successes noted in the report.
● Continue the improvement journey.
● Report to Cognia on your progress toward improvement.
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Evaluator Roster
The Engagement Review Team is a group of professionals with varied backgrounds and professional experiences. All
Lead Evaluators and Engagement Review Team members complete Cognia training and eleot certification to ensure
knowledge and understanding of the Cognia tools and processes. The following professionals served on the Engagement
Review Team:
TEAM MEMBER NAME BRIEF BIOGRAPHY
Erik Swanson Dr. Erik Swanson retired as Superintendent of the Omak School
District in Omak, Washington in 2020. In this role, Dr. Swanson led a
Lead Evaluator
unique school district serving over 5,000 students in brick and
mortar and online settings. He began his career as a secondary
music educator in the Clark County, Nevada school district in 1973.
His classroom experience over 15 years includes elementary and
secondary music education. In 1984 he transitioned into the
Department of Defense Education Activity abroad leading multiple
schools K-12 as both Assistant Principal and Principal. In 2010 Dr.
Swanson returned to the US as an elementary Principal in Yakima,
WA, and in 2013 became Superintendent of the Omak Schools. Dr.
Swanson holds a PhD in Educational Leadership, M Ed in
Curriculum and Instruction, and BA Ed in Music Education. He has
served on multiple engagement reviews with NCA-CASI,
AdvancED/Cognia overseas and in multiple states from the Pacific
Northwest to the Southeastern United States where he currently
resides. Dr. Swanson is currently certified by Cognia as a Regional
Accreditation Evaluator.
Rose Marie Bell
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References and Readings
AdvancED. (2015). Continuous Improvement and Accountability. Alpharetta, GA: AdvancED. Retrieved from
https://source.cognia.org/issue-article/continuous-improvement-and-accountability/
Bernhardt, V., & Herbert, C. (2010). Response to intervention and continuous school improvement: Using data, vision,
and leadership to design, implement, and evaluate a schoolwide prevention program. New York: Routledge.
Chester, M.D. (2003), Multiple Measures and High-Stakes Decisions: A Framework for Combining Measures. Educational
Measurement: Issues and Practice, 22: 32-41. https://doi.org/10.1111/j.1745-3992.2003.tb00126.x
Christenson, S., Reschly, A., & Wylie, C. (2012). Handbook of research on student engagement. Boston, MA: Springer.
De Smet, A., Lurie, M., & St. George, A. (2018). Leading agile transformation: The new capabilities leaders need to build
21st-century organizations, McKinsey & Company, Retrieved from
https://www.mckinsey.com/~/media/mckinsey/business%20functions/organization/our%20insights/leading%20a
gile%20transformation%20the%20new%20capabilities%20leaders%20need%20to%20build/leading-agile-
transformation-the-new-capabilities-leaders-need-to-build-21st-century-organizations.pdf
Dulak, J., Domitrovich, C., Weissberg, R., & Gullotta, T. (2015). Handbook of social and emotional learning: Research
and practice. New York: The Guilford Press.
Elgart, M. (2015). What a continuously improving system looks like. Alpharetta, GA: AdvancED. Retrieved from
https://source.cognia.org/issue-article/what-continuously-improving-system-looks/
Elgart, M. (2017). Meeting the promise of continuous improvement: Insights from the AdvancED continuous improvement
system and observations of effective schools. Alpharetta, GA: AdvancED. Retrieved from http://www.advanc
-ed.org/sites/default/files/CISWhitePaper.pdf
Ford, T., Lavigne, A., Fiegener, A., & Si, S. (2020). Understanding district support for leader development and success
in the accountability era: A review of the literature using social-cognitive theories of motivation. Review of
Educational Research: 90 (2).
Fullan, M. (2014). Leading in a culture of change personal action guide and workbook. San Francisco: Jossey-Bass.
Fullan, M. & Quinn, J. (2016) Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks,
CA: Corwin.
Hamedani, M. G., Zheng, X., Darling-Hammond, L., Andree, A., & Quinn, B. (2015). Social emotional learning in high
school: How three urban high schools engage, educate, and empower youth—Cross-case analysis.
Haladyna, T. & Hess, R. (1999) An Evaluation of Conjunctive and Compensatory Standard-Setting Strategies for Test
Decisions, Educational Assessment, 6:2, 129-153, DOI: 10.1207/S15326977EA0602_03
Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement.
