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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Dekalb Preparatory Academy
Chartered through DeKalb County School District
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
GaDOE’s Charter Schools Division website to show the school’s performance
15
during each year of your current charter term and include it 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. 50
4. Provide a brief overview of the school’s current governance structure. 52
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
CHARTER APPLICATION REQUIREMENTS PAGE NO.
5. Describe how the school provides state- and federally mandated services to 59
students with disabilities.
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 73
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 77
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
79
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
80
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
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.
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
CHARTER APPLICATION REQUIREMENTS PAGE NO.
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.
Attach the charter school’s annual calendar and the charter school’s daily
10.
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).
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
CHARTER APPLICATION REQUIREMENTS PAGE NO.
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.
18. Attach a copy of any agreements with your local school district or Board of
Education. (Exhibit 18 – DCSD Assurances and Required Statements)
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 a proposed 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:
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.
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
CHARTER APPLICATION REQUIREMENTS PAGE NO.
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.
25. Attach the charter school’s signed GADOE Assurances Form.
26. Attach the charter school’s signed and notarized.
27. Attach the charter school’s signed Local Board of Education Resolution 50#&
approving the charter school’s application. &9&$65&%
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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Dekalb Preparatory Academy
Chartered through DeKalb County School District
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).
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
● The charter school is still in the public interest.
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
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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Dekalb Preparatory Academy
Chartered through DeKalb County School District
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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Dekalb Preparatory Academy
Chartered through DeKalb County School District
CHARTER SCHOOL RENEWAL APPLICATION COVER PAGE
Check One: X Start-up Renewal ___ Conversion Renewal
When was the original charter term start date? July 1, 2012
How many charter terms has the school been in existence? __2____
Name of Charter School: Dekalb Preparatory Academy
Name of the Georgia nonprofit corporation that currently holds the charter:
Dekalb Preparatory Academy, Inc.
Local school system in which charter school is physically located:
Dekalb County School District
Contact Information for the Governing Board Chair
Contact Person: Suzette Arnold Governing Board Chair
Name Title
Contact Address: 1402 Austin Drive, Decatur, GA 30032
Telephone Number: 770-855-6307
Fax Number: 404-937-2020
E-mail Address: sarnold793@gmail.com
Contact Information for the Person Filling out this Application
Contact Person: Dr. Lenise Bostic Head of School
Name Title
Contact Address: 1402 Austin Drive, Decatur, GA 30032
Telephone Number: 770-855-6307
Fax Number: 404-937-2020
E-mail Address: @dekalbprepacademy.org
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
CHARTER SCHOOL RENEWAL APPLICATION
EXECUTIVE SUMMARY
Name of Charter School: ________Dekalb Preparatory Academy___________________________________
Proposed Charter Term Length: _____5 years_________
Current Grade Range: ___K-8______ Grade range at the end of the charter term: ___K-8___
Expected enrollment at the end of the charter term: _____585_______
This application was approved by _____________Local Board of Education on ________________, 202___
For each year of the NEW charter term, indicate the number of students the charter school plans to serve.
K 1 2 3 4 5 6 7 8 9 10 11 12 Total
Year 1 65 65 65 65 65 65 65 65 65 585
Year 2 65 65 65 65 65 65 65 65 65 585
Year 3 65 65 65 65 65 65 65 65 65 585
Year 4 65 65 65 65 65 65 65 65 65 585
Year 5 65 65 65 65 65 65 65 65 65 585
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 mission at Dekalb Preparatory Academy (DPA) is to empower students to cultivate
knowledge, think critically, act collaboratively and compassionately. DPA accomplishes this by offering
a rigorous, creative, culturally responsive, and engaging student experience for students in grades
kindergarten through eight. In addition to these characteristics, DPA uses Project-based Learning (PBL),
which provides opportunities for students to solve real-world problems. This student-centered approach
promotes the synthesis of information, which refines critical thinking skills. Problem solving is a
fundamental skill needed in 21st century careers.
Statistically, DPA serves a higher percentage of low-income, African American students when
compared to the DCSD. More than 550 families choose DPA each year over other options, including their
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
neighborhood zoned schools. DPA stakeholders firmly believe that a student’s zip code should not
determine the trajectory of their educational experience.
In addition to the PBL approach, DPA has other defining characteristics. The infusion of Audio
Video Communications (AVC) provides a distinctive approach that is rarely provided for K-8 students.
To meet the needs of all students, DPA also provides extended instructional time, small learning
communities, and individualized student support. Teachers and support staff regularly review student data
to assign gap-closing support.
Various stakeholders were involved in the petition development process. Board members,
administrators, teachers, and families played key roles in planning, analyzing, and reviewing the petition
content. Three stakeholder meetings were held to collect information for the purpose of developing the
renewal application. DPA maintains a Parent Advisory Group. Members of this group also provided great
insight and data that informed the content development of the petition.
Once the charter is renewed, the board is responsible for monitoring progress and ensuring that
charter goals are attained. The monitoring of goals will be divided among board committees and
checkpoints will be established throughout the school year to ensure a timely review of progress as well
as the development of corrective actions, as needed.
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)
DPA’s is unique in the DCSD portfolio in that it offers a K-8, academic program is based on
Project-Based Learning (PBL) model, which brings the Georgia Standards of Excellence (GSE) to life
through problem-solving. In a PBL classroom, students are at the center of the learning, while the teacher
facilitates and supports. This method emphasizes both the process and the product, which are both key to
sustained learning. DPA is also unique in the district as it has also implemented an Audio Video
Communications & Technology (AVC) program, at the K-8 level, where students experience all aspects
of audio/video production. The state of Georgia host more on-location filming projects than any other
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
state in the country. Early exposure to such skills gives DPA students a strong foundation in technology,
communications, self-awareness, and high expectations for their own educational experience.
The technology aspect of the program not only includes equipment used for video production, but
also a 1:1 instructional device deployment. DPA students in grades K-5 also take coding classes, which
would not be possible without a 1:1 ratio. Previously, the technology ratio was 10:1, which did not allow
for the level of desired rigor, frequency, or retention of academic concepts.
Given the flexibility afforded to charter schools, DPA is able to provide more extensive offerings
than traditional public schools. The use of the K-8 model is a fundamental way that DPA has positioned
itself for increased organizational performance.These offerings include the K-8 PBL model, extended
day/year, and the AVC program. These are unique in the region and district. Teachers in grades K-3 teach
all core subjects to their assigned students, whereas, in grades 4-8, instruction is departmentalized. These
are examples of structural innovations that require broad flexibility.
DPA also exercises broad flexibility by providing additional instructional time in terms of the
length of the day as well as the calendar year. The extended time also allows DPA to teach
social-emotional lessons, provide additional math support, and expose students to 4H programming,
which enables students to understand and meet their full potential.
Beyond the flexibility used to implement the structural elements of the academic program, DPA
also leverages broad flexibility in other ways such asin terms of teacher certification, localized
governance, timely decisions, and resource allocation and oversight that is tailored to students’ needs.
Waiving teacher certification allows DPA flexibility in hiring. The connection between waiving
certification and increased student outcomes cannot be readily supported in data from the current charter
term. While DPA waives certification, it is preferred that teachers are certified when hired.
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)
DPA does not contract with an educational service provider (ESP). The day-to-day management
of the school is the responsibility of the top executive charged with those duties. Oversight of contractual
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obligations, budget performance, and fiduciary duty are the responsibility of the governing board. The
board is also responsible for policy development, general compliance, and long-range strategic planning.
The board is also responsible for hiring, supporting, evaluating and managing the top executive of the
organization. The top executive of the school has a team of administrators who focus on various aspects
of school operations. The governing board measures its own effectiveness on an annual basis.
Unlike traditional public schools that must adhere to strict staffing allocations from the district,
charter schools must work within their budget, but have a great deal of flexibility in staffing. The
flexibility in terms of resource allocation is perhaps one of the more meaningful ways that DPA can
leverage the broad flexibility waiver.
The leadership team at DPA consists of the top executive or Head of School, Chief Financial
Officer, Middle School Principal, Elementary Principal, and three Academic Coaches. There is also a
Director of Operations who oversees operations as well as the nutrition department.
DPA maintains a collaborative relationship with the Dekalb County School District (DCSD) as
well as the Georgia Department of Education (GADOE). DPA staff members attend training offered by
the district, particularly at the leadership level and with regard to federally mandated services, such as
Special Education, and ESOL. DCSD’s Office of Accountability staff provide support and advocacy as
needed to support the work of DPA.
DPA has experienced substantial support from the community and consistent interest from
families. DPA has a waitlist of 146 students for the 2023-2024 school year. All grades, except first have
a waitlist, with the largest list in sixth grade, which is fifty-eight students. During the current year of the
contract term, the waitlist decreased due to enrollment fluctuations caused by the COVID-19 pandemicthe
waitlist fluctuated, but has since been increasing annually. DPA expects increased community
engagement and support through partnerships related to the PBL and AVC programs.
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Dekalb Preparatory Academy
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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.
The Accountability Report is located in Exhibit 5.
2. Provide a narrative describing how the charter school performed in meeting the academic and
organizational goals set forth in its current charter contract. In your narrative:
a. Address the school’s performance in each year of your current charter term.
b. You are urged to include any supporting charts, tables, or graphs that provide quantitative data.
c. If your charter school did not meet all of the goals in its charter contract, explain any mitigating
factors to which this can be attributed, and explain how the school plans to address them in the
upcoming charter renewal term requested.
Academic Performance Standards
The following organizational performance results are measured against the contractual performance
metrics located in the charter contract, Appendix A, Accountability and Consequences. Metrics and results are
listed in the order in which they appear in the contract. Given that the charter renewal is based on the extended
contract, accountability metrics provided reflect the 2021-2022, and 2022-2023, school years, which were not part
of the prior (2021) renewal application.
Goal 1: During the first year of its charter contract term, the Charter School shall achieve at least
two of the following academic performance standards:
a. Match or exceed the CCRPI Content Mastery score of its authorizing school district(s) in each
grade band served (elementary, middle, and/or high school). AND/OR
b. Match or exceed the overall CCRPI score of its authorizing school district(s) in each grade band
served (elementary, middle, and/or high school). AND/OR
c. Increase its overall CCRPI score by at least 4% of the gap between 100 and the school’s previous
year overall CCRPI score for each grade band served (elementary, middle, and/or high school).
AND/OR
d. Increase its CCRPI Content Mastery score by at least 10% of the gap between 100 and its
previous year CCRPI Content Mastery score in each grade band served (elementary, middle,
and/or high school). AND/OR
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e. Increase its CCRPI Progress Score by at least 10% of the gap between 100 and its previous year
CCRPI Progress Score in each grade band served (elementary, middle, and/or high school).
AND/OR
f. Achieve an overall positive Value-Added Impact Score in each grade band served
(Elementary, middle, and/or high school). AND/OR
g. Beat the Odds (school-wide measure).
As noted in the figure below, there were no CCRPI scores calculated in years one and two of DPA’s
charter contract. In 2021, the Georgia Department of Education received a waiver on all mandated assessments
and accountability metrics, including the CCRPI score. In 2022, the mandated assessments were not waived;
however, the State waived the CCRPI calculation. A CCRPI is expected to be published for 2023; however, that
data was not available at the time of
Figure 1: CCRPI FOR 2021, 2022 & 2023
School Elementary Middle Final School District ES Total State ES Total
Year School School Score Only District Only State
2020-2021 No Summative CCRPI Score in 2021
2021-2022 No Summative CCRPI Score in 2022
2022-2023 TBD TBD TBD TBD TBD TBD TBD
Source: ccrpi.gadoe.org
Goal 2: During the first year of its charter contract term, the Charter School shall achieve at least
two of the following academic performance standards:
a. Increase its overall CCRPI score by at least 4% of the gap between 100 and its previous
year overall CCRPI score in each grade band served (elementary, middle, and/or high
school). AND
b. Achieve at least one of the following two performance standards: Increase its CCRPI
Content Mastery score by at least 10% of the gap between 100 and its previous year
CCRPI Content Mastery score in each grade band served (elementary, middle, and/or
high school). or Increase its CCRPI Progress Score by at least 10% of the gap between
100 and its previous year CCRPI Progress Score in each grade band served (elementary,
middle, and/or high school). AND
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c. Achieve at least one of the following two performance standards: Achieve an overall
positive Value-Added Impact Score in each grade band served (elementary, middle,
and/or high school). or Beat the Odds (school-wide measure). AND
d. Not be on the Turnaround Eligible Schools List published annually by the Governor’s
Office of Student Achievement or on the list of Tier II or Tier III schools published
annually by GADOE.
Similar to Goal one in this section, there is no summative CCRPI calculation for 2021 and 2022,
due to the flexibility provided to the State of Georgia by the United States Department of Education. The
2023 CCRPI score has yet to be published.
School Climate Performance Standards
Goal 3: During the first year of its charter contract term, the Charter School shall
achieve a School Climate Star Rating of 3 or more stars.
Goal 4: During the second year of its charter contract term, the Charter School shall achieve a
School Climate Star Rating of 4 or more stars.
CCRPI was not calculated for years one and two of the current charter contract term. Therefore, Climate
Star ratings were not assigned for those years because this rating is a component of CCRPI.
Figure 2: DPA Climate Score Data
School Year Target 4 Stars or Above Actual Star Rating
2022-2023 4 TBD
Not scored due to state Not scored due to state
2021-2022 accountability waiver accountability waiver
Not scored due to state Not scored due to state
2020-2021 accountability waiver accountability waiver
Financial Performance Standards
Financial performance is addressed in Question 3 below, which specifically calls for a
summary of results.
Governance Performance Standards
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Dekalb Preparatory Academy
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Goal 6: During each year of its charter contract term, the Charter School shall achieve all
six of the following governance performance standards.
a. All governing board members complied with all applicable open governance requirements,
including policies relating to the Georgia Open Meetings Act and open records requirements.
AND
b. All governing board members attended all required training, including all training required for
any new governing board members, AND
c. The Board met a minimum of seven (7) times. AND
d. Successful implementation of the Teacher and Leader Keys Effectiveness System as verified by
GADOE, AND
e. All governing board members acted in accordance with the Standards for Effective Governance
of a Georgia Non-Profit School Governing Board as sworn to in the Legal Compliance Affidavit
included in the Annual Report, and as evidenced by a lack of any evidence to the contrary
received by GADOE and the authorizing district(s), AND
f. The Board reflects the sociodemographic diversity of the community it serves.
In year three of the prior charter term, and years one and two of the extended contract period, the
governing board met all performance standards.
Figure 3: 2020-2021, 2021-2022, and 2022-2023 DPA Governance Performance Results
Metric per Charter Contract
Section IV. Governance Performance Standards. 2020-2021 2021-2022 2022-2023
Goal 6: During each year of its charter contract term, the Charter
School shall achieve all six of the following governance performance
standards.
a. GA Open Meetings Compliance, AND MET MET METNOT
MET
b. All governing board members attended all required training, MET MET MET
including all training required for any new governing board
members, AND
c. The Board met a minimum of seven (7) times, AND MET MET MET
d. Successful implementation of the Teacher and Leader Keys MET MET MET
Effectiveness System as verified by GADOE, AND
e. All governing board members acted in accordance with the MET MET MET
Standards for Effective Governance of a Georgia Non-Profit
School Governing Board as sworn to in the Legal Compliance
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Affidavit included in the Annual Report, and as evidenced by a
lack of any evidence to the contrary received by GADOE and the
authorizing district(s), AND
f. The Board reflects the sociodemographic diversity of the MET MET MET
community it serves.
DPA received a letter of concern during the current charter term, dated March 23, 2023. DCSD cited that
DPA was in violation of State Board Rule 160-4-9-.06, and the Georgia Open Records Act, O.C.G.A. §50-18-70,
et seq. To remedy the concerns outlined in the letter, DPA updated their website to include all items required by
rule and law. Specifically, the website includes policies, budgets, meeting schedule, meeting agendas, and meeting
minutes. Such documents are maintained on the website as well as made available for inspection upon request.
Essential and Innovative Features
Goal 7: By the last year of its charter contract term, the Charter School shall implement all
Essential and Innovative Features, as defined in Section 5 of the charter contract, in all material
respects.
All innovative features were implemented during the 2020-2021, 2021-2022, and 2022-2023 school
years. The table below outlines the specific features that were included in the charter contract. These features are
integral to the DPA program and unique within the DCSD system. The Audio/Video Communication Technology
aspect of the program was designed to address the growing need to build capacity in those areas from an
economic perspective. According to the Atlanta Business Chronicle, this last decade has seen tremendous growth
as the film industry had a $9.5 billion dollar impact on the state. Georgia provides tax incentives to film
production teams who want to film in the state, which offers a variety of desirable locations. The aforementioned
financial impact is up from $67.7 million in direct spending in FY2007, as compared to $2.7 billion in direct
spending in 2017. This growth has placed Georgia on the global map as the number one filming location in the
world.1 In fact, the Georgia Entertainment Industry Investment Act protects incentives for production companies
to utilize the Georgia landscape as the backdrop for numerous television and film projects.
Figure 4: DPA Essential and Innovative Feature Implementation
1
https://www.bizjournals.com/atlanta/news/2020/03/27/georgia-s-film-industry-has-9-5-billion-impact-in.html
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Dekalb Preparatory Academy
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Innovative Feature 2020-2021 2021-2022 2022-2023
Project-based learning with an emphasis on Audio MET MET MET
Video Communication Technology
The Charter School shall implement Pearson MET MET MET
EnVision Math across all grade levels
Reading Street Implementation MET MET MET
Summer Bridge Program MET MET MET
The innovative features create the quality curriculum and support infrastructure that is needed to close
achievement gaps at all levels. While the curricular programs mentioned in the innovative feature section of the
contract will continue to be utilized at the school. For example, programs such as EnVision Math, will be
provided to support increased math proficiency, but will not be considered an innovative feature.Due to the rollout
of the new math standards, DPA no longer uses EnVision math. MAP and GMAS data were used to measure the
impact of EnVision math. In the next charter term, DPA will continue to use the PBL model with an emphasis on
AVC as well as the summer bridge program. The proposed changes section below explains complimentary
innovations that will be added in the next charter term to support and enhance student achievement and
organizational effectiveness. DPA uses GMAS, MAP, pre/post assessments, and formative assessments to measure
the effectiveness of PBL as well as the impact on academic achievement.
Legal Compliance Performance Standards
Goal 8: During each year of its charter contract term the Charter School shall implement all legal
requirements included in its federal and state law, rules and regulations and in its charter in all
material respects.
Goal 9: The Charter School shall not do anything which results in GADOE and the authorizing
district(s) placing it on probation more than two times in a single school year (July 1 to June 30).
Goal 10: The Charter School shall not do anything which results in GADOE and the authorizing
district(s) placing it on probation more than three times during its charter contract term.
DPA 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. Although the
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school was not formally placed on probation by DCSD, there were letters of concern that were received and
addressed.
DeKalb Preparatory Academy has successfully addressed all compliance letters and letters of concern that
have been sent to the school. DeKalb Preparatory Academy has taken proactive steps and implemented strategies
to ensure compliance and address any areas of concern raised by relevant authorities.
Swift Response and Communication: DeKalb Preparatory Academy has consistently demonstrated a
commitment to prompt and transparent communication in response to compliance letters and letters of concern.
Upon receiving any such communication, the school's leadership initiates immediate action to acknowledge
receipt, ensuring that all parties involved are informed of the school's intention to address the issues at hand.
Dedicated Compliance Team: The school has established a dedicated compliance team comprising board
members, experienced educators, administrators, and legal advisors. This team is responsible for thoroughly
reviewing compliance letters and letters of concern to identify specific issues and develop comprehensive action
plans.
Root Cause Analysis: DeKalb Preparatory Academy conducted a meticulous root cause analysis for each
issue raised in compliance letters or letters of concern. This analysis helped identify the underlying factors
contributing to the concerns, enabling the school to implement targeted solutions.
Data-Driven Decision Making: The school places a strong emphasis on data-driven decision-making
processes. In addressing compliance matters, the academy leverages a wealth of data, including student
performance metrics, attendance records, and financial reports. This data analysis informs strategic planning and
allows the school to align resources effectively.
Professional Development and Training: DeKalb Preparatory Academy invests in professional
development and training opportunities for its staff to address compliance-related concerns. This includes training
on best practices in instruction, special education services, and financial management, among other areas.
Professional development was conducted on August 23, 2023, and again on November 7, 2023. The
special education team recently spent two full days of training on Goal Book and Infinite Campus, as well as
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effective strategies for working with students who have IEPs. All staff development provided offers a separate
track designed to increase capacity among all staff, but particularly special education staff.
Collaboration with External Experts: When necessary, the school seeks guidance and support from
external experts and consultants with expertise in the relevant compliance areas. Collaborative efforts are made to
ensure that the school is equipped with the knowledge and resources needed to address concerns comprehensively.
Continuous Improvement: The DPA's commitment to continuous improvement is evident in its proactive
approach to addressing compliance issues. By regularly reviewing policies, procedures, and practices, the school
ensures that it remains aligned with all relevant regulations and standards.
Monitoring and Reporting: To track progress and maintain transparency, DeKalb Preparatory Academy
establishes a system of regular reporting to the relevant authorities. This reporting includes updates on the status
of compliance issue resolution, evidence of implemented improvements, and outcomes achieved.
In summary, DeKalb Preparatory Academy has addressed compliance letters and letters of concern with a
well-structured and systematic approach. Through a commitment to transparency, collaboration, and data-driven
decision-making, the school has successfully resolved compliance issues and continuously improved its practices
to provide the highest quality education to its students.
Figure 5: DPA Legal Compliance
Innovative Feature 2020-2021 2021-2022 2022-2023
Goal 8: During each year of its charter contract term, the Charter MET MET MET
School shall implement all legal requirements included in its
federal and state law, rules and regulations and in its charter in all
material respects.
Goal 9: The Charter School shall not do anything which results in MET MET MET
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 8: The Charter School shall not do anything which results MET MET MET
in GADOE and the authorizing district(s) placing it on probation
more than three times during its charter contract term.
Measuring Academic Achievement During the Pandemic
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
DPA is currently operating on a two-year extension to a three-year charter contract. One of the
stipulations of the short-term contract is that the school submits an updated analysis and achievement plan for
every eighteen-week period during the three-year charter term. The goal of this process is to ensure that the
proper level of data analysis is occurring at the school level and that action plans are based on student
performance, organizational capacity and budgetary priorities. These accountability updates also incorporate a
review of the DPA’s core innovation, which is project-based learning infused with an emphasis on audio-video
communications (AVC) and technology. DPA’s use of project-based learning promotes critical thinking, problem
solving, and the synthesis of information. DPA students are also expected to take a more active role in the learning
process.
Student-centered learning has become increasingly popular in the public education setting. This approach
to teaching and learning is firmly rooted in the works of early educators and educational philosophers such as
John Dewey and Maria Montessori. Stanford University, arguably the nation’s leader in educational research, has
studied this model extensively. A study was conducted by Stanford2 to determine if project-based learning can
close the opportunity gap for students of color, English language learners, and low-income students. The student
looked extensively at four schools with different variations on student-centered, project-based learning. Students
exposed to these models demonstrate achievement that exceeded that of the same student groups in traditional
learning environments, “the schools in the study provide the types of learning experiences that prepare students
for college and meaningful careers as well as graduating students of color, English language learners, and
low-income students at rates that exceed similar students in their districts and California.” The study further
demonstrated that the schools analyzed have environments that promote a supportive relationship between
teachers and students. The schools also have environments that are, “challenging, relevant, collaborative,
student-directed, and connected to real-life situations.” Students in these schools are assessed on their mastery of
content knowledge. This approach also yields increased knowledge retention over time.
Using a model that inherently yields higher results is critical for charter schools in Georgia, as the
accountability standards in Georgia require that charters outperform the local district and the state. The
2
Student-Centered Schools: Closing the Opportunity Gap https://edpolicy.stanford.edu/projects/633
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underlying premise is that by exercising the flexibility afforded to a charter school, superior results can be
achieved. The general treatment of goal attainment and charter renewal, in Georgia, has been that if the majority
of measures are met within a charter term, the school will be renewed for a five-year term. In recent years,
shorter-term charters have been granted to allow schools additional time to demonstrate consistent achievement in
meeting and exceeding district and state targets. This can only be achieved if the school is working, from the
beginning, with a viable curriculum and the supports and systems in place that drive achievement. It is worthy of
noting that, in the first charter term, DPA had to reinvent their model after their ESP (education support
organization) had to liquidate their assets and release the school from their management agreement.3 In a briefing
prepared by the federally appointed receiver, GGG Partners, Inc, stated that, “After several years of supporting
unprofitable schools and investing in international ventures Mosaica found itself unable to meet its debt service
obligations to its principal secured creditor and was seriously delinquent in paying withholding tax obligations to
federal, state and local governments.” While moving away from Mosaica, Education, Inc. allowed DPA to
reinvent its educational model, this transition occurred while the school was in its fourth year of operation in the
first charter term.
In addition to CCRPI, the Georgia Department of Education also uses the Beating the Odds Analysis
(BTO) to determine if schools are outperforming based on characteristics such as percentage of economically
disadvantaged students, percentage of English language learners, percentage of students with disabilities,
percentage of students in each race/ethnicity subgroup, percentage of female students and school size. In 2018,
the BTO calculator was updated and instead of two performance categories (beat the odds, did not beat the odds)
the categories of “below expected range”, “within expected range” and “beat the odds” were established to better
determine performance in this framework, which is considered a “second look” if CCRPI metrics are not met.
DPA does not have Beating the Odds results for 2020-2021, or 2021-2022, due to the accountability waiver
Georgia was granted, which provided flexibility on State measures.
Georgia Milestones Assessment System –2021 Results
3
https://gggpartners.com/mosaica-education-inc/
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Dekalb Preparatory Academy
Chartered through DeKalb County School District
The Georgia Milestones Assessment System (GMAS) is used as the state-mandated assessment system by
which content mastery is measured. Charter schools in Georgia are required to use the Georgia Standards of
Excellence (GSE) as the framework for classroom instruction. DPA combines innovative practices with the GSE
to increase student engagement and academic achievement. Historically, DPA’s results on state-mandated
assessments demonstrate that, while the school outperforms the majority of comparison schools in all subjects,
DPA has considerable improvement work ahead in the next charter term. Specifically, DPA’s administration
continues to prioritize academic supports that are designed to address unfinished learning and skill gaps
exacerbated by the negative impacts of the COVID-19 pandemic. The majority of DPA students have experienced
prolonged periods of remote learning, isolation from peers as well as support systems offered when students
attend school in person. Students have experienced significant challenges both educationally and emotionally.
In a report published by the U.S. Department of Education, Office for Civil Rights, a close look at the
impact of COVID-19 on African American and Latino students demonstrates that achievement gaps have widened
as a result of this impact. The report references the analysis of results from the i-Ready Diagnostic assessment,
which,
“Reported starker disparities across groups. According to McKinsey’s analysis of that data, students in
the fall 2020 sample “learned only 67 percent of the math and 87 percent of the reading that grade-level
peers would typically have learned.” That translated into a three-month loss in learning in math, and
one-and-a-half months in reading. Those losses were “especially acute,” however, in schools
predominantly serving students of color. And extrapolating from that data, McKinsey estimated that
“students of color may have lost three to five months of learning in mathematics” by the fall, “while white
students lost just one to three months.”4
The report also suggests that the negative impact of the pandemic did not conclude when school resumed
in August 2021, and will continue to widen throughout the fall of 2021. Another study conducted by the
4
https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
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Dekalb Preparatory Academy
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Brookings Institute5 shows that achievement gaps between low and high poverty schools
grew by approximately 20% in math and 15% in reading”.
A total of seventy (73) students participated in GMAS in spring 2021, out of 564 students enrolled for the
2021-2022 school year. Consistent with assessment data from the Office for Civil Rights report, the gap in math
achievement gap deepened at a more rapid pace than English language arts.
Though the achievement of the 73 students tested may not be representative of the entire DPA student
body, there is an important hypothesis that may be gleaned from the data in Figure 6. Students in middle grades
generally performed better on the 2021 GMAS assessments, than students in grades three through five. For
example, the only distinguished scores were earned by eighth grade students. Like many K-8 charter school
models, DPA’s data in 2021 represents a baseline of performance that improves as students matriculate through
the program starting in elementary school. In the next charter term, these trends will be critical components of the
ongoing analysis that DPA’s board and leadership will engage in to ensure that the program is codified and can
produce consistent high-quality results.
Figure 6: 2021 GMAS Results, Grades 3-8
3rd Grade
Number of Students Tested: 9 English Language Arts Mathematics
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 3 3 3 0 4 4 1 0
Level
4th Grade
Number of Students Tested: 8 English Language Arts Mathematics
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 0 6 2 0 4 3 1 0
Level
5th Grade
Number of Students Tested: 19 English Language Arts Mathematics
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 10 4 5 0 12 3 2 0
Level
Social Studies Science (10 students tested)
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement N/A 9 7 1 0
Level
5
https://www.brookings.edu/articles/the-pandemic-has-had-devastating-impacts-on-learning-what-will-it-take-to-help-students
-catch-up/
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Dekalb Preparatory Academy
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6th Grade
Number of Students Tested: 15 English Language Arts Mathematics
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 6 6 3 0 7 7 1 0
Level
7th Grade
Number of Students Tested: 13 English Language Arts Mathematics
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 7 5 1 0 7 6 0 0
Level
8th Grade
Number of Students Tested: 9 English Language Arts Mathematics
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 2 1 3 3 4 1 3 1
Level
Social Studies Science
Proficiency Level 1 2 3 4 1 2 3 4
Number of Students/Achievement 4 2 3 1 4 1 0 4
Level
Data Source: Gadoe.org
The 2021 GMAS reading performance shows that the highest rates of grade-level reading
occurred in third and eighth grades, with 66% of students demonstrating grade-level or above proficiency.
The area of greatest concern is seventh grade with only 23% of students demonstrating reading
proficiency.
Figure 7: 2021 GMAS Results, Grade Level Reading Performance (by % of students tested per grade, per subject)
Reading Performance Level Below Grade Level Grade Level or Above
Grade Level / Number Tested
3rd / 9 33 66
4th / 8 50 50
5th / 19 53 47
6th / 15 53 47
7th / 13 77 23
8th / 9 33 66
Total % of Students Below Grade Level 52
Total % of Students Above Grade Level 48
Data Source: Gadoe.org
While the number of students performing at or above grade level must dramatically increase over the next
charter term, DPA continues to be a preferred educational choice among families in Region 6.
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Figure 8 below shows a district and state comparison for grades five and six as those two grades had the
highest rates of participation resulting in publicly available data. State school GMAS reports show DPA having
“too few students to report”, as a result Figure 7 above shows performance data based on school-level reports.
Figure 8: 2021 GMAS Results Compared to DCSD and State – Reading
Grade % Below Grade Level % Above Grade Level
DPA DCSD GA DPA DCSD GA
5 52.6 45.7 31.9 47.4 54.3 68.1
6 63.3 55.0 41.7 46.7 45.0 58.3
Data Source: Gadoe.org
Students in fifth grade did not outperform their peers at the district and state levels. Sixth graders outperformed
DCSD by 1.7% but did not outperform the state.
Figure 9: 2021 GMAS ELA - 5th and 6th Grade Results
Grade Beginning Developing Proficient Distinguished Dev & Above
DCS DCS
DPA DCSD GA DPA D GA DPA D GA DPA DCSD GA DPA DCSD GA
5 52.6 42.6 26.8 21.1 28.4 33.8 26.3 23.6 32.9 0 5.4 6.4 47.4 57.4 73.2
6 40.0 46.5 31.3 40.0 23.3 26.8 20.0 23.9 33.3 0 6.4 8.7 60.0 53.5 68.7
Data Source: Gadoe.org
Figure 10: 2021 GMAS Math- 5th and 6th Grade Results
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
5 73.7 60.3 32.5 15.8 22.6 32.8 10.5 11.6 22.1 0 5.5 12.6 26.3 39.7 67.5
6 46.7 58.2 30.7 46.7 26.8 38.9 6.7 11.1 22.0 0 3.9 8.4 53.3 41.8 69.3
Data Source: Gadoe.org
In terms of 2021 GMAS Reading performance, DPA did not outperform DCSD or the state, with the
exception of sixth grade Above Grade Level performance. In this category DPA scored 1.7% higher than the
district. The ELA and Math comparisons are less favorable to DPA, with the exception of Developing Learner
and Above combined performance, in which DPA’s sixth graders outperformed DCSD by 6.5% on the ELA
assessment and 11.5% on the mathematics assessment. According to the Georgia Department of Education, the
2021 data is intended to “provide stakeholders with data that can assist in understanding the impact of the
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pandemic on student learning and support student learning in the future.”6 This data is more so intended to
provide a baseline for public schools in Georgia as they proceed to complete unfinished learning caused by
extended periods of remote learning during the pandemic.
Georgia Milestones Assessment System –2022 Results
When comparing 2022 GMAS data for overall Content Mastery performance, DPA did not outperform
the District or the State in neither the elementary nor middle school grade bands. DPA trailed narrowly behind the
district in middle school ELA and overall elementary performance. The largest gaps between school, district and
state performance are seen in math assessment data. The root cause of DPA’s areas of underperformance was the
lack of additional support services, which are now offered through differentiation, after school tutoring, Saturday
school, and MTSS services. It should be noted that demographics between DPA, DCSD, and the State vary
considerably, particularly when comparing DPA to the State.
Figure 11: 2022 GMAS Results Compared to DCSD and State - 2022 Overall Content Mastery Comparison
Grade Overall English Language Arts Mathematics
DPA DCSD GA DPA DCSD GA DPA DCSD GA
ES 45.8 49.9 63 46.75 51.36 60.92 35.81 49.67 65.78
MS 34.9 46.6 60 48.26 51.3 60.63 28.49 43.34 59.64
Data Source: Gadoe.org
Demographic data shows a disparity between DPA and the State in terms of both Economically
Disadvantaged students as well as African American Students in both elementary and middle school grand bands.
At the elementary level, DPA has 12.6% more economically disadvantaged students than the State. At the middle
school level, DPA has 17.1% more students in the same subgroup. In terms of % of African American students,
DPA has 39.2% more students in that subgroup and 59.9% more than the State, in the elementary grade band.
Middle school demographics show a similar disparity in the African American student subgroup category. Figure
12 below provides demographic breakdowns at both elementary and middle school levels.
Figure 12: 2022 Demographic Comparison – DPA, DCSD, and the State –
2022 Demographic Comparison- Elementary
Subgroup DPA DCSD State
6
Gadoe.org/CCRPI/Pages/default.aspx
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American Indian/Alaskan Native 0.0% 0.5% 0.2%
Asian / Pacific Islander 0.3% 7.4% 4.7%
Black 96.9% 57.7% 37.0%
Hispanic 2.0% 20.8% 17.8%
Multi-racial 0.5% 3.1% 5.1%
White 0.3% 10.4% 35.2%
Economically Disadvantaged 70.2% 77.0% 57.6%
English Learners 1.3% 22.7% 13.3%
Students with Disabilities 6.6% 9.4% 13.6%
Data Source: Gadoe.org
2022 Demographic Comparison- Middle School
Subgroup DPA DCSD State
American Indian/Alaskan Native 0.0% 0.4% 0.2%
Asian / Pacific Islander 1.5% 5.2% 4.4%
Black 93.4% 61.4% 38.3%
Hispanic 4.6% 21.6% 18.0%
Multi-racial 0.5% 2.5% 4.4%
White 0.0% 9.0% 34.7%
Economically Disadvantaged 73.5% 78.6% 56.4%
English Learners 2.0% 22.5% 12.7%
Students with Disabilities 12.8% 13.5% 14.8%
Data Source: Gadoe.org
Figure 13 below shows both elementary and middle school performance on the Georgia Milestones
English Language Arts End-of-Grade assessment. The GMAS data from 2021(above) showed that 0% of DPA
students scored in the Distinguished category, whereas the 2022 data shows those numbers increasing in both
subjects (ELA and math) and grade bands. When combining all “passing” GMAS results (developing and above),
DPA outperformed DCSD on the ELA assessment in both grade bands.
Figure 13: 2022 GMAS ELA / Math Results Compared to DCSD and State - 2022 GMAS English Language Arts – Content Mastery
Grade Beginning Developing Proficient Distinguished Dev & Above
DCS DCS DCS DCS
DPA GA DPA DCSD GA DPA GA DPA GA DPA GA
D D D D
30.8
ES 37.87 39.22 29.29 34.32 28.71
6
24.26 22.21 28.70 3.55 9.86 11.19 62.13 60.78 70.75
33.0
MS 34.88 36.46 26.96 38.37 31.47
5
22.09 25.43 31.8 4.64 6.64 8.2 65.11 63.54 73.05
Data Source: Gadoe.org
Content Mastery performance on the Math GMAS did not show the same superior performance, although
incremental growth in the Distinguished category is also apparent. DPA did not outperform on the Math GMAS
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assessments in either grade band. Due to the noted demographic disparities between DPA, DCSD, and the State,
further subgroup analysis is required.
Figure 14: 2022 GMAS Math Results Compared to DCSD and State 2022 GMAS Mathematics– Content Mastery
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
ES 46.75 37.91 24.2 36.69 33.34 33.22 14.79 20.22 29.4 1.78 8.52 13.18 53.26 62.08 75.8
MS 50.58 42.99 27.94 42.44 34.29 36.40 6.40 15.76 24.14 .58 6.95 11.53 49.42 57 72.07
Data Source: Gadoe.org
Georgia Milestones Assessment System –2022 Subgroup Analysis
When studying the combined Developing Learner and Above data, DPA outperformed DCSD on the ELA
GMAS in both subgroups and grade bands. Both subgroups also outperformed the State in the middle school
grade band but did not have the same results against the state in elementary grades. In middle school, African
American students at DPA performed DCSD in that category by 5.65%.
Figure 15: 2022 GMAS English Language Arts – Content Mastery-Subgroup Analysis
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
ES –
Economically 40.83 46.69 39.57 33.33 30.82 33.43 23.33 18.14 21.89 2.50 4.35 5.11 59.16 53.31 60.43
Disadvantaged
ES –
African 37.35 43.75 41.95 34.94 31.55 32.43 24.10 19.45 20.68 3.61 5.25 4.94 62.65 60.43 63.62
American
MS–
Economically 38.89 42.51 36.38 38.10 33.64 35.75 19.05 20.85 24.00 3.97 3.00 3.87 61.12 57.49 60.47
Disadvantaged
MS –
African 34.78 40.43 37.55 38.51 33.96 35.38 21.74 22.04 23.28 4.97 3.57 3.79 65.22 59.57 62.45
American
Data Source: Gadoe.org
DPA did not show the same subgroup performance on the Math GMAS, though DCSD outperformed
DPA, the rate of superior performance ranged from 1.81% to 4.03%, thus narrowing the gap between DPA and
DCSD performance. Subgroup data is used to inform student services such as referring students to the MTSS
process in cases where DPA teachers and administrators have concerns about academic performance or suspect
that there may be a learning disability contributing to academic performance. DPA also uses GMAS data to
inform gifted program recommendations in cases where students are scoring in the distinguished category.
Figure 16: 2022 GMAS Mathematics – Content Mastery-Subgroup Analysis
Grade Beginning Developing Proficient Distinguished Dev & Above
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DCS
DPA DCSD GA DPA DCSD GA DPA D GA DPA DCSD GA DPA DCSD GA
ES – 37.4
Economically 49.17 45.14 33.32 32.50 35.84 16.67 15.72 23.16 1.67 3.31 6.04 50.84 54.87 66.68
Disadvantaged 8
ES – 37.4
African 46.39 44.56 38.28 36.75 35.66 15.06 16.39 19.79 1.81 3.39 4.53 53.63 55.44 61.73
American 1
MS– 39.0
Economically 51.59 49.99 38.36 39.68 35.18 7.94 12.08 17.62 0.79 2.75 5.02 48.41 50.01 61.64
Disadvantaged 0
MS – 38.5
African 51.55 49.64 42.98 42.24 35.05 5.59 12.60 14.93 0.62 2.71 3.56 48.45 50.36 54.02
American 3
Data Source: Gadoe.org
Georgia Milestones Assessment System –2023 Results
Figure 17 below shows a comparison of reading performance between DPA, DCSD and the State of
Georgia. DPA outperformed the District and State in grade eight and performed better than the District in grades
six and seven. The area of lowest performance was in fourth and fifth grades.
Figure 17: 2023 GMAS Reading Results by Grade – Compared to DCSD and State of Georgia
Grade % Below Grade Level % Above Grade Level
DPA DCSD GA DPA DCSD GA
3 50 45 34 50 55 66
4 60 50 43 40 50 57
5 47 40 31 53 60 69
6 46 52 44 54 48 56
7 34 42 31 66 58 69
8 25 35 29 75 65 71
Data Source: Gadoe.org
Figure 18 below shows ELA performance in grades three through eight from spring 2023. Elementary
performance lags behind both the district and the state in grades three through five. Looking at the combined
developing and above scores, at the middle school level; however, DPA outperforms the District in grades six
through eight. In fact, DPA scored 6% higher than the District in sixth grade, 14% higher in seventh grade, and
8% higher in eighth grade.
Figure 18: 2023 GMAS English Language Arts Results by Grade – Compared to DCSD and State of Georgia-by %
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
3 50 46 36 22 22 26 22 19 24 5 13 14 49 54 64
4 54 41 32 30 29 32 14 20 24 2 10 12 46 59 68
5 47 36 27 28 30 32 25 26 33 0 8 8 53 64 73
6 36 42 33 31 27 28 29 24 31 4 7 9 64 58 68
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7 30 42 30 43 28 31 26 24 32 1 5 7 71 57 73
8 22 30 24 55 34 34 20 27 32 3 9 10 78 70 76
Data Source: Gadoe.org
Math performance at DPA, as shown below in Figure 19 below, lags behind ELA performance. In math,
DPA only outperformed the district in sixth grade by 13%. Areas of particular concern in terms of math
performance are grades three through five, where DPA tracks significantly lower than the district. DPA did not
outperform the State in either grade band. To improve math performance at all grade levels, DPA has conducted
an in-depth review of standards alignment, received training on the new math standards, and re-calibrated the
Summer Bridge program to ensure that the math program yields significant increased in spring of 2024.
Figure 19: 2023 GMAS Math Results by Grade – Compared to DCSD and State of Georgia- By %
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
3 43 32 20 38 34 34 17 23 31 2 11 15 57 72 80
4 61 34 22 30 32 32 9 23 30 0 11 15 39 66 77
5 62 47 32 33 28 31 2 16 23 3 9 14 38 53 68
6 32 46 30 52 34 37 14 14 23 1 6 10 67 54 70
7 30 42 26 51 38 39 16 14 23 3 6 12 70 73 74
8 60 43 29 25 33 35 11 16 24 4 7 12 40 53 71
Data Source: Gadoe.org
The GMAS science assessment is administered only in grades five and eight. DPA outperformed the
District by 12% in grade five but performed 11% lower than the District in grade eight. DPA was 2% lower than
the State at the fifth-grade level. Based on these results, DPA is reviewing the science curriculum across the
school as well as the time allotted for science instruction to ensure that the 2024 GMAS results show consistent
outperformance between DPA and DCSD.
Figure 20: 2023 GMAS Science Results by Grade – Compared to DCSD and State of Georgia- By %
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
5 38 49 36 28 23 24 27 20 29 7 7 11 62 50 64
8 67 56 47 20 23 27 5 15 20 7 5 6 32 43 53
Data Source: Gadoe.org
The social studies assessment is only administered at the eighth-grade level. Results show sub-par
performance in social studies as compared to both the District and the State. To enhance Social Studies and
Science GMAS scores for our fifth and eighth-grade students, we have devised a comprehensive action plan. This
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plan focuses on data-driven strategies and collaborative efforts to uplift student performance in these crucial
subjects.
1. Data Analysis and Goal Setting: We will conduct an in-depth analysis of GMAS data, dissecting the
specific areas where students are struggling. Subsequently, we will set clear, measurable goals for
improvement in both Social Studies and Science at each grade level. This will guide our efforts
throughout the academic year.
2. Curriculum Alignment: We are committed to ensuring that our curriculum aligns seamlessly with
state standards and GMAS expectations. Any gaps in the curriculum that are identified as contributing to
lower performance will be addressed, and the curriculum will be updated to meet these challenges.
3. Professional Development: We will invest in professional development opportunities for our
educators. This training will equip them with the knowledge and teaching strategies necessary to boost
student achievement in Social Studies and Science. Collaboration among teachers to share best practices
will be encouraged.
4. Differentiated Instruction: Implementing differentiated instruction will be a priority. We will cater to
the diverse learning needs and styles of our students, providing additional support and resources for those
who are struggling.
5. Assessment and Feedback: Our teachers will employ formative assessments to track students'
progress throughout the year. Students will receive timely, constructive feedback to help them understand
their strengths and areas needing improvement.
6. Enrichment and Remediation Programs: We are dedicated to offering enrichment programs for
high-achieving students, allowing them to further explore their interests. Simultaneously, targeted
remediation programs will be provided for students who are performing below proficiency to help them
catch up.
7. Parent and Community Involvement: We recognize the importance of engaging parents and the
community in the education process. We will actively involve parents and encourage them to support their
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children's learning at home. Regular parent-teacher conferences will facilitate communication and
understanding.
8. Monitoring and Review: Continuous monitoring of students' progress will be a cornerstone of our
plan. We will make data-driven decisions to adjust strategies as needed to ensure that our efforts remain
effective. Periodic reviews of the plan will be conducted to evaluate its impact and make any necessary
adjustments.
Incorporating these measures into our educational approach will enable us to elevate our students'
performance in Social Studies and Science. The collective commitment of our educators, the support of
our parents, and the dedication of our students will be crucial in achieving our goal of providing a strong
foundation in these subjects and helping our students succeed in their academic journeys. Together, we
are embarking on a journey of growth, improvement, and achievement.
Figure 21: 2023 GMAS Social Studies Results by Grade – Compared to DCSD and State of Georgia- By %
Grade Beginning Developing Proficient Distinguished Dev & Above
DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA DPA DCSD GA
8 64 43 29 31 35 35 5 17 26 0 5 10 36 57 71
Data Source: Gadoe.org
DCSD Region 6 Comparative Analysis
While the intent of charter school academic achievement standards is that charters consistently
outperform the district and the state, another important analysis is the extent to which a charter school
outperforms similar schools within the district. The question that ultimately must be answered is:
Are students going to get a better education at the charter school versus the traditional school
they would otherwise attend?
To better understand DPA’s performance in this context, the below analysis provides comparison data for
all tested subjects and grade bands. In terms of reading proficiency, DPA performed better than four out of six
Region 6 elementary schools and better than all middle school options. Some comparisons within the Region
show DPA performing more than 20% higher than District schools.
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Scholars who attend DPA live all throughout Dekalb County and are not localized to Region 6. This
analysis: however, has merit in terms of determining the value a charter school adds to a particular Region or
community.
Figure 22: 2023 GMAS Reading Results for ES & MS in DCSD Region 6 – % Above Grade Level
Grade Elementary % Reading Above Grade Level Grade Middle School
DPA Canby Columbia Peachcrest Rowland Snapfinger Toney DPA Bethune Columbia
3 50 63 35 33 49 34 60 6 54 41 33
4 40 47 37 26 28 25 45 7 66 43 48
5 53 56 37 38 50 50 52 8 75 60 57
Data Source: Gadoe.org
Figure 23 below shows the same comparison group, looking at the percentage of developing learners and
above for English Language Arts. At the elementary level, DPA performed better than Columbia, Peachcrest,
Snapfinger and Toney, and the same as Rowland, at the third-grade level. Canby outperformed DPA in all
elementary grades, and Rowland outperformed in fourth and fifth grades.
Figure 23: 2023 GMAS English Language Arts Results Compared to DCSD Region 6- Dev and Above by %
Grad ELA Middle School
Grade Elementary % ELA Developing Learning & Above
e
DPA Canby Columbia Peachcrest Rowland Snapfinger Toney DPA Bethune Columbia
3 49 59 29 31 49 28 45 6 64 50 42
4 46 60 42 39 52 33 49 7 71 43 45
5 53 62 54 43 57 51 58 8 78 63 61
Data Source: Gadoe.org
DPA’s math GMAS performance was not as strong as on the ELA and reading assessments. On the math
assessment there are some areas of higher performance over district schools; however, that is not the overall trend.
Third grade math performed the best in the elementary grade band by outperforming four out of six schools in
Region 6.
At the middle school level, all grades outperformed Columbia Middle school and grades six and seven
also outperformed Bethune Middle School. While DPA will need to make significant improvements over the next
charter term, there is data to support the essential question above regarding the charter school being a quality
option among Region 6 public education offerings.
Figure 24: 2023 GMAS Math Results Compared to DCSD Region 6- Dev and Above by %
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Grad Middle School
Grade Elementary % Math – Developing & Above
e
DPA Canby Columbia Peachcrest Rowland Snapfinger Toney DPA Bethune Columbia
3 57 78 66 36 52 61 67 6 67 42 35
4 39 53 65 40 33 38 55 7 70 43 33
5 38 49 33 26 47 13 37 8 40 41 39
Data Source: Gadoe.org
On the elementary science assessment, DPA outperformed all six schools in Region 6, while middle
school scholars did not outperform either comparison school. Social studies performance (Figure 26 below)
shows DPA trailing behind both District comparison schools.
Figure 25: 2023 GMAS Science Results Compared to DCSD Region 6- Dev and Above by %
Grade Elementary % Math – Developing & Above
Middl
e DPA Bethune Columbia
DPA Canby Columbia Peachcrest Rowland Snapfinger Toney School
5 62 60 14 31 45 25 38 8 32 40 36
Data Source: Gadoe.org
Figure 26: 2023 GMAS Social Studies Results Compared to DCSD Region 6- Dev and Above by %
Middle School DPA Bethune Columbia
% Above Grade Level
8 36 49 47
Data Source: Gadoe.org
DPA’s Response to 2023 GMAS Performance
DPA has offered a summer bridge program for some time; however, based on academic performance in
recent years, the summer offerings in 2023 needed to be more strategic than ever. In ELA, the post test data shows
at least modest gains in all areas, with the greatest gains in grade four. Grades two and six showed modest
regression. In math, students increased their scores at all grade levels except fourth and fifth.
Figure 27: 2023 Summer Bridge English Language Arts – Pre and Post Test Data
Grade Level Pre-test score Post-test score +/-
First 42.1% 42.5% +.4
Second 33.3% 32.6% -.7
Third 25.3% 26.6% +1.3
Fourth 35% 41.2% +6.2
Fifth 31.2% 33.2% +2
Sixth 29.3% 31% -1.7
Seventh 46.5% 47.5% +1
Eighth 48.3% 50.3% +2
Rising 9th grade 43.5% 44.8% +1.3
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Figure 28: 2023 Summer Bridge Math – Pre and Post Test Data
Grade Level Pre-test score Post-test score +/-
First 58.8% 61.4% _+2.6
Second 39.5% 42.1% +2.6
Third 20% 26.9% +6.9
Fourth 23.8% 20.6% -3.2
Fifth 45.3% 43.7% -1.6
Sixth 26.2% 30.4% +4.2
Seventh 33.3% 35.8% +2.5
Eighth 42.3% 51.3% +9
Rising 9th grade 58.4% 66% +7.6
The Summer Bridge program is an integral component of our educational approach. It serves as a bridge
that connects the learning experiences of the school year with the opportunities of the summer break. Our program
has been carefully designed to address the following key points:
1. Engaging Curriculum: The curriculum is crafted to make learning an enjoyable and interactive
experience. Our students will explore reading and math through dynamic lessons, hands-on activities, and
collaborative projects, ensuring that learning is an adventure rather than a chore.
2. Certified Educators: Our program is staffed by our dedicated and experienced educators who have
created a curriculum tailored to each grade level. This ensures that learning is not only age-appropriate
but also highly effective.
3. Small Class Sizes: We believe in the importance of individual attention. Our small class sizes allow
our educators to work closely with each student, addressing their specific needs and challenges.
4. Personalized Learning: Recognizing that every student is unique, our program incorporates
personalized learning paths to cater to each student's strengths and areas of growth.
5. Creative and Enriching Activities: We firmly believe that learning extends beyond traditional
classroom settings. Our program includes creative and enriching activities such as arts and crafts, science
experiments, and team-building exercises to make learning engaging and memorable.
6. Building Confidence: In addition to academic growth, our program is designed to nurture
self-confidence and a growth mindset among students. Our goal is to instill a love for learning that will
stay with them throughout their lives.
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7. A Glimpse of the Future: The Summer Bridge Program offers a head start on the upcoming school
year, allowing students to get a sneak peek into the exciting concepts and lessons they will explore when
they return in the fall.
8. A Supportive Community: Beyond academics, our program encourages students to build lasting
friendships and be part of a supportive and caring community that values growth and personal
development.
The Summer Bridge program is open to students from all grades and is a testament to our commitment to
providing an exceptional education that extends beyond the classroom. This program plays a crucial role in
bridging the summer months with educational excitement and growth.
To address academic performance in the 2023-2024 school year and the next charter term, DPA will
implement a range of strategies that will increase student performance and organizational effectiveness. In terms
of academics, more in-depth analysis of MAP assessment data will be conducted to guide instruction and make
necessary adjustments. To measure overall literacy, DPA will administer bi-weekly reading assessments for
ongoing growth analysis. The school will offer an extended day and after school tutorials in addition to guided
reading and modeling to increase fluency. Classes will be stocked with leveled texts and teachers will receive
professional development on Orton-Gillingham methods specific to the science of reading and strategies to
increase reading proficiency.
For math, DPA has implemented number talks and math talks, which provide students with the
opportunity to openly analyze numbers and conduct error analysis. Number talks are key to expanding student
thinking and engage in creative problem solving. This approach also build confidence in math skills and creates a
safe space for open math discussions that are as much about the process as the end result.
During the current charter term, DPA has been challenged by high rates of teacher, staff and leadership
turnover. Turnover is a leading factor in low and/or stagnant student achievement and must be addressed in order
for any school to meet performance objectives. To address staff turnover, DPA is taking several strategic steps
that reflect best practices and are expected to yield results. For the past three years, DPA has lost 53% of its staff
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each year. High turnover not only diminishes the school’s opportunity to produce results, it is also costly in terms
of the training and development of staff. The strategic steps DPA is taking include improvements to compensation
and benefits, and targeted professional development for all staff members. DPA has contracted with a veteran
special education teacher, who is serving as the lead teacher in that department. Special education teachers have
been provided with two in-depth training sessions so far in fall semester 2023. These training sessions focused on
Goal Book, Infinite Campus, and instructional strategies for working with special needs students.
Historically, DPA has also hired uncertified staff to fill vacancies, which is a common practice and legally
waivable in the charter school space. While it is important that charter schools can exercise this flexibility,
certification requires training and experience that are more likely to produce increased results over time. There is
also a cost differential in hiring certified versus noncertified staff. The QBE funding formula provides a higher
rate of earning for certified teachers. Maximizing funding is also essential to the school being well resourced and
producing consistent results. In both 2022-2023 and 2023-2024 school years, 50% of DPA teachers have been
certified.
Professional development, beginning in the 2023-2024 school year, is more targeted and strategic than
ever. This year, DPA is heavily focused on literacy training, the new math standards and project-based learning to
ensure that the model is implemented with fidelity and that student’s fundamental academic needs are met.
Compensation is another major factor that influences staff retention. The overall pay scale has been
revised to ensure that DPA is competitive regarding staff salaries. Several incentives are also available including
retention bonuses, longevity bonuses for staff who stay longer than five to seven years, attendance bonuses, new
hire bonuses, and a referral bonus if current staff refer individuals who are hired by the Head of School.
The selection process is really where retention begins. This process has been revised to increase the rigor
and steps by which employees are hired into the organization. Just as important as the hiring process, the
onboarding of new staff members is key to organizational success. DPA will partner with human resource experts
to oversee the onboarding and offboarding of staff.
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In addition to typical recruiting efforts employed in the public-school space, DPA is also looking to work
with retired teachers who can work 49%. This allows DPA to bring in much needed expertise that fits within their
budget.
NWEA MAP Assessments
During each year of the charter term, and in partnership with DCSD, DPA administers the NWEA MAP
assessment three times a year to determine if adequate student growth is attained. MAP is an adaptive assessment
that is also used to predict performance on GMAS, as well as grade level equivalency and student growth. The
following charts show MAP data from fall to spring administrations for Reading and Math. The reading data
shows there is a significant difference between kindergarten and the rest of the grades in terms of the number of
students in the 61st percentile and above. This is largely due to the fact that the 2022-2023 kindergarten students
were not impacted by the pandemic. The first through eighth grade data fluctuates and the spring results show a
decline in some areas, which is partially due to the increase in content difficulty in the spring as opposed to the
fall.
Figure 29: DPA MAP 2022-2023 – Reading Performance
The MAP math data also shows significantly better performance at the kindergarten level as compared to
grades one through eight. Similar to the MAP reading assessment, the strongest performance can be seen at the
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kindergarten level. After kindergarten, achievement fluctuates, but overall trends down, particularly at the higher
achievement levels represented by green and blue bars. The MAP assessment has been proven to be a good
predictor of Georgia Milestones performance and the system will even produce a family report, which predicts
such achievement. Starting in the 2023-2024 school year and extending into the next charter term, DPA will
ensure that family reports are reviewed with parents/guardians and part of conferences to provide families and
students more frequent feedback on achievement levels and their implications for scholar matriculation.
Figure 30: DPA MAP 2022-2023 – Math Performance
In order to address the academic needs of DPA students, flexible grouping, instructional planning, varied
teaching strategies, as well as focus on student-centered activities. Beyond the researched-based practices used in
DPA classrooms, additional academic support and intervention will be needed to ensure that the negative
academic impacts of the pandemic are fully addressed.
DPA has developed two academic recovery programs called Power 10 Recovery and Power Hour. These
programs were implemented in the 2020-2021 school year. The “POWER 10 Recovery Program”, consisting of a
ten-day prerequisite skill review. During this time, instructional coaches provide remediation and acceleration
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that includes priority standards that were not mastered. During these first 10 days of the program, the teachers
administer a beginning of the year (BOY) assessment that includes standards that are expected to be mastered in
the prior school year. Data from these assessments are analyzed to focus the teaching and learning process on the
mastery of targeted skills during Power Hour.
“Power Hour” represents a daily period that is blocked-out at the beginning of the school day for a
sustained approach to year-long support, remediation, and acceleration for students to meet and exceed their grade
level standards. All instructional support staff are engaged in supporting students in small groups during Power
Hour, while classroom teachers use this time to target specific skills utilizing flexible grouping. Students
working with support staff will use i-Ready to provide targeted skill support. ready uses technology to
differentiate instruction and provides educators with comprehensive data that is used to further individualize the
learning experience. Research has shown that students engaged in this program achieve greater growth in
language arts and mathematics. State-specific assessment analysis also indicates that i-Ready is also valid
predictive tool for the Georgia Milestones Assessment System.7
Teaching and learning at DPA is driven by a monthly instructional calendar created by the academic
coaches in collaboration with grade level teams and administration. All instructional staff will place a new and
sustained emphasis on rigor, which is observed and evaluated across all grade levels. Through rigorous academics
and increased support for students at all grade levels, DPA students are provided with a unique and meaningful
learning experience.
Additionally, vertical alignment methods are used by teachers to assist students scoring below proficient
on the MAP while enriching and enhancing the learning for those students scoring in the average to high range.
The DPA data team supports these efforts by utilizing data to determine the instructional plan needed to obtain
MAP growth targets, which also serve as reliable predictors of achievement on the Georgia Milestone
Assessments. Vertical alignment also reinforces successful articulation from one grade level to another.
7
i-Ready Diagnostic: Linking Study with Georgia Milestones Assessment System
https://www.curriculumassociates.com/-/media/mainsite/files/i-ready/iready-diagnostic-assessments-linking-study-overview-georgia-2020.pdf
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With two predictive tools in place, DPA has increased the ability of educators to predict student
performance on state-mandated assessments. Using MAP achievement categories, DPA teachers are able to
provide targeted support, which has specifically led to increased achievement in ELA. Going forward, DPA
teachers will better employ predictive data to increase achievement in math by using the MAP data to drive
instruction. Predictive data allows the school to maximize its flexibility as a charter school and make real-time
decisions, should course-corrective measures be warranted.
Students also receive additional support and enrichment in all content areas through a rigorous AVC/PBL
instructional model. In addition to the support and remediation programs mentioned above, DPA added the
positions of reading and mathematics interventionists to place an even greater focus on increasing student growth.
The reading and mathematics interventionists will provide targeted after-school tutoring and a summer bridge
program. Students will be assigned to support programs based on their MAP and i-Ready performance levels.
Increasing the achievement of students with Individualized Education Plans (IEPs) and Limited English
Proficiency (LEPs) is essential in meeting the academic performance standards required for charter schools.
Goal Attainment in the Next Charter Term
The current charter term was focused on stabilizing leadership, the academic program, and demonstrating
consistency in the attainment of academic results. These areas of focus were critical due to the fact that DPA
underwent significant restructuring in the latter part of the first charter term as a result of the school severing ties
with its former ESP (education service provider). In doing so, the school had to establish a new curriculum,
instructional approach, organizational structure, core innovations, and operational infrastructure including the
financial management of the organization.
Another critical goal during the current term was to stabilize leadership and increase staff retention. The
board determined that to increase DPA’s effectiveness as an organization, with a laser focus on student
achievement, a leadership transition would be needed between the 2020-2021 and 2021-2022 school years. The
DPA board selected an experienced school leader, who began in the 2021-2022 school year. This was expected to
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provide continuity between the charter term and the two-year extension granted by DCSD; however, more
changes in leadership occurred between 2021-2022 and the current 2023-2024 school year.
According to the National Center for Education Statistics, which is part of the U.S. Department of
Education, leadership turnover increased across the country compared to pre-pandemic turnover rates8, with one
in ten (10) leaders leaving the profession all together between 2020-2021 and 2021-2022. School leader turnover
is even higher in the charter school sector, due to the additional demands of the job and the stress of increasing
results on short-term charter contracts. In a report from the New Teacher Center on Principal Churn, it is noted
that approximately 29% of charter leaders leave each year9. This is significantly higher than traditional public
schools. The churn rate is even higher among new school leaders, who leave at a rate of 50% annually. This data
illustrates that school leader churn is not only an issue at DPA, but a national problem that is not easily mitigated.
In order to recruit, hire, and retain an effective Head of School, DPA contracted with a Mrs. Tamara
Cooper, a highly experienced executive with vast organizational turnaround and strategic leadership experience.
Mrs. Cooper conducted an in-depth root cause analysis to troubleshoot and develop a strategy to recruit and retain
the next Head of School. While the leadership search ensued, Mrs. Cooer provided the school with data-driven
leadership the school needed to maximize the educational opportunity for DPA students, staff, and community.
The qualifications and experience of the new Head of School will be detailed in the “proposed changes” section of
the petition.
As previously mentioned, in the spring of 2023, DPA conducted a root cause analysis to determine
continued weaknesses and areas of focus. Although post-pandemic interventions have been implemented, and, as
a result, DPA has seen increases in academic achievement, there are continued improvement efforts to address
weaknesses in following areas:
1. Staff turnover
2. Limited hiring pool
3. Shortage of special education teachers
8
https://www.edweek.org/leadership/what-new-data-show-about-principal-turnover/2023/07#:~:text=More%20than%201%20in%2010,time%20the%20data%20were%20collected.
9
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://newteachercenter.org/wp-content/uploads/2021/07/Churn-The-High-Cost-of-Principal-Turnover_RB21.pdf
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4. Inadequate professional development
5. Limited substitute coverage
6. Inadequate operational procedures
7. Inadequate fiscal oversight due to staff turnover in the finance department
For the past three (3) years, DPA has experienced a staff turnover rate of 53%. To address this
In essence, the extension to the three-year charter term gives DPA the opportunity for a new “strong” start
with increased organizational capacity and leadership that is prepared to meet and exceed the needs of students
and the community.
A study commissioned by the State Charter Schools Commission (SCSC) and conducted by Peabody
College at Vanderbilt University, determined that there are eleven key components that lead to a successful charter
school launch.10
During the first and second charter terms, DPA demonstrated some of these components, but not others.
The board and leadership will ensure that all of these components are in place throughout the next charter term.
Figure 31: Starting Strong - Key Elements of a Strong Start
1. Focusing on the Mission
2. Establishing Effective Governance
3. Establishing Effective Leadership and Culture
4. Developing the Academic Program
5. Managing External Relations
6. Managing Business Operations
7. Acquiring and Allocating Resources
8. Acquiring Facilities
9. Managing Talent
10. Performance Monitoring and Accountability
11. Recruiting Students
10
Starting Strong: Best Practices in Starting a Charter School. Cannata, Marissa, Grant, Thomas, and Zaia Thrombe. https://drive.google.com/drive/search?q=starting%20strong
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During the prior and current terms, DPA has demonstrated strength in the areas of, focusing on the
mission, acquiring facilities, acquiring and allocating resources, managing business operations, developing the
academic program, establishing effective governance, and recruiting students.
In order to reinvent itself as a beneficial option for students in Dekalb County, DPA demonstrated its
ability to establish a viable mission statement, strong governance and successfully manage business operations.
The original board was selected by the ESP, which is not ideal in terms of establishing strong community
connections and effective governance practices. During the first term, the board evolved, strengthened in terms of
composition, and underwent extensive training to establish best practices for charter school governance. As the
board transitioned from the first to second terms, additional focus was placed on data analysis and improved
oversight of leadership and academic accountability measures. To ensure consistency in these practices, during
the current charter term, DPA has provided the District with progress reports to ensure that adequate progress is
made toward goal attainment. The governing board was also required to receive targeted training in data analysis
and oversight of the academic program. As demonstrated by board meeting agendas and minutes, the board
regularly requests both academic and financial updates to ensure that they are fully informed of the position of the
organization and able to make data-driven decisions in all areas. The board also dedicates time to public work
sessions each month prior to the action-oriented monthly meetings.
DPA is fortunate to have access to a district-owned facility, which allows the school to allocate the vast
majority of resources to instruction, which includes instructional staff salaries. Facilities for new charter schools
in the Metro Atlanta area are difficult to locate and are often cost-prohibitive for a school to remodel and operate.
The facility is a significant building block that DPA will continue to leverage, which allows for the ongoing
economic focus on student growth and academic success.
The board and leadership developed a new and innovative academic program after their ESP departed
along with their copyrighted curriculum. The DPA team was tasked with developing a viable and relevant
academic program that would create the necessary demand for the school as well as consistent academic results.
Based on stakeholder feedback the school established a project-based learning model with audio-visual
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programming embedded in the curriculum, across all grade levels. During the current charter term, these
innovations were implemented, even during the remote learning period. Across all subjects, AVC programming
provides students with real-life applications of their learning in an area with a growing career market in Georgia.
Similar to the establishment of a newly designed academic program, DPA also had to create and staff an
accounting department that would model industry best practices and provide the board with accurate accounting
and financial data. Based on financial metrics in the current charter contract, the school has successfully
implemented the accounting system and will continue to build capacity in this area. An efficient accounting
system along with processes, policies, and an updated strategic plan has allowed the board to acquire and allocate
resources in a manner that prioritizes student achievement and organizational effectiveness.
DPA has successfully recruited students throughout the charter term and is currently at the capacity
allowed in the charter contract. Furthermore, there are waitlists in the following areas as demonstrated in Figure
17. Meeting enrollment targets is not only an element in the Starting Strong study, but also part of the
overarching financial sustainability metrics that the school uses to gauge short- and long-term fiscal health. DPA
has a substantial waitlist for the current school year, with the highest numbers in kindergarten as well as grades six
and seven. The middle school waitlist is particularly important to note as many K-8 charters experience
significant attrition prior to the middle school years.
Figure 32: DPA Waitlist Data for 2023-2024
DPA Waitlist Numbers 2022-2023
K 29
1 0
2 5
3 6
4 9
5 7
6 58
7 28
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8 4
As noted above, DPA has established strong practices in seven out of the eleven areas noted in the
Starting Strong study. Growth is in progress in the areas of establishing effective leadership and culture,
managing external relations, performance monitoring and accountability, and managing talent.
Given the internal transitions and challenges inherent in the start-up charter school environment, DPA
also experienced high levels of staff attrition in the 2018-2019 and 2019-2020 school years. In the 2018-2019
school year 23.7% (12 of 59) instructional staff members resigned from their positions. That number decreased
slightly in 2019-2020, with a total of 20% (12 of 60) departures. During the 2020-2021 school year, the rate
increased to 29%, or 18 out of 62 staff members. The board and leadership are working collaboratively to ensure
that staff attrition is minimal in the next charter term, which is why this continues to be an area of both strategic
and operational focus.
In terms of managing external relations, the board and leadership team consistently work in collaboration
with DCSD as well as the Charter Division of the Georgia Department of Education. Up to this point, the focus
has been on establishing and maintaining positive relationships with the local and State authorizers. DPA has also
established external partnerships; however, this is an area of growth to increase external relationships that enhance
the educational experience.
When the charter was renewed in 2019, the focus of DPA was on implementing the new model and
managing the myriad of changes that occurred upon severing the relationship with the ESP. Performance
monitoring and accountability were areas of noted weakness at both the school and board levels. DPA was
required to undergo data training to ensure that effective processes were being implemented to analyze data at the
school level and provide effective oversight at the governance level. During the current charter term, data
protocols have been established and will continue to be refined and codified. There are ample board records from
the current charter term that demonstrate the attention to using data to drive decision making. Both the governing
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board and leadership are committed to the ongoing analysis of student achievement as well as establishing a
strong culture of accountability and data-driven decision making.
The schools highlighted in the Starting Strong study were launched with a solid foundation that consisted
of the eleven building blocks upon which great charter schools are constructed. The fact that DPA was launched
with an underperforming ESP put the school at a disadvantage from the start. The board and staff have taken the
necessary steps to ensure that the school meets accountability expectations; however, those initiatives could only
be partially realized due to the unforeseen circumstances related to the pandemic. Beginning in the 2021-2022
school year, DPA will continue building until all eleven key elements are firmly established.
Explanation of Financial Results
3. Describe the school’s current financial situation. In your description:
a. Include an explanation of financial results.
b. Detail any financial successes or struggles the school experienced during the current charter term.
Include any instances of fraudulent behavior or accusations of fraudulent behavior by school staff,
governing board members, or anyone else associated with the school.
c. Explain how the school will address any struggles discussed above as well as any outstanding
debts. Explain how the school will allocate any surplus funds.
Goal 5: During each year of its charter contract term, the Charter School shall achieve all six
of the following financial performance standards.
a. Not be in default of loan or bond covenant(s) and/or is not delinquent with debt services payments.
b. Achieve a Current Ratio (Working Capital Ratio) that is greater than 1.0 or greater and one-year
trend is positive, AND
c. Possess a Debt to Asset Ratio that is less than 95 percent, AND
d. Unrestricted Days Cash (Total Expenses/365) is greater than 45 days and the one- year trend is
positive, AND
e. Financial Efficiency Rating is 4 Stars or above, AND
f. The Charter School received and submitted to GADOE by November 1, an annual independent
audit with an opinion of the auditor as regards the accuracy of the Charter School’s accounting
records, financial position, change in financial position, compliance with rules of various
governing entities, including GAGA (Generally Accepted Government Auditing Standards (the
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"Yellow Book") or, for those schools not yet converted to GAGAS, compliance with GAAP
(Generally Accepted Accounting Principles) that includes:
● An unmodified audit opinion;
● An audit devoid of significant findings and conditions, material weaknesses, or significant
internal control weaknesses;
● An audit that does not include an ongoing concern disclosure in the notes or an explanatory
paragraph; and
● No other adverse statement indicating noncompliance with applicable laws, rules,
regulations, and provisions of the charter contract relating to financial management and
oversight.
DPA has experienced strong financial results during the current three-year charter term, as well as the
two-year extension. The school does not have any loans or bonds currently and is therefore debt free. DPA
currently occupies a district-owned facility, which, by law, is made available to them free of rent. Though the
school is responsible for maintenance and repairs, facility spending is, on average, around 6% of the total
allocation. Fifteen percent is considered the threshold for facilities spending, when determining the financial
viability of the school.
DPA’s current ratio has been greater than 1.0 in years one and two of the charter term with a one-year
positive trend of 1.28%. The current ratio measures whether or not DPA 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 was less than 95% in FY20 and FY21 and is currently at 76%. The debt to total
assets ratio is an indicator of DPA’S financial leverage.
DPA exceeded the metric of unrestricted days cash with a total of 170 days of operating expenses in
reserves. The contract requires 45 days. DPA has a healthy reserve fund due to careful financial oversight and
strategic allocation of resources.
Due to the State’s waiver of CCRPI in the first two years of the charter term, the Financial Efficient
Rating will not be assigned for years one and two of DPA’s charter term. This is an area where the school will
focus in the next charter term to ensure that academic results are increased relative to per pupil funding, which is
the mechanism that drives this rating.
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DPA received an unmodified audit opinion in FY20, and expects an on-time, unmodified FY21 audit to
be submitted on or before the deadline of November 1, 2021. The FY20 audit contained no findings, material
weaknesses, internal control issues, or areas of non-compliance. The independent audit metric was fully met.
Financial Successes and Struggles
During this charter term, the DPA was able to increase its salary scale in order to become more
competitive and reduce teacher turnover. This increase will have a direct impact on student achievement as the
school will be able to retain and develop talented educators.
Addressing Financial Issues, Outstanding Debt, and Surplus Funds
DCSD provided DPA with a financial scorecard reflecting the 2021-2022 school year in terms of financial
performance. The near-term measures were all deemed as meeting standards (current ratio, unrestricted days
cash, enrollment variance, and loan default), while sustainability measures were only partially met (total margin,
debt to asset ratio, cash flow, debt service coverage ratio). Out of the sustainability measures, only the debt to
asset ratio was met.
To improve financial operations, the root cause analysis resulted in the various critical action steps. To
improve the total margin ratio, DPA will maximize funding through increased data reporting accuracy. DPA will
further ensure that they stay within budget by monthly financial reports and analysis that will be reported to the
governing board. It is noteworthy that DPA has maintained a strong cash position and currently has eleven (11)
months of cash on hand.
School Governance at DPA
3. 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;
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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.
One of the most unique aspects of the charter school model is autonomous governance. DPA, like all
charter schools in Georgia, was founded on the premise that flexibility, from local and State laws and regulations,
leads to better scholar outcomes. This flexibility to innovate is granted in exchange for increased accountability.
Accountability begins and ends with the governing board. To establish accountability systems, 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.
In terms of board size, the DPA bylaws allow for a range of five (5) to eleven (11) members. Currently
there are six (6) members serving. In addition to board size, a range of skills, capacities, and experience are also
needed in order to provide effective oversight. The most fundamental skill areas are legal, finance, and
academics. Board composition can be bolstered with human resources, risk management, facilities, and higher
education, to name a few. The DPA board has maintained a range of needed skill sets throughout the current
charter term as evidenced by the below list of current members and their related experience.
Figure 33: Current Board Composition
Board Member Name (Alpha Years of Professional Officer/Committee Role Other Skills
Order) Service Experience
1. Arnold, Suzette 9 Public finance and grant Board Chair, Finance & Certified Facilitator/Certified
management Governance Committee TKES/LKES
Member
2. McKay, Wanda 5 Retired AT&T At-large parent, Administrative
Administrator Development Committee
Member
3. Bridget Robinson <1 year Governance Committee
Chair
4. Kathy Ann Young < 1 year Development Chair
5. Walker, Roberta 4 Retired Educator Vice Chair, Academic Certified TKES/LKES
Committee Chair,
Governance Committee
Member
6. Wilhite, Janelle 5 Public finance, policy Interim Treasurer, At-large, Leadership/Management
analysis Governance Committee
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In addition to recruiting members of the community to serve, the board ensures that at least one seat is
designated for an elected parent representative from the Parent Teacher Student Organization (PTSO) in order to
increase collaboration and communication between the board and DPA families.
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 DPA board maintains the following officer positions; chair, vice chair, secretary, and treasurer, as
outlined in the DPA 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.
Committee Structure
Standing committees are named in the bylaws and are expected to meet regularly in accordance with
accountability measures in the charter contract as well as the board’s strategic plan. The five standing committees
are; 1) executive committee, 2) academic excellence committee, 3) governance committee, 4) finance committee,
and 5) development committee. All standing committees are required to follow all requirements of O.C.G.A. §
50-14-1, the Georgia Open Meetings Law.
1. Executive Committee: Evaluates the Head of School and recommends strategic decisions to the full
board for consideration.
2. Academic Excellence Committee: Oversees the collection and evaluation of student performance
data. The committee is also engaged in monitoring the data dashboard, review of budget projections
in response to academic needs and trends, and analysis of academic trends to inform goal setting and
training for the school leader.
3. Governance Committee: Charged with board recruitment, organizing and planning the board retreat,
planning for training activities for the board, periodically updating the bylaws, overseeing policy
development, and maintaining a board succession plan for members and school leadership.
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4. Finance Committee: Develops and adheres to rigorous financial controls and ensures fiscal viability
of the organization. This committee initiates and oversees the annual audit, and works closely with
the Director of Finance and Operations (DFO) to ensure compliance with all fiscal policies. The
finance committee reviews financial reports on a monthly basis and reports to the board on the fiscal
health of the school.
5. Development Committee: Builds external partnerships, sets fundraising expectations and goals, and
tracks progress toward those goals to supplement DPA’s local, state, and federal funding.
The development, finance, governance, and executive committees are chaired by a board member and
may include other board members, appropriate staff members, and/or parent and community volunteers who are
not on the board. Board committees provide a effective means to vet potential board members and build
succession for the board as a whole.
Recruitment and Onboarding
The board is actively engaged in recruiting high-capacity board members with diverse skill sets to lead
the school to academic excellence and organizational effectiveness. The board prioritizes recruiting both
community members and parents to fill any current and future vacancies of board seats. The bylaws allow for up
to eleven (11) members and the DPA board averages between 6-9 members at any given time. As demonstrated in
Figure 34 above, the current board composition includes members with backgrounds in law, compliance,
education, grant management, and finance. It is fundamental that board members not only possess the requisite
skill sets, but that they also are aligned with the DPA mission, and they believe that every student can be
successful when presented with high expectations and a quality education.
Board member recruitment does not end when seats are filled. The board, led by the governance
committee, continues to recruit board members in order to build a bench of qualified candidates who can either
serve on a committee or stay engaged as supporters of DPA to be called upon as vacancies occur.
When candidates are deemed a good fit for the board, they are strongly encouraged to participate on a
committee until a vacancy arises. Once a candidate is selected to fill a vacancy, they will meet with the HOS and
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board chair. A background check is also required. Candidates are required to attend a minimum of one board
meeting before being voted onto the board. Prospective candidates present their skills and experience to the
school community focusing on why they are a good fit for the board. The board member will be seated at the
subsequent board meeting. New board members receive an onboarding manual, which includes basic information
about the school, school statistics, bylaws, the charter, policies passed by the board, minutes, agendas, and the
strategic plan. New members must complete fifteen (15) hours of training within the first year of service. This
training includes a three-hour financial governance session, which is provided by the Charter Division of the
Georgia Department of Education.
Terms and Limits
Board members can serve two consecutive, three-year terms with an option to renew for an additional
term based on the vote of the Executive committee. Term limits are staggered to prevent excessive turnover
during any given fiscal year. A director may be removed by a two-thirds (2/3) majority vote of the currently
elected directors at any special meeting of the board called for that purpose for reasons as outlined in the bylaws.
Any director may resign at any time by delivering written notice of his or her resignation to the chair of the board.
Such resignation shall become effective upon receipt thereof. No board member may be paid staff, consultants or
immediate relatives of staff or consultants of the organization. Any director who misses two consecutive meetings
without written communication to the chair may be withdrawn from service on the board.
Board Decisions
The board is responsible for compliance with the charter contract, which entails oversight of the school’s
performance metrics, stewardship, and advocacy. As fiscal and organizational stewards, board members are
expected to leverage their professional and personal networks in order to further the DPA mission and vision.
General patterns of decision-making are outlined in Exhibit 7, in the Roles and Responsibilities Chart.
Figure 35 below includes actual examples, in various categories, of board decisions made during the
current charter term.
Head of School Decisions
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The relationship between DPA’s Governing Board and Head of School (HOS) 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 contract. The HOS is
empowered to recommend personnel actions, curricular materials, and adjustments to policies, school
improvement plans, and financial plans.
Please refer to the above Figure 35 for specific examples of actual decisions made by the HOS during the
current charter term.
Accountability
To maintain a culture of continuous improvement, the DPA Board holds the HOS accountable for school
climate, instructional leadership, data-driven decision making, student growth, meeting accountability targets,
organizational management, human resource management, community relations, and the attainment of operational
and financial goals, by conducting an annual evaluation utilizing the Leader Keys Effectiveness System (LKES),
as required by the charter contract. There are currently two board members who are designated to maintain LKES
credentials in order to evaluate the top executive of the school. At the beginning of each school year, the HOS
completes a self-evaluation that identifies specific quantitative and qualitative goals for the year. There is a
mid-year review conducted to review progress against set goals as well as the LKES standards as a whole. At the
end of the school year, the HOS debriefs with the Chair of the Academic Excellence Committee to discuss
accomplishments, progress since the mid-year review, opportunities for growth, professional development, and
strategies for continued board collaboration. At both the mid and end-of-year review points, the HOS’s progress is
shared with the full board.
The HOS provides oversight to the CFO and is expected to be an excellent steward of public funds. The
HOS is expected to stay within budget and follow financial policies and procedures. The HOS is expected to
attend finance committee meetings wherein the board can assess the quality of day-to-day budgetary oversight as
well as recommendations as appropriate.
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Operational goals are monitored through HOS reports to the board, which include items for information
and action, as well as progress toward goal attainment.
The evaluation is used to help the board determine the HOS’s effectiveness as the school leader, to
determine compensation, to inform decisions regarding the type and amount of support the HOS may need, to
inform policies that affect the leader's performance, and ultimately to determine the direction of the school
regarding leadership. Ultimately, the board is responsible for ensuring successful leadership transitions as well as
continuity in school leadership.
Vendor contracts are also evaluated annually by the Finance Committee to ensure the provider services
still meet the school’s needs. Three competing proposals are required for all vendor agreements. DPA engages in
the competitive procurement processes by soliciting on the Georgia Department Administrative Services
Procurement Registry for bid solicitation or by searching three (3) vendors on the DeKalb County School
District’s procurement website. If three (3) vendors are not available on the DCSD procurement website, for the
work being solicited, DPA may request quotes from other local vendors in the community. Quotes are reviewed
by the finance committee to determine the most qualified bidder and best price, and a recommendation is made to
the board for final approval. Once the vendor is selected, the HOS provides oversight of the work, training or
products delivered to DPA.
Training Program
All DPA board members participate in annual training in compliance with SBOE 160-4-9-.06. Each year,
the board identifies specific learning outcomes and develops a comprehensive, targeted training plan based on that
aligns those needs with the State Standards for Effective Charter School Governance. New members are
required to earn fifteen (15) training credits in year one (1) of service, while existing board members are required
to earn nine (9) credits per year. The training plans for the current and subsequent charter terms are located in
Exhibit 6.
Training is conducted by the Georgia Charter Schools Association (GCSA) via webinar and/or
face-to-face formats as required. The board has also implemented annual summer retreats to review the prior
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year’s outcomes, complete a self-evaluation, determine goals for the following year, and participate in training.
During the current charter term, the board received training related to transparency, governance best practices,
board recruitment, onboarding, and evaluation, the effective use of committees, academic monitoring, charter
renewal, financial oversight, and strategic planning. Training is differentiated for new and existed board members
and provided annually, as required by O.C.G.A. § 20-2-2084(f). GCSA also provides guidance on the
differentiation of training based on board member tenure and needs. They offer a Digital Governance Series that
includes a range of topics aligned with State Standards that address various governance topics. For example, if the
board were struggling with succession planning, GCSA would specifically prescribe training on that topic. Based
on feedback during the prior renewal process, the board also added training on data analysis to better understand
the school’s projected and actual academic performance.
Overall governance effectiveness is measured annually, by using an instrument provided by GCSA, and
based on national best practices as well as the State Standards for Effective Charter School Governance. The
self-evaluation, by design, solicits feedback on the effectiveness of training and requests examples of how the
training has impacted the DPA Governing Board’s practice.
DCSD Board Observations
DCSD periodically observes and provides feedback on board meeting compliance and best practices.
DPA did not receive written feedback on board meeting observations during the current charter term.
Federally Mandated Services for Students with Disabilities
4. 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.
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The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities enrolled
in public schools are entitled to a Free Appropriate Public Education (FAPE). IDEA regulations include several
substantive and procedural requirements regarding the provision of FAPE. Among these requirements is that a
student with a disability must receive appropriate regular or special education and related support and services.
The guidelines are designed so that the individual educational needs of the disabled student are met as
adequately as the needs of non-disabled students. DPA is an inclusive school that provides comprehensive support
to all students with disabilities. The term inclusion means the DPA will provide instruction for students with
special needs in the general education class whenever possible, supported by special education (SPED) teachers
who provide support and accommodations within the general education classroom. DPA provides these services in
accordance with the Least Restrictive Environment (LRE) requirements of IDEA. Ideally, the LRE for students
with IEPs is in the general education classroom; however, should a student’s IEP require services that are outside
of the general education classroom, DPA certified special education staff would provide the services as prescribed
by the IEP, which may include pull-out, small group instruction, and/or 1:1 instruction. When students with IEPs
participate in the Saturday school program, teachers ensure that they are aware of the requirements in their IEP
and that services are provided in a manner that aligns with IEP goals.
DCSD Letters of Concern
To change the trajectory of services for exceptional students, for the better, DPA has contracted with a
veteran special education lead teacher who has experience implementing programming and compliance at the
system level. The lead teacher is in the process of implementing systems, procedures and training. The lead
teacher is overseeing the process of making IEPs current and ensuring that all timelines are followed for
evaluation, eligibility, initial IEP development, and re-evaluation. The lead teacher, along with the administrator
dedicated to special education, regularly spot-checks to ensure that IEP services are provided, including
compensatory services for those missed in the 2022-2023 school year. All special education teachers have
undergone training in writing and updating IEPs as well as progress monitoring. When new teachers are
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onboarded, the lead teacher or caseworker (special education teacher) ensures that general education teacher
receive copies of students’ IEPs with an explanation of services, and receive training on periodic progress
monitoring. When special education teachers are onboarded, some of their initial training includes IEP
development, monitoring, and uploading to Infinite Campus.
Evaluation and Identification
DPA special education staff uses the Child Find process to appropriately identify students whose
academic needs are not fully met with Tiers 1-3 interventions. The process used to identify entering and exiting
students with disabilities (SWD) is designed to be systematic and responsive, and is based on all applicable laws,
regulations, and guidance pertaining to students with special needs (IDEA; GA SBOE 160-4-7-.03).
As new students enroll at DPA, parents/guardians are advised in writing that any child who has an
existing IEP or may be suspected of having a disability is entitled to receive services. The letter includes a
Records Release Form to authorize the school to obtain the student’s prior school records and a request for a copy
of the IEP. Within two weeks of receiving the IEP, the HOS, Principal, and Special Education Lead Teacher
arranges an IEP meeting. Services at DPA are provided based on the existing IEP. For students who do not have
an existing IEP upon entering, but demonstrate academic need, DPA implements the Multi-Tiered Support
Services (MTSS) protocols, which is monitored by the Student Support Team (SST). Both educators and parents
may make referrals for students to receive tiered support.
DPA’s special education teachers work closely with DeKalb County Schools’ Lead Teacher of Special
Education (LTSE) to provide services that support the appropriate accommodations each individual student may
need. However, DPA recognizes its responsibility to locate, identify and evaluate all incoming and enrolled
students in the school who are suspected of having, or known to have a disability so that a free appropriate public
education can be made available to all eligible students.
MTSS is a multi-tiered approach to the early identification and support of students with both academic
and behavioral needs. All DPA students receive Tier one (1) support within the classroom, as these are
research-based strategies that are effective for nearly all students. For each student in Tier two of the process, the
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SST creates an action plan that identifies (1) specific academic/ behavioral areas of concern, (2) strategies and
interventions to be used, (3) the staff member responsible for implementing the intervention and how frequently
the intervention will be used, and (4) the date of the next follow-up meeting (typically six weeks). At that
meeting, DPA staff members evaluate the student’s performance along with the action plan to determine if there
has been a positive response to the interventions provided. If the student does not make adequate gains or
demonstrate growth, he/she receives more intensive (Tier three) support. These supports are implemented and
monitored for a period of 4-6 weeks. If the SST coordinator determines that the intervention is not supporting the
student in making adequate progress, the student will be referred for a comprehensive psycho-educational
evaluation (Tier 4). In order to provide this level of evaluation, the school must first be in receipt of
parental/guardian consent for evaluation. DPA students are evaluated by DeKalb County School District school
psychologists. Alternatively, formal evaluation is considered within ten days of a parent’s formal written request
for testing.
Development, Review and Revisions to Individualized Education Programs (IEPs)
Once a student qualifies for special education services, an Individual Education Program (IEP) meeting is
held according to notification procedures, and the initial IEP is developed to ensure the student receives
appropriate accommodations and services in the least restrictive environment (LRE). General and special
educators work collaboratively to monitor the progress of students with IEPs. The special education team
conducts annual IEP meetings to review each student’s IEP goals and progress. In order to monitor the
performance of the students with IEPs, the special education teachers use multiple sources of available data (e.g.,
NWEA MAP assessments, GA Milestone results, student growth percentiles, writing samples, running records,
anecdotal behavior records, and classroom observations) to determine and measure whether a student is
progressing towards their IEP goals. Classroom teachers and special education teachers track each student’s IEP
implementation, progress toward IEP goals, and regularly participate in collaborative meetings to support the
needs of SWD. Parents/guardians are kept apprised of their child’s progress through mid-term progress reports
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and the nine-week report cards. Though educators may frequently collaborate to best assist a student with an IEP,
placement discussions and decisions are only allowable during a legally noticed and held IEP meeting.
Students with IEPs must be re-evaluated at least every three years to determine continued eligibility. At
any time, parents may request an IEP meeting and the special education team may reconvene before the annual
meeting if the IEP needs to be amended. If a student is demonstrating adequate growth and may no longer require
special education services, DPA initiates an evaluation and conducts an IEP meeting to determine if the student
remains eligible for special education services.
DPA’s special education teachers are assigned grade levels for which they are responsible for updating
and managing the case files of students with Individualized Education Programs. Approximately, 8% of DPA
students have IEPs. There are six (6) full-time, certified special education teachers, each of whom is responsible
for a caseload of between 9-10 students. DPA also has four (4) paraprofessionals on staff to provide assistance to
classroom teachers and meet the instructional needs of exceptional students in the general classroom setting. Staff
ensures that services rendered are properly aligned to district and state requirements through collaboration with
DCSD’s Lead Teacher for Special Education (LTSE) assigned to DPA. Parental/guardian consent is obtained prior
to the evaluation, initial placement in special education, or change in placement is made, and at every IEP
meeting.
The primary objective of the special education program is to make sure that each and every student has
the greatest opportunity to identify and reach his or her maximum potential for personal intellectual and emotional
growth. This objective cannot be achieved if the student’s emotional and social growth are not also supported. To
assist with social emotional growth, DPA has a counseling department that provides Individual Counseling, Group
Counseling, and a Meditation Area.
Integration into General Education
DPA utilizes the inclusion model and provides the appropriate accommodations/modifications in the
general classroom setting through the co-teaching and/or push-in approach to providing special education
services. DPA had an average 95% inclusion rate during the current charter term. Co-teaching includes a general
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and special educator who teaches the general education curriculum to all students as well as implement Individual
Education Programs (IEPs) for students with disabilities. The classroom methods and techniques for SWD’s in the
co-taught classroom include: student-centered stations, parallel teaching, resource instruction (pull out), and
alternative teaching models. Accommodations within the general classroom setting and a modified curriculum
(when appropriate) will provide the foundation for students identified with disabilities to achieve academic
success. To ensure that FAPE is provided in the general classroom setting, the special education lead teacher has
weekly check-ins, DPA has an administrator assigned to special education program oversight, and ongoing
training is provided for special education teachers on progress monitoring. DPA staff also routinely document
progress monitoring in Infinite Campus.
Special education teachers and regular education teachers meet weekly during specified grade level
common planning times to monitor the students’ progress as well as plan lessons to ensure that students are
gaining the skill mastery needed to improve academic performance. Additionally, co- teaching is monitored
during observations/ evaluations by the administrative team as well as the Lead Teacher of Special Education
(LTSE) from the District office.
Facility Compliance
DPA’s school facility is compliant with ADA and IDEA requirements. There are clearly labeled
handicapped parking spaces in the parking lot. Additionally, there are ramps that lead to the middle school and to
the field. There is also a ramp at the front entrance of the building. Kindergarten, located on the lower level of the
school building, can be accessed by stairs or directly from outside at the street level. ADA compliance is
reviewed on an annual basis by the leadership team who makes recommendations to the board should facility
upgrades be needed to maintain compliance with laws and regulations pertaining to the accessibility of the facility.
Student Discipline and Students with IEPs
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DPA follows District and State guidelines when it comes to the student code of conduct. This includes
how students with disabilities are treated in disciplinary matters. While students with disabilities may receive
consequences for disciplinary infractions there is a point at which the IEP team is required to be involved to
determine if the behavior is a manifestation of the student’s disability. DPA ensures that due process is provided
for all students. To allow due process for students with disabilities, prior to suspending a student with a disability
for more than 10 cumulative days in a school year, the IEP team must conduct a Manifestation Determination
Review (MDR). The MDR is used to determine if the student’s behavior is a result of his/her disability. If it is
determined that the infraction is related to the student’s exceptionality, then the IEP will likely revisit the
modifications and supports provided in the IEP and may consider additional modifications to mitigate behavior
issues. The student in this case would return back to school if placed on suspension.
Should it be determined that the behavior is not related to the student’s exceptionality, then the student
would proceed to a tribunal hearing and face the consequences determined by the hearing committee or officer.
Such proceedings are always in collaboration with the District and the assigned LTSE. DPA’s code of conduct is
located in Exhibit 12.
Programming Disputes
DPA values parent/guardian participation throughout the special education process. Both teachers and
parents/guardians are uniquely positioned to provide the school team with insights into each student’s behavior
and experience while receiving services under the provisions of an IEP. DPA makes every attempt to resolve
disputes regarding special education services.
At the beginning of each school year, parents are notified of their right to file a formal complaint or
request a due process hearing through the Procedural Safeguards Notice. When programming disputes arise,
parents are advised to schedule a meeting with their child’s special education teacher to resolve the issue. The
special education teacher can convene an IEP meeting, if necessary, to review assessment and classroom
performance data with the family to resolve the conflict. Parents/guardians can also request an IEP meeting.
Placement decisions cannot be discussed outside of an IEP meeting.
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If a satisfactory resolution cannot be reached with the special education teacher, a school administrator
(Principal or Assistant Principal) will mediate. Special education teachers provide Specially Designed Instruction
(SDI) and accommodations for students, which are reflected in the student’s IEP goals and objectives. DPA
involves the LTSE throughout the resolution process to ensure that all procedural safeguards are followed and that
the appropriate actions are taken on behalf of the student receiving services.
Confidentiality of Special Education Records
DPA’s electronic special education records are housed in IEP online, a password protected portal, that can
only be accessed by the special education staff. All teachers participate in annual confidentiality training at the
beginning of each school year and sign confidentiality agreements. Hard copy files of all student records are kept
in a locked, fireproof cabinet that can only be accessed by the special education teachers.
Contracted Services
DPA offers a full continuum of services by using an array of supports, which include consultative
services, direct and indirect instruction, co-teaching and small group instruction for students with disabilities that
are implemented, monitored, and assessed according to federal, state, and district guidelines. DCSD provides DPA
with the support of a licensed Social Worker to help identify potential learning, behavioral, and/or social barriers
that may impede a student’s ability to be successful. DCSD also provides a Speech Pathologist to provide speech,
language, and communication evaluations and support services. The LTSE serves as the district liaison and works
collaboratively with parents and school staff to provide differentiated instruction, intervention strategies and
techniques, and other related services to maximize student growth. DPA does not contract with any other special
education vendors.
Technical Assistance and Training
DPA’s educational practices for SWDs include increased capacity building of teachers by providing
intense differentiated instructional training. All staff members participate in workshops, in-service and/or DPA led
training related to the effective evaluation of accommodations, inclusion, implementation of innovative strategies,
behavioral management, reward systems, and best practices to ensure modifications are developed based on
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specific student needs, with the intention of achieving the most rigorous outcome possible for the student. The
training is conducted by the special education team to assist with implementing behavior management systems,
progress monitoring, and differentiated instruction. Additionally, all DPA administrators and teachers receive
research-based interventions and co-teaching strategies a minimum of once per quarter. DPA classes begin prior to
the DCSD special education training; therefore, DPA staff members participate in training/workshops offered by
the school, district and Metro RESA on Reading, Mathematics, Depth of Knowledge, Unpacking Standards, and
Classroom Management. During the current charter term, DPA special education staff have attended the following
training; progress monitoring, IEP development, best practices, 504 refresher training, RTI training, and
co-teaching.
Services Provided by DCSD
DCSD provides DPA with the following wrap-around services when/if they are provided for in a student’s
IEP:
● Transportation
● Audiological services
● Psychological services
● Speech language pathology
● Occupational therapy
● Physical therapy
● Social work services
● Counseling services
● Vision specialists
● Orientation and mobility services
● Interpretation services
Staffing
Although charter schools are allowed to waive teacher certification as part of the broad flexibility waiver,
special education (as well as other federally mandated services) is an exception where staff are required to be
fully certified. The current special education department consists of six special education teachers and one
paraprofessional. DPA also has a fully certified special education lead teacher that provides oversight for the
program by monitoring the identification/evaluation process, IEP implementation, legal compliance, testing
accommodations, training for general education staff, and differentiated instructional strategies. The special
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education lead teacher supports newly hired special education teachers by providing coaching, training, regular
check-ins and monitoring of their caseloads. The lead teacher attends all IEP meetings to provide coaching and
support as well.
Multi-tiered Support System (such as RTI), Gifted and Talented Education Services
The early and accurate identification of students not meeting grade-level expectations and “at risk” of
academic underperformance remains a priority for DPA’s faculty/staff/administrators/Board. At the beginning of
each year, teachers review MAP scores, the previous year’s Milestone data, when available, work samples, and
informal/formal assessments to identify students that may need additional academic support. DPA began using
MAP prior to the current charter term and administers the assessment three times per year (fall, winter, spring).
MAP serves as the universal screener to identify and/or predict which students may need academic interventions.
Students scoring below the 35% baseline on the MAP assessment in reading and/or math and have not yet
demonstrated content mastery are targeted for supplemental instruction. Within ten days after each MAP
assessment, teachers utilize MAP’s Learning Continuum Report or the Student Profile Report to identify specific
skill deficits as it relates to the standards that are covered during that instructional time frame. Bi-weekly
assessments determine the level of content mastery students have gained. Teachers adjust individual instructional
needs based on performance data.
DPA’s instructional staff design personalized learning plans for every student utilizing MAP’s Student
Growth Worksheet. These plans become the basis for monitoring individual student achievement. As students
grow and master skills, the learning plans are modified to reflect increasing levels of challenge or emphasize areas
of weakness that require intensive focus. These plans allow the leadership, teachers, parents, and the students to
collaborate on setting learning targets as well as document and reflect on learning accomplishments on an ongoing
basis. Once students are assessed to determine their current academic levels, they are then placed in flexible
groups designed to accelerate academic functioning to grade level (if below grade level) and beyond (for students
at and above grade level).
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By adapting school curricula and instructional strategies, teachers can provide learning activities and
practical experiences to students according to their abilities and needs. The MTSS Framework allows teachers to
personalize learning by providing a multi-tiered approach to the early identification and support of students with
both learning and behavioral deficits. Student progress is monitored closely at each level of intervention to
determine the effectiveness of the strategies/supports (i.e., small group instruction, tutoring, behavioral
management plan) by both the RTI team and Student Support Team (SST). The Student Support Team is
composed of the guidance counselor, teachers, parent, student, and administrator. DPA’s RTI process is as follows:
Tier 1: Differentiated, evidence-based core instruction to meet the needs of most students in the general
education setting.
Tier 2: Evidence-based, individualized, targeted intervention(s) of moderate intensity that addresses
learning or behavioral challenges of identified students. Students in Tier 2 receive an additional 45 minutes of
instruction each day.
Tier 3: Individualized intervention(s) of increased intensity for students who show minimal response to
Tiers 1-2. Students are referred for special education evaluation at this level. Students in Tier 3 receive an
additional 60 minutes of instruction per day.
DPA’s Intervention Specialists provide remedial services for students in the RTI process through the co-
teaching and pull-out model. The Intervention Specialist attends grade level common planning meetings to
analyze student data, identify skill deficits, set individual student goals, and monitor student growth.
Student progress is monitored weekly for a period of 60 days at each RTI level. The interventions will be
adjusted, intensified or reduced based on how that student is responding to the support. Parents are kept apprised
of their child’s progress through mid-term progress reports and the nine-week report cards. DPA has experienced
challenges, during the current charter term, with MTSS progress monitoring. The root cause has been the lack of
knowledge regarding how to input progress monitoring into Infinite Campus. DPA has hired staff who are
dedicated to progress monitoring for students who are in the MTSS program.
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DPA’s daily schedule has been modified to support instructional differentiation through the addition of a
“Power Hour” during the school day to provide additional time for acceleration/remediation. Additional
instruction provides students with needed time to master content. For students requiring additional assistance,
DPA also offers substantive, additional instruction in reading/math during the day. Students’ progression on
content growth is measured with bi-weekly assessments, teacher observations (classroom performance), and
growth between MAP testing sessions.
To collect data for PBL units, teachers ensure that all GSEs are taught as delineated by the curriculum
maps. Students are grouped for small group instruction, individualized instruction or independent contract work
based on an analysis of the Fall, Winter, and Spring Map administrations. Data is collected utilizing bi-weekly
assessments, quizzes, and performance-based products. Teachers differentiate the tasks for the students based on
the content, process, or product. Students who are in the RTI process still experience PBL and receive their
interventions during the small group or individualized instruction periods by the teacher or the math
interventionists. Students in RTI are monitored using results from Study Island, i-Ready and IXL based on the
prescriptions set in the RTI meetings.
Talented and Gifted Services
The DPA T.A.G. (Talented and Gifted) program is a standards-based program designed to enrich and
extend the learning experience for eligible students. To meet the academic needs of more of our top students, the
DPA gifted program was expanded during the 2017-18 school year to include talented students. There are
currently 45 students participating in the T.A.G. program. The DPA T.A.G. program is a pullout model, which
emphasizes academic rigor and deeper learning through the use DOK (Depth of Knowledge) strategies, Web 2.0
digital learning tools, PBL (Project Based Learning), and the integrated study of classical literature and history.
Federally Mandated Services for English Learners
5. 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.
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DPA provides state and federally mandated services for English Language Learners (ELL). DPA will
continue to adhere to all state and federal guidelines related to services for ELL/LEP (Limited English
Proficiency) students and families, including but not limited to, provision of communications in their primary
language, working with parents to determine what support they need to be highly involved in their child’s
education, providing access to needed supplemental services, and reporting to state and federal agencies as
required. DPA currently serves 11 two ELL students. Materials from DPA are provided to families in their
language to facilitate communications between the school and home. Interpreters are available to attend meetings
and provide simultaneous interpretation.
Identification and Assessment
In order to correctly identify potential ELL students, all parents and guardians are required to complete a
home language questionnaire at the time of enrollment. This questionnaire is designed to determine whether the
dominant language at home is a language other than English and whether the child is bilingual. A licensed ESOL
teacher conducts evaluations using either the WIDA Model (Kindergarten) or WIDA Screener (Gr. 1-8)
Proficiency Test to identify and plan for ELL students. Currently, approximately 1.0% of DPA students receive
language support services.
Students are identified as English Learners (ELs) and possibly needing English Language Learner’s
(ELL) services are adopted from the DCSD policies in the following ways: providing a Home Language Survey;
reviewing records from previous school districts on prior receipt of Bilingual or ELL services; and/or accepting
referrals from previous school’s administration regarding pending language proficiency concerns. The student
does not need to have been born outside the USA to be able to receive ELL services. A student who is an
American citizen can receive services if their first language was other than English, or if English is not the
primary language spoken in the student’s home. Once a student has been identified by any of the above-mentioned
methods, which can occur at any time during the school year, he/she is assessed to determine English language
proficiency. Students in grades K-12 are given the WIDA-ACCESS Placement Test (WAPT). The results of the
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WAPT are used to determine if the tested student should be identified as an ELL student. If so, then he/she is
enrolled in the DPA’s ELL program.
Instructional Program
DPA uses an inclusive approach that incorporates elements of immersion and sheltered content. Teachers
that serve ELLs generally push-in to the general education classroom (DPA has 2 ESOL endorsed teachers).
Teachers utilize Pearson’s envision K-8 math program which provides an ELL toolkit containing professional
learning materials for use with ELL students. Daily ELL instruction is provided in the teacher's edition used with
a specific part of the lesson such as problem-based learning solve and share, visual learning bridge, Leveled
instruction includes suggestions for students at Beginning, Intermediate, and Advanced levels of English
Language Proficiency. Due to the low number of ELL students and the push-in model, ESOL curriculum is
primarily teacher-developed. The Reading Street ELL handbook is also used for targeted ESOL instruction.
In Reading Street, the ELL handbook provides explicit, scaffolded instruction and specialized support in
phonics, academic vocabulary, word and sentence structure, and grammar for English language learners. ELL
students will develop English listening, speaking, reading, and writing abilities at their individual language
proficiency levels. The handbook also supplies teachers with professional development guidance and resources
for teaching ELL students.
This approach challenges students to quickly acquire English-language skills and does so in a manner that
keeps them closely involved in regular classroom life. For students with limited English abilities, full participation
with their English-speaking peers encourages English skill development, provides a forum for cultural sharing,
and develops overall positive student relationships. Small-group instruction allows for trust to be developed and
eliminates limited response to help raise the comfort level for ELLs, encouraging them to begin to participate in
spoken English.
Teachers at DPA are expected to tailor the content and vocabulary they use within their given classes to a
level appropriate for the students they are teaching. Methods for doing so, and for including/involving ELL
students in classroom exchanges, are important components of DPA’s teacher professional development. An
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annual staff development training is provided by a certified ELL instructor and the Executive Director of
Curriculum and Assessments (EDCA) and Principals. DPA’s Principal, in collaboration with the EDCA, oversees
and monitors the implementation of services, protocols, and procedures for English-language learners by
providing leadership in the development, coordination, and support of curriculum, instruction, assessment, and
professional learning.
Evaluation and Program Exit
ACCESS for ELLs is administered annually to all English language learners. ACCESS for ELLs is used
to determine the English language proficiency levels and progress of ELLs in the domains of speaking, listening,
reading, and writing. Students attaining proficiency (Level 5) on ACCESS for ELLs are exited from services.
Students exited from the ELL program are monitored for a minimum of 2 years. Analysis of classroom
performance through coursework, teacher observations through the Sheltered Instruction Observation Protocol
(SIOP), and standards-based assessments (Milestones and MAP) are conducted by the ELL teacher to ensure
students are demonstrating standard mastery and proficiency level growth. The Sheltered Instruction Observation
Protocol (SIOP) is an instructional model that has proven effective components in addressing the academic needs
of English learners. Dekalb Preparatory Academy (DPA) uses an inclusive approach that incorporates elements of
SIOP.
To exit from the program, a student may be classified as English proficient at the end of the school year in
which a student would be able to participate equally in a regular, all-English, instructional program. DeKalb
Preparatory Academy follows state guidelines for determining when to exit an English Language Learners (ELL)
student from the program. Students must meet the required exit criteria listed below. In addition, students must
meet one of the two additional exit criteria provided below to exit from the English language instructional
program:
Ongoing Monitoring
Students who exit from the ELL program are placed on monitor status for a period of at least two years.
The ELL teacher is responsible for formally monitoring the student and oversees the student’s progress through
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the following measures: grades, teacher observations, and standardized test performance. The ELL teacher serves
as a resource to the content area teacher(s) during this monitoring process, and the classroom teacher and school
counselor immediately inform the ELL teacher should any difficulties arise. Intervention, in such cases, includes
adaptations and modifications to regular classroom instruction and assessment, and additional academic support.
Student Discipline
6. 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?
DPA ensures that due process rights of students are upheld at all times in disciplinary actions. Charter schools are
bound by both state and federal due process requirements. As a DCSD charter school, DPA follows Dekalb
County School District’s Student Code of Conduct, which provides a framework for managing student discipline
from a due process perspective.
DPA has a very low occurrence of disciplinary infractions that result in either out-of-school (OSS). or
in-school suspension (ISS). The school uses social-emotional support and the Positive Behaviors in Schools
(PBIS) approach to set expectations as well as provide behavioral support for students. DPA uses an incentive
program called “Bulldog B.A.R.K.” The acronym (B-be responsible, A-attitude, R-respect, and K-keep working
hard). helps remind students of behavioral expectations. Students are able to accrue “Bulldog Bucks”, which can
be used at the DPA school store. Due to consistently applied expectations and incentives, DPA’s discipline
practices result in minimal infractions and consequences. DPA had zero expulsions in the current charter term.
Discipline data is broken down below by school year and ethnicity/race.
Figure 34: 2020-2021 Dekalb Preparatory Academy Discipline Data
In-School Out-of-School
Expulsions
Suspensions Suspensions
Ethnicity/Race Number & Percentage of Total Population
Latino/Hispanic 0 % 0 % 0 %
American Indian 0 % 0 % 0 %
Asian / Pacific Islander 0 % 0 % 0 %
Black / African American 0 % 0 % 0 %
White 0 % 0 % 0 %
Two or More Races 0 % 0 % 0 %
Total Population
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Figure 35: 2021-2022 Dekalb Preparatory Academy Discipline Data
In-School Out-of-School
Expulsions
Suspensions Suspensions
Ethnicity/Race Number & Percentage of Total Population
Latino Hispanic 0 0% 0 0% 0 0%
American Indian 0 0% 0 0% 0 0%
Asian / Pacific Islander 0 0% 0 0% 0 0%
Black / African American 0 0% 1 0% 0 0%
White 0 0% 0 0% 0 0%
Two or More Races 0 0% 0 0% 0 0%
Total Population
Figure 36: 2022-2023 Dekalb Preparatory Academy Discipline Data
In-School Out-of-School
Expulsions
Suspensions Suspensions
Ethnicity/Race Number & Percentage of Total Population
Latino Hispanic 0 0% 0 0% 0 0%
American Indian 0 0% 0 0% 0 0%
Asian / Pacific Islander 0 0% 0 0% 0 0%
Black / African American 0 0% 4 0% 0 0%
White 0 0% 0 0% 0 0%
Two or More Races 0 0% 0 0% 0 0%
Total Population
During the current charter term, DPA has experienced very low incidents of in-school and out-of-school
suspension. In recent years, we have been proud to observe overwhelmingly positive behavior data within our
school community. This speaks volumes about the dedication of our staff, students, and parents in fostering a
culture of respect, responsibility, and academic excellence.
Several proactive steps to ensure that we maintain a fair, equitable, and inclusive educational community:
1. Review of Discipline Policies: Our team is conducting a thorough review of our discipline policies to
ensure they are clear, just, and consistently applied to all students. This review will help eliminate any potential
biases in the disciplinary process.
2. Professional Development: We are investing in professional development for our staff, focusing on
techniques for classroom management, conflict resolution, and culturally responsive teaching practices. This will
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enable our teachers to address behavioral issues effectively while understanding the diverse backgrounds of our
students.
3. Data Collection and Analysis: We will continue to monitor and analyze discipline data to identify
trends and patterns, allowing us to proactively address disparities in the application of discipline and make
necessary adjustments to our approach.
4. Restorative Practices: Our commitment to restorative practices will continue to grow. These practices
encourage a sense of accountability, empathy, and personal growth, and we believe they offer a more constructive
approach to resolving behavioral issues.
5. Engagement with Parents and Students: We maintain open lines of communication with parents and
students, ensuring they are involved in our school's disciplinary process. Your insights and perspectives are
invaluable to us.
We want to emphasize that addressing disparities in discipline is a continuous process, and we remain
steadfast in our commitment to creating an inclusive and equitable learning environment for all students. Our
ultimate goal is to ensure that every student feels safe, respected, and valued within our school community.
Ethnic and racial disparities in student discipline have plagued students and schools in Georgia and across
the country. Discipline gaps, or disparities, often lead to academic gaps, particularly with educationally
marginalized students. Research suggests that African American male students receive harsher consequences for
behavior than their female or Caucasian peers. In an article by Dr. Pedro Noguera, a foremost researcher on this
topic, stated that, “discipline patterns often reveal where conditions within our schools need to be changed. Many
schools find themselves disciplining (often through out-of-school suspensions) the same students repeatedly.
Often these are the kids with the greatest academic, social and emotional needs.”11 The Office of Civil Rights
(OCR) houses discipline data for schools to allow for the external review and analysis of disciplinary data. The
most recent year for which this data is available is 2017.
When reviewing the OCR data for 2017, DPA has significantly fewer discipline infractions than the
district.
11
Noguera, Pedro. July 8, 2019. Equity isn’t just a slogan. It should transform the way we educate kids. https://holdsworthcenter.org/blog/equity-isnt-just-a-slogan/
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Figure 37: 2017 DPA and DCSD Discipline Results
Category DPA DCSD
Total Student Population 555 106,601
Percentage of African American Students 94.8% 61.9%
Out-of-School-Suspension # of Occurrences 2 13,844
Out-of-School-Suspension % of African American Students 100% 86.3%
In-School-Suspension # of Occurrences 0 5961
In-School-Suspension % of African American Students 0 78.5%
Expulsions - # of Occurrences 0 17
Expulsions % of African American Students 0 100%
In 2017, DPA had 555 students enrolled, according to the Office of Civil Rights database. Of the students
enrolled, 94.8% were African American, compared to the same group making up 61.9% of students district-wide.
DPA had only two incidents of OSS in 2017. Of the two students who received OSS, 100% of them were African
American. The DPA data does not demonstrate any disparities and 2 incidents do not represent a statistically
significant number. Conversely, DCSD has a relatively high rate of > 13,000 OSS incidents, and 86.4% of the
13,844 students were African American, or 11,961 out of 13,844 students. If the rate of incidents were more
aligned with the % of the total population (61.9%), that number of incidents would be closer to 8,594. The
percentage of district-level expulsions of African American students was 100% in 2017.
Sociodemographic Diversity in the DPA School Community
7. Describe in detail how the charter school’s students, governing board, faculty, and staff reflect the
sociodemographic diversity of the community served by the charter school. If the charter school does not
reflect the community’s diversity in one or more areas of the areas listed above, provide a comprehensive
plan to address this need for diversity. Included in such a plan could be, for example, the use of targeted
recruitment or the use of a weighted lottery to provide an increased chance of admission for educationally
disadvantaged students pursuant to O.C.G.A. § 20-2-2066(a)(1) and State Board Rule 160-4-9-.05(2)(g).
DPA’s socio demographic data shows that there is no notable disparity between the three main stakeholder
groups at the school. Figure 40 below, demonstrates that there is only a 4% difference between the student group
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and either the staff or board groups, in terms of the percentage African American stakeholders in each respective
group. Currently, DPA does not need to utilize a weighted lottery to eliminate any socio demographic disparities.
Figure 38: 2021-2022 and 2022-2023 Socio Demographic Diversity
Stakeholder Group African Asian Hispanic White Native Multi
American American
22-23 22-2 22-23 22-23 22-23 22-23
21-22 21-22 21-22 21-22 21-22 21-22
3
94% 95% .2% 1% 4.1% 3.1 .5% 1%
DPA Students %
99% 98% 1% 2%
DPA Staff
100% 100%
DPA Board
Data Source: gosa.georgia.gov
Difficulties Faced During the Current Charter Term
8. Describe in detail any difficulties faced during the charter term that were not already addressed above,
how the school dealt with such difficulties, and if they remain an issue for the school. Also explain how
the school plans to avoid these difficulties during the upcoming charter renewal term.
COVID-19 Pandemic
The greatest and most unexpected challenge DPA faced in the current charter term, as well as the
two-year contract extension, is the public health crisis that began in spring of 2020. DPA, like all public schools
around the state, had to quickly shift into a remote learning model. DPA provided all faculty training by Heather
Robinson, of Cross & Dot, who is a seasoned virtual learning expert who has a strong track record of results in the
virtual learning environment. To prepare for the 2020-2021 school year, DPA followed DCSD’s lead in terms of
strategies and best practices, as well as considerations for testing, re-opening, and the wide range of other
educational challenges brought on by the pandemic.
For the first two of the three-year charter term, the State did not provide a CCRPI score. This presents a
significant challenge in the charter space due to the nature of the performance contract itself. Should there be
another pandemic, prolonged impact of the current COVID-19 pandemic or a comparable circumstance beyond
the school’s control, DPA has developed a robust remote learning model that can be activated quickly should the
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school need to shutdown day-to-day operations for extreme weather conditions and/or other factors that may
prompt a state of emergency.
Teacher Retention
Teacher retention at DPA has been an ongoing challenge. This is due to several factors; 1) teacher
salaries are not sufficiently competitive, 2) teachers leave after they obtain certification, and 3) burnout from the
extended day and year model. To address burnout, DPA has engaged in a service called ADP Total Source, which
is a platform where employees can access employee assistance programs such as mental health services and legal
services. Staff have also received training on building efficiency into their workflow to reduce burnout and
improve work-life balance. Figure 41 below shows attrition rates during the first charter term.
Figure 39: Staff Retention During the Current Charter Term
School Year Attrition Rate %
2022-2023 53
2021-2022 53
2020-2021 29
2019-2020 20
2018-2019 23.7
Staff retention is crucial to increasing student achievement and organizational effectiveness. To increase
teacher retention, the DPA board has taken several measures based on a root-cause analysis that was conducted in
spring 2023. DPA is offering signing bonuses, as well as retention and longevity incentives to increase retention
dramatically in the next charter term. A significant pay scale increase has already been implemented across the
school for all certificated positions. This increases competitiveness, which is vital in the Atlanta area where
educators have a range of job opportunities.
In addition to the compensation opportunities mentioned above, DPA is also offering referral stipends to
existing staff who refer educators who are hired and offered a contract. When staff demonstrate excellent
attendance, this will also be rewarded.
Staff retention cannot only be addressed financially, to positively impact this critical indicator, the school
climate and culture must also be improved along with targeted and data-driven professional development that is
provided to staff across the school. DPA is anticipating a retention rate of % for the 2023-2024 school year. DPA
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is expected to have roughly 45% attrition at the end of the 2023-2024 school year, which is a 8% reduction from
the prior year. There will be some reorganizing and intentional hiring of more certified teachers for the
2024-2025 school year. Once staff quality has increased and school culture improvements are fully implemented,
the expected staff retention rate is 85% on an annual basis.
Head of School Retention
The DPA board has taken extensive measures to recruit, select, hire and retain the new Head of School,
Dr. Lenise Bostic. Dr. Bostic is an experienced leader with various areas of expertise including successfully
implementing school turnaround strategies in Atlanta Public Schools through the Purpose Built Schools strategic
partnership. To ensure that Dr. Bostic is able to fully implement her school improvement strategy, she has been
hired with a multi-year contract. She has been given the flexibility to hire her own leadership team and given
more autonomy to run the school. She has been onboarded by Mrs. Tamara Cooper, who served as the Director of
Strategic Initiatives and Interim Head of School and will continue to be supported by Mrs. Cooper as well as the
governing board. Dr. Bostic works closely with board committees and has already established effective lines of
communication with committee chairs. She is also very engaged with the group of charter leaders who serve
other charter schools in the District. The governing board and Head of School also participated in an in-depth
retreat to develop and set expectations for the school and how they will work together to ensure growth and goal
attainment.
PROPOSED CHANGES
9. 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: See academic changes below.
● The academic program and curriculum.
● The use of waivers/innovations.
● School programs – this includes Students with Disabilities, Gifted and Talented, English
Learners, etc.
● Any assessments being used.
● Any administrative positions.
B. GOVERNANCE CHANGES: No governance changes.
● The school’s governance structure.
● The school’s governing board composition, including its diversity.
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● The school’s relationship with an Educational Service Provider or other Charter Partner.
● The relationship with the local district.
C. FINANCIAL CHANGES: See financial changes below.
● The school’s financial structure.
● The school’s CFO.
● The school’s relationship with any major creditors (e.g., landlords, investors etc.)
D. OPERATIONAL CHANGES: No operational changes
● The school’s facilities – this should include any proposed expansion or renovations.
● The school’s attendance zone and any enrollment priorities being used (see O.C.G.A. §
20-2-2066(a)(1)).
● Whether the school’s students, faculty, and staff reflect the diversity of its attendance zone.
● Whether the school will utilize a weighted lottery to provide an increased chance of
admission for educationally disadvantaged students pursuant to O.C.G.A. § 20-2-2066(a)(1)
and State Board Rule 160-4-9-.05(2)(g).
● Any services provided to students such as transportation, food service, etc.
● The grades the charter school will serve. Please note this includes adding additional grades or
reducing current grades.
Academic Changes
The most notable changes for the next charter term include structural changes to the organizational
leadership, as well as a new Head of School, who has been in place since the beginning of the 2023-2024 school
year. The new leadership structure maintains the Head of School position, while recalibrating other positions for
maximum effectiveness. Each grade band will have a dedicated principal that reports to the Head of School. A
dean of school culture will be vital to the new structure as a cultural shift is needed to increase results throughout
the organization. An assistant principal will be in place to serve both grade bands. An academic coach will also
be in place to support the leadership team along with instructional coaches who will work directly with teachers
on strategies that will increase student achievement. This new structure is more streamlined than the previous
“top heavy” structure thus allowing more resources to be allocated at the classroom level; both in instructional
resources, and increased compensation for instructional staff. These organizational changes were based on the
root cause analysis conducted in spring 2023.
Financial Changes
During the current charter term, DPA has also experienced a high rate of turnover in terms of the financial
staffing and management structure. A new CFO, Mr. Christian Kayemba, was hired, but the board ultimately
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renewed its contract with Avalon Accounting Services. DPA previously used Avalon for CFO and accounting
services. In the new charter term, DPA will also use APD human resources services due to the turn over that has
plagued DPA and the need to stabilize staffing and increase retention across the organization.
LOOKING TO THE FUTURE
10. 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.
Opportunity and Achievement in Charter Term 3
The DPA board and leadership were strategic in their approach to the charter renewal in terms of making
minimal changes to the program and innovations for the next charter term. DPA’s incorporation of audio video
communication is designed to increase student achievement by providing hands-on experiences that build and
reinforce skills and competencies. All core content areas integrate audio video modalities of instruction in order to
build capacity for critical thinking, use of technology, and communication skills. The AVC proficiencies have
been backward mapped from the AVC Technology and Film Pathway so all students who choose to pursue that
pathway in high school will have the foundational training and experience to facilitate that pursuit. Students use
digital media tools for synchronous and asynchronous collaboration with peers and industry experts to plan,
design, and publish content-specific work products as part of the summative assessment measure for each
semester.
As DPA continues to strengthen the AVC program, critical partnerships designed to enhance the academic
experience will be secured. During the current charter term, well over 500 students have engaged in the DPA
student experience each year, which demonstrates continued interest and demand for the program. As educators
work diligently to ensure that students make significant progress and master required skills, families continue to
entrust their children’s education to the faculty and staff at DPA, as their choice in public education.
DPA Comparison Schools – Academic Analysis
Currently, DPA is working on a two-year extension to their original contract. The purpose of the
extension was to allow additional time to implement the organizational changes initiated upon severing the ESP
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agreement in term one. While the additional two years expanded the implementation period for the new
instructional model, organizational structure, and financial management system, all of the key school
improvement elements were not in place at that time. According to the Center on School Turnaround at WestEd,
there are four key elements to either restarting or turning around a charter school when it is not meeting all of the
performance metrics outlined in the school’s contract. Turnaround leadership, talent development, instructional
transformation, and a culture shift must all be present in order for the new iteration of the charter school to meet
and achieve performance requirements.12
In Georgia, charter schools have a “flexibility bargain”, wherein charter boards are granted “broad
flexibility” in exchange for superior academic performance. Essentially, charter schools are expected to
outperform the local system as well as the State. Charter schools also have to be responsive to the market in terms
of finding their niche within the local system’s portfolio, attracting talented staff and families who are committed
to the mission. During the extended contract period, DPA continued to experience higher than acceptable staff
turnover. Organizational shifts of this magnitude do not allow for the rapid improvement the school needed to
demonstrate during the two-year window. The board conducted a root cause analysis to better understand the
challenges during the current charter term and how to develop sustainable changes that produce consistent results.
This was a new approach for the board and the analysis revealed critical areas for improvement. Namely, staff
retention across the organization is one of the main barriers to organizational success. The information gained and
confirmed through the analysis, allows the board to understand more fully the oversight required for DPA to
provide an innovative and high-quality student experience in the next charter term. Also, with Dr. Bostic at the
helm, DPA has a leader with the experience needed to move the academic needle as well as increase staff
retention, which are key to consistently providing a high-quality program in the next charter term.
All organizational challenges aside, DPA scholars demonstrated academic growth as outlined in the
performance section of this application and the comparative analysis of Region 6, which consistently shows DPA
performing above average among the comparison group of schools.
12
https://www.wested.org/wp-content/uploads/2019/08/resource-considering-turnaround-for-low-performing-charter-schools.pdf
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Anchoring DPA in the Community
DPA team will focus on increasing academic rigor across the school in a manner that will meet students
where they are and accelerate their learning. To accomplish this, the board and administration must increase staff
retention and development, as well as provide the necessary support for students throughout their K-8 experience.
DPA has the organizational capacity and board oversight to provide an innovative and high-quality student
experience in the next charter term. DPA has become part of the Dekalb County educational ecosystem, and the
school community looks forward to serving students for another charter term.
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EXHIBITS
The following Exhibits are required to complete your Charter School Renewal Application Package. Please tab the
Exhibits to match the item numbers below. Exhibits should be as limited in size as possible.
1. Attach an official copy of the certificate of incorporation for the required Georgia nonprofit corporation
from the Georgia Secretary of State. Please Note: All charter school contracts—including those of
start-up and conversion charter schools—must be held by a Georgia nonprofit corporation.
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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ASSURANCES FORM AND SIGNATURE SHEET
Georgia law and State Board of Education Rule requires your school to provide assurances that it will do certain
things and comply with certain laws. This Assurance Form enumerates all of these requirements and, when you
submit this signed Signature Sheet with this Assurance Form as part of your Charter School Application Package,
you are providing the legal assurance that your charter school understands and will do these things. This form
must be signed by the school’s governing board chair.
As the authorized representative of the applicant, I hereby certify that the information submitted in this
application for a charter for (name of school) located in DeKalb County is true to the best of my knowledge
and belief; I also certify that if awarded a charter, the school:
1. Shall be nonsectarian in its programs, admissions policies, employment practices, and all other
operations;
2. Shall be subject to the control and management of the local board of the local school system in which
the charter school is located, as provided in the charter and in a manner consistent with the U.S. and
Georgia Constitutions;
3. Shall not discriminate against any student or employee on the basis of race, color, ethnic background,
national origin, gender, disability, age, or sexual orientation;
4. Shall be subject to all federal, state, and local rules, regulations, court orders, and statutes relating to
civil rights; insurance; the protection of the physical health and safety of school students, employees,
and visitors; conflicting interest transactions; and the prevention of unlawful conduct;
5. Shall be subject to the provisions of O.C.G.A § 20-2-1050 requiring a brief period of quiet reflection;
6. Shall ensure that the charter school and its governing board are subject to the provisions of O.C.G.A. §
50-14-1 et seq. (Open and Public Meetings) and O.C.G.A. § 50-18-70 et seq. (Open Records);
7. Shall ensure that the charter school’s governing board members may only receive compensation for their
reasonable and actual expenses incurred in connection with performance of their duties;
8. Shall ensure that the charter school’s governing board members receive initial training and annual
training thereafter, provided by a SBOE-approved vendor pursuant to O.C.G.A. § 20-2-2072 and State
Board of Education Rule 160-4-9-.06;
9. Shall ensure that the charter school’s governing board adopts and abides by a conflict of interest policy;
10. Shall comply with O.C.G.A. §20-2-210(b)(1) and implement an evaluation system as adopted and defined
by the State Board of Education for elementary and secondary school teachers of record, assistant
principals, and principals;
11. Shall comply with the accountability provisions of O.C.G.A. § 20-14-30 through § 20-14-41 and federal
accountability requirements, and participate in statewide assessments;
12. Shall adhere to all provisions of federal law relating to students with disabilities, including the IDEA,
Section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990,
as applicable;
13. Shall provide state and federally mandated services for English Language Learners, as applicable;
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14. Shall provide for supplemental educational services as required by federal law and pursuant to SBOE
Rule 160-4-5-.03, and for remediation in required cases pursuant to SBOE Rule 160-4-5-.01;
15. Shall notify the state of any intent to contract with a for-profit entity for education and/or management
services;
16. Shall notify the state of any changes in for-profit entity contracted with for education and/or
management services;
17. Shall be subject to the requirement that it shall not charge tuition or fees to its students except as may
be authorized by local boards by O.C.G.A. § 20-2-133;
18. Shall comply with federal due process procedures regarding student discipline and dismissal;
19. Shall be subject to all laws relating to unlawful conduct in or near a public school;
20. Shall have a written grievance procedure to resolve student, parent, and teacher complaints;
21. Shall have a written procedure for resolving conflicts between the charter school and the local board of
education;
22. Shall comply with the provisions of O.C.G.A. § 20 -2-211.1 relating to fingerprinting and criminal
background checks;
23. Shall remit payments to TRS on behalf of employees and shall employ teachers in accordance with TRS;
24. Shall ensure that if transportation is provided for its students, the school shall comply with all applicable
state and federal laws;
25. Shall ensure that if the charter school participates in federal school meals programs, then it shall comply
with all applicable state and federal laws and rules;
26. Shall prepare a safety plan in accordance with O.C.G.A. § 20-2-1185 and submit and obtain approval
from the Georgia Emergency Management Agency;
27. Shall comply with the state facility requirements regarding site codes, facility codes, the submission of
architectural plans for any new facility that the school may build or occupy during the charter term and
all other facility requirements as established by the Department;
28. Shall be subject to all reporting requirements of O.C.G.A. § 20-2-160, subsection (e) of O.C.G.A. §
20-2-161, O.C.G.A. § 20-2-320, and O.C.G.A. § 20-2-740;
29. Shall be subject to an annual financial audit conducted by the state auditor or by an independent
certified public accountant licensed in this state;
30. Shall designate a Chief Financial Officer that meets all requirements as established by the Charter
Schools Rule 160-4-9-.05(2)(h)(1);
31. Shall secure adequate insurance coverage prior to opening and shall maintain such coverage throughout
the charter term in accordance with the laws of the State of Georgia;
32. Shall acknowledge that all criteria used to calculate QBE funding may not be waived;
33. Shall ensure that 90% of QBE funds earned for out-of-system students enrolled in a virtual school must
be spent on their instruction pursuant to O.C.G.A. § 20-2-167.1; and
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33. Shall ensure that 90% of QBE funds earned for out-of-system students enrolled in a virtual school must
be spent on their instruction pursuant to O.C.G.A. § 20-2-167.1; and
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DOCUMENTATION OF VOTE (CONVERSIONS ONLY)
This petition has been agreed to, by secret ballot, by a majority of the faculty or instructional staff members at a
meeting called with two weeks advance notice during which time a complete petition draft was available for
review.
Date of Faculty and Instructional Staff Vote
Total Number of Faculty and Instructional Staff
Number Approving Percent Approving
Number Disapproving ________ Percent Disapproving
Principal’s Signature Date
This petition has been agreed to, by secret ballot, by a majority of the parents or guardians of the students
enrolled in the school who were present at a meeting called for the purpose of deciding whether to submit the
petition. A student’s parent(s) or guardian(s) shall collectively have one vote for each student enrolled in the
school although parents of students at the school who are eligible to vote as faculty or instructional staff shall
also have a single vote in the vote. Two weeks advance notice of the meeting published during which time a
complete petition draft was available for review.
Date of Parent/Guardian Vote
Total Number of Parents/Guardians Attending Meeting
Number Approving Percent Approving
Number Disapproving ________ Percent Disapproving
Principal’s Signature Date
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STATE OF GEORGIA
Secretary of State
Corporations Division
313 West Tower
2 Martin Luther King, Jr. Dr.
Atlanta, Georgia 30334-1530
ANNUAL REGISTRATION *Electronically Filed*
Secretary of State
Filing Date: 2/25/2022 4:26:25 PM
BUSINESS INFORMATION
CONTROL NUMBER 08073628
BUSINESS NAME DEKALB PREPARATORY ACADEMY, INC.
BUSINESS TYPE Domestic Nonprofit Corporation
EFFECTIVE DATE 02/25/2022
ANNUAL REGISTRATION PERIOD 2022, 2023, 2024
PRINCIPAL OFFICE ADDRESS
ADDRESS 1402 Austin Drive, Decatur, GA, 30032, USA
REGISTERED AGENT
NAME ADDRESS COUNTY
DeKalb Preparatory Academy 1402 Austin Drive, Decatur, GA, 30032, USA Dekalb
OFFICERS INFORMATION
NAME TITLE ADDRESS
Janelle Wilhite CFO 1402 Austin Drive, Decatur, GA, 30032, USA
Roberta Walker SECRETARY 1402 Austin Drive, Decatur, GA, 30032, USA
Suzette Arnold CEO 1402 Austin Drive, Decatur, GA, 30032, USA
AUTHORIZER INFORMATION
AUTHORIZER SIGNATURE Susan Wright
AUTHORIZER TITLE Registered Agent
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Page 97 of 539
Exhibit 2- Dekalb Preparatory Academy
FIRST AMENDED AND RESTATED
BYLAWS OF
DEKALB PREPARATORY ACADEMY, INC.
(A Non-Profit Georgia Corporation)
ARTICLE I
NAME AND OFFICE
Section 1. Name. The name of this nonprofit corporation shall be “DeKalb Preparatory
Academy (the “Corporation”). The complete name of the school shall be the Corporation, shall
be used in all transactions of official business.
Section 2. Registered Office and Agent. The registered office of the Corporation shall
be located in the State of Georgia and the Corporation shall at all times maintain a registered
agent at the address of the registered office and a registered agent whose office is identical with
such registered office, as required by the Georgia Non-Profit Corporation Act.
ARTICLE II
ORGANIZATION
Section 1. Mission Statement. The Corporation shall empower students to cultivate
knowledge, think critically, and act collaboratively and compassionately.
Section 2. Purpose. The purposes of this Corporation, as expressed in its Articles of
Incorporation, shall be for the purpose of transacting any or all lawful business for which
corporations may be incorporated under the Georgia Non-Profit Corporation Act, to operate
within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1986 (the "Code"), to
assist with the establishment, development and administration of charter schools, and to make
grants to further elementary, middle and high school educational programs and facilities and
other capital needs for such schools providing elementary, middle and high school educational
programs through charter schools, and other charitable activities and to distribute the whole or
any part of the income therefrom and the principal thereof exclusively for such purposes, either
directly or by contributions to organizations that qualify as exempt organizations under Section
501(c)(3) of the Code issued pursuant thereto, as they now exist or as they may hereafter be
amended.
Section 3. Objectives. The objectives of the Governing Board are as follows:
A. To model, protect, and ensure that the Mission Statement is adhered to in all
activities and decisions of the Board and the daily activities of the staff, students, parents and
school advisory committees as they relate to the school’s operations.
B. To serve as final authority in matters affecting executive staffing, budget,
curriculum, calendar decisions, marketing, ideological focus, and school concerns, and to
ensure that these are consistent with and promote the educational goals of the Mission
Statement.
C. To encourage faculty, parents and students to be responsive to the needs and
concerns of the school as a whole, and of the unique learning styles, challenges and talents of
individual students.
D. To act as the official voice of the Corporation with regard to public
information, media contacts and public relations.
Section 4. Dissolution. In the event of the dissolution of the Corporation, the Board of
Directors (“Board”) shall, after paying or making provision for the payment of all of the
liabilities of the Corporation, dispose of all of the remaining assets of the Corporation,
exclusively for the purposes of the Corporation in such manner, or to such organization or
organizations organized and operated exclusively for charitable, educational, religious or
scientific purposes, as shall at the time qualify as an exempt organization or organizations under
Section 501(c)(3) of the Internal Revenue Code of 1986 (or the corresponding provisions of any
Page 98 of 539
Exhibit 2- Dekalb Preparatory Academy
future United States Internal Revenue Law), as the Board shall determine. Any of such assets
not so disposed of shall be disposed of by the court having proper jurisdiction in the county
where the principal office of the Corporation is then located, exclusively for such purposes or to
such organization or organizations, as said court shall determine, which are organized and
operated exclusively for such purposes.
ARTICLE III
BOARD OF DIRECTORS
Section 1. General Powers. The affairs of the corporation shall be managed by its Board
of Directors. Directors need not be residents of the State of Georgia.
Section 2. Duties of the Board of Directors. The Board shall be charged with the
management of the affairs of the Corporation, and shall pursue such policies and principles as
shall be in accordance with law, the provisions of the Articles of Incorporation, these Bylaws,
and any written charter entered into by the Board. The Board shall be considered as having the
powers of a Board of Directors and shall be deemed to be acting as the Board of Directors for all
purposes of the Nonprofit Corporation Law. By way of elucidation, and not in limitation, the
Board shall be responsible to carry out the following duties and obligations:
a. The Board shall uphold the school’s mission and vision and ensure effective
organizational planning on the part of the school through an annual strategic planning
and review process that will review and update the school’s short-term, mid-term, and
long-range goals, and evaluate the effectiveness of the implementation of the school’s
mission and plans;
b. The Board shall either directly or through a personnel committee provide for the
annual appraisal of the performance of the Head of School;
c. The Board ensure the financial stability of the Corporation through regular monthly
review of financial statements and reports, an annual independent financial review,
and direct oversight of major financial commitments and decisions;
d. The Board shall take an active role, either directly or through a Board committee,
in resolving grievances and conflicts which may arise within the school community
involving, students, parents, staff, administration, and Board members.
To the extent permitted by law, the Board may, by general resolution, delegate to
officers of the Corporation or to committees of the Board such powers as it deems necessary or
appropriate to carry out its duties and obligations.
Section 3. Election, Number, and Tenure. Any vacancy occurring in the Board and any
position to be filled by reason of an increase in the number of Board members may be filled,
upon recommendation of a qualified candidate by the Governance Committee, by the affirmative
vote of the majority of the seated Board members. A Director elected to fill the vacancy shall be
elected for the unexpired term of his/her predecessor in office. The Board of Directors shall be
empowered to determine the size of the Board, provided that the Board of Directors shall consist
Page 99 of 539
Exhibit 2- Dekalb Preparatory Academy
of not less than five (5) nor more than eleven (11) directors or voting members. Each director
shall hold office for a period of one to three years until the next annual meeting of the Board and
until his or her successor shall have been qualified and elected.
Board members shall serve a term of three (3) years from the date of their appointments
or until their successors are seated. A full three-year term shall be considered to have been
served upon the passage of three (3) annual meetings. After election, the term of a Director may
not be reduced, except for cause as specified in these bylaws. Directors shall take office at the
first board meeting following the annual meeting at which their appointment is announced.
Fulfilling an incomplete term is not considered part of the term limit. When possible, Directors
shall serve staggered terms to balance continuity with new perspective. A Director may serve up
to two (2) consecutive terms. An individual who has served up to two (2) consecutive terms as
Director may not be eligible for another term until two (2) years have passed following the last
day of the individual’s preceding term as Director, unless the Executive Committee votes
unanimously to waive this term limitation.
Section 4 Vacancy. Any vacancy occurring in the Board of Directors and any position to
be filled by reason of an increase in the number of Directors may be filled, upon
recommendation of a qualified candidate by the Governance Committee, by the affirmative vote
of the majority of the seated Directors. A Director elected to fill the vacancy shall be elected for
the unexpired term of his/her predecessor in office.
Section 5. Resignation. A Director may resign at any time by filing a written resignation
with the Chair of the Board.
Section 6. Removal. The Board may remove any Director with cause by two-thirds (2/3)
vote of the entire Board at any regular or special meeting of the Board, provided that a notice
including a statement of the reason or reasons shall have been mailed by certified mail to the
Director proposed for removal at least thirty (30) days before any final action is taken by the
Board. The notice shall specify the time when and the place where the Board is to take action on
the removal. The Director shall be given an opportunity to be heard and the matter considered by
the Board at the time and place mentioned in the notice. The Board may remove any Director:
1. If the Director has been declared of unsound mind by a final order of court;
2. If the Director has been convicted of a felony, or a misdemeanor involving moral
turpitude;
3. If the Director has been found by a final order or judgment of any court to have
breached any duty imposed by Georgia Law; or
4. For such other good causes as the Board may determine.
Section 7. Annual Meeting. An annual meeting of the Board of Directors shall be held
in the month of May in each year for the purpose of electing Directors and for the transaction of
such other business as may come before the meeting. If the election of Directors shall not be held
on the day designated herein for any annual meeting, or at any adjournment thereof, the Board of
Page 100 of 539
Exhibit 2- Dekalb Preparatory Academy
Directors shall cause the election to be held at a special meeting of the Board as soon thereafter
as conveniently may be.
Section 8. Regular Meetings. The Board of Directors shall meet at least eight (8) times
per fiscal year. The Board of Directors may provide by resolution the time and place, within the
State of Georgia, for the holding of additional regular meetings of the Board. There shall be a
notice posted in a public place, at least a 24-hour period prior to the meeting.
Section 9. Special Meetings. Special meetings of the Board of Directors may be called
by or at the request of the Chair or any two Directors.
Section 10. Notice. Notice of any special meeting of the Board of Directors shall be
given at least twenty four hours previously thereto by written notice delivered personally or by
phone, or sent by mail to each Director at his address as shown by the records of the corporation,
and by posting a public notice twenty four hours prior to the meeting. If mailed, such notice
shall be deemed to be delivered when deposited in the United States mail in a sealed envelope so
addressed, with postage thereon prepaid. Any Director may waive notice of any meeting. The
attendance of a Director at any meeting shall constitute a waiver of notice of such meeting,
except where a Director attends a meeting for the express purpose of objecting to the transaction
of any business because the meeting is not lawfully called or convened. Neither the business to
be transacted at, nor the purpose of, any regular or special meeting of the Board need be
specified in the notice or waiver of notice of such meeting, unless specifically required by law or
by these bylaws.
Section 11. Quorum. A majority of all the Directors must be present in person at a
meeting to constitute a quorum for the transaction of business at such meeting. Except as
otherwise provided by law, the Articles of Incorporation, or these Bylaws, the affirmative vote of
a majority of the Directors present at a meeting at which a quorum is present shall be necessary
for an action of the Board. A majority of the Directors present, whether or not a quorum exists,
may adjourn any meeting of the Board to another time and place. Notice of any such adjourned
meeting shall be given to the Directors who were not present at the time of adjournment.
A two-thirds majority vote of the Directors shall be necessary for all actions by the Board
relating to the following:
1. Appointment of the School Principal
2. Approval of the school budget
3. Financing of the school facility
4. Removal of a Director
5. Approval of charitable gifts, transfers, distributions, and grants by the Corporation to
other entities;
6. Adoption of an amendment to the Articles of Incorporation or the Bylaws;
7. Organization of a subsidiary or affiliate by the Corporation; and
8. Approval of any merger, consolidation or sale or other transfer of all or a substantial
part of the assets of the Corporation.
Page 101 of 539
Exhibit 2- Dekalb Preparatory Academy
Section 12. Manner of Acting. The act of a majority of the Directors present at a
meeting at which a quorum is present in person shall be the act of the Board of Directors, unless
the act of a greater number is required by law or by these bylaws. In the event of a tie vote, the
item voted on shall be tabled until the next meeting of the Board of Directors.
Section 13. Vacancies. Any vacancy occurring in the Board of Directors and any
directorship to be filled by reason of an increase in the number of directors may be filled by the
affirmative vote of a majority of the remaining directors, though less than a quorum of the Board
of Directors. A Director elected to fill a vacancy shall be elected for the unexpired term of his
predecessor in office. If the board members remaining in office constitute less than a quorum,
they shall fill the vacancy by the affirmative vote of a majority of all the board members
remaining in the office.
Section 14. Compensation. Directors as such shall not receive any stated salaries for
their services, but by resolution of the Board of Directors a fixed sum and expenses of
attendance, if any, may be allowed for attendance at each regular or special meeting of the
Board.
Section 15. Informal Action by Directors. Any action required by law to be taken at a
meeting of directors, or any action which may be taken at a meeting of directors, may be taken
without a meeting if a consent in writing, setting forth the action so taken, shall be signed by all
of the Directors.
ARTICLE IV: RESPONSIBILITIES
Section 1. Board Responsibilities. The following set forth the general duties and
responsibilities of the Board as a whole and its individual members.
A. The Board