Review of Educational Research, 86(2), 531-569. https://doi.org/10.3102/0034654315614911
Jaeger, Richard M. (1991). A comparison of compensatory, conjunctive, and disjunctive models for weighing attributes of
school quality. Paper presented at the Annual Meeting of the American Educational Research Association.
(Chicago, IL, April 3-7, 1991)
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International Community School Charter Renewal Petition - November 2023
Kim, W., & Mauborne, R. (2017). Blue ocean shift: Beyond competing. New York: Hachette Book Group.
Park, S, Hironaka, S; Carver, P, & Nordstrum, L. (2013). Continuous improvement in education. San Francisco: Carnegie
Foundation. Retrieved from https://www.carnegiefoundation.org/wp-content/uploads/2014/09/carnegie-
foundation_continuous-improvement_2013.05.pdf
Schein, E. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass.
Von Bertalanffy, L. (1968). General systems theory. New York: George Braziller, Inc.
Stanford, CA: Stanford Center for Opportunity Policy in Education.
Rotherham, A., & Willingham, D. (2010). 21st century skills: Not new but a worthy challenge. American Educator,
Spring, 17-20. Retrieved from https://bellwethereducation.org/publication/21st-century-skills%E2%80%99-not-
new-worthy-challenge
Thompson, C. S. (2017). Teachers’ expectations of educational leaders’ leadership approach and perspectives on the
principalship: Identifying critical leadership paradigms for the 21st century," Journal of Organizational & Educational
Leadership: 2 (2).
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International Community School
Charter Renewal Exhibit
32
Family Engagement
This Exhibit is Not Available in Word Format
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International Community School Charter Renewal Petition - November 2023
International Community School
Charter Renewal Exhibit
32
Family Engagement
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https://www.theatlantic.com/education/archive/2016/07/how-marginalized-families-are-pushed-
out-of-ptas/491036
https://www.washingtonpost.com/local/education/as-cities-gentrify-and-schools-diversify-ptos-
grapple-to-ensure-all-parent-voices-are-heard/2019/09/20/50314488-7277-11e9-8be0-
ca575670e91c_story.html
https://www.theatlantic.com/family/archive/2018/09/white-kids-race/569185/
At ICS, as a beloved community, we approach complex issues with strong
communication, collaboration, perspective, respect and active listening. We seek
staff and families who are committed to our vision of creating a supportive
community of students, staff and parents, learning from each other and
celebrating diversity among us.
As a demonstration of this, we have the Beloved Community Council. This is a council
composed of a representative from our top 6 language groups. This council promotes
equity in family voices amongst our major language groups. It encourages more voices
and perspectives to be heard during decision making and community building as these
representatives then communicate and collaborate with their communities.
Meet 3-4 times a year.
To promote equity in family voices amongst our major language groups. To encourage more
voices and perspectives to be heard during decision making.
To encourage increased family engagement as each parent representative seeks input from
members of their language communities.
From our Statements of Understanding:
● As a beloved community, we approach complex issues with strong
communication, collaboration, perspective, respect and active listening.
I contribute to a legacy and my voice and actions matter.
Our ICS Vision
The International Community School seeks staff and families who are committed to our
vision of creating a supportive community of students, staff and parents, learning from
each other and celebrating diversity among us.
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International Community School Charter Renewal Petition - November 2023
2022-23
Charlotte Flores, Director of Community and Culture
Htwe Htwe, Family Engagement Coordinator
Naw Chaw-Burmese
Jenny Waggener-English
Fowsia Mohamed-Somali
Fazal Aimaq-Dari/Farsi/Pashto
Naina Siwa- Nepali
Ruhi Mistry- Hindi
Eshrak Al Faiq- Arabic
March 29, 2023
● Focus group with GCSA for the Facilities Strategic Planning
● The same questions from the survey were asked at this meeting to allow further
comment and reflection.
● The meeting was recorded for GSCA
January 12,2023
● Reflections on-
UN day–Would have more children in the performances
–Have each country perform separately
–everyone agreed to this
–liked the system of getting food, entrance, exit and dessert outside
–keep the serving with adults and potluck permission
–more supervision with drinks
–parade was better having closer to for security as well as time for more performances
Health Fair–Everyone thinks this is great event and we should continue to do this annually
Toy Store–Should have more educational toys and writing practices
–Make it available for families to donate as well
● Arts Fest-Food?
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International Community School Charter Renewal Petition - November 2023
–Everyone thinks that we should offer food again.
–Thought ticket was good process
–last year there were no drinks (could ask families to donate drinks …single
serving drinks)
–other people could set up if the person has children and needs help setting up
–advertise earlier volunteer opportunities (set up, clean up, supervise drinks)
● Calendar for next year? Eid instead of one day in February
–loves the idea because ICS is not just one religion
–affirmed by everyone
–February day seems the best to exchange for it…the Friday
● Communication–where do they get it most: DOJO, Blast, phone tree, hard copies
–Phone trees with translators
–DOJO–is great
–Blast–not everyone opens email, often goes in SPAM
–pass out papers at carpool as well (they are great in Friday Folders but
folders don’t always come home
–educate families about keeping notifications on for DOJO (maybe do a
flier with graphics)
● Next meeting April 13, 2023
August 25. 2022
Beginning of school reflections
● Everyone felt it has gone so much smoother
● Feel Open House was better because of having the forms to fill out ahead of time
● Loved having the translations available
● Was not time consuming
Title 1 Night September 1, 2022
● Affirmed the idea of having the translators for the second hour
Plan for listening session on September 22, 2022
● Everyone wants to have it on campus
● Questions for grand
● CRC workshop options
● Hope to have the Family Directory by then. Realization that there may have been
confusion over the word “directory”
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International Community School Charter Renewal Petition - November 2023
UN Day October 28, 2022
● They think food was done safely last year and we should do it in a similar way
● Should space out the food more
● Put out just some food and then replenish
● They think that we should have families sign up and divide up the families for what to
bring
● Families should provide most of the food, but are open to us buying some main dishes to
supplement the supply
● We need to have more volunteers to direct traffic especially once the parade starts
● More Trash Cans needed and more volunteers to clean up
Other Concerns:
● Is there a policy for when it is too hot to go outside for recess?
● The lunch forms are confusing, people still need more assistance with them
Other Important Dates
CRC workshop November 17, 2022
Holiday Toy Marker December 7, 2022
Middle School Transition Meeting January 5, 2023
K-2 Literacy Night February 16, 2023
Milestone Parent Meeting March 23, 2023
Arts Festival March 30, 2023
Beloved Community Council Meeting April 13, 2023
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International Community School Charter Renewal Petition - November 2023
Beloved Community Council
2023-24
Charlotte Flores, Director of Community and Culture
Htwe Htwe, Family Engagement Coordinator
Eh Win-Burmese
Jenny Waggener-English
Fowsia Mohamed-Somali
Shakila Aimaq-Dari/Farsi/Pashto
Chunku Siwa- Nepali
Shweta Bhatia- Hindi
Chinar Hasan- Arabic
July 20, 2023
● Welcome and Introductions
● 2023-24 Road Map 2023-2024 ICS Roadmap
-Discussion was had over the need for our multilingual families to clearly understand the
attendance protocol
-Suggestions were made to have a one page visual for the process that would be
available at Meet the Teacher event
-It was stated that we also need to have more education for families around the
importance of attendance
-Also, suggested was to have assistance for how to sign up and use Class Dojo during
beginning the school events
-Families would also like a copy of their child’s schedule
-One parent rep reported the positive experience they had with a homevisit last year.
She felt that the relationship and communication between the teacher, family and
student were strengthened
-Families affirmed the increase of the garden committee and opportunities for family
engagement. Suggestions were made that once produce and eggs are available, there
could be a co-op or raffle for items based on family engagement
-There were questions about improvements for the playground and taking care of the
ants there
● Year at Glance
July 26 New Family Orientation 5:00 and Popsicle Party Welcome Party 5:45
August 3 Meet the Teacher 12-4
August 7 First Day
August 24 Annual Title 1 Stakeholder, ESOL and Listening Session 5:30
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September 14 Curriculum and Title 1 Annual meeting 5:30
October 27 UN Day
November 10 Fall Festival
December 13 Toy Market
January 11 Middle School Transition Meeting
February 16 Arts Fest
March 7 Glow Literacy Night
May 9 IB Exhibition
May 10 Field Day
May 20 Kindergarten Program
May 21 5th grade Program
-Families affirmed this calendar and chance for involvement
-Families also affirmed all of the field trips last year
● Questions for Listening Session 8/24/23
-What workshops would families like this year?
-Families will submit other questions to Ms. Flores by 8/20 and we will also include questions for
Title 1 Stakeholders
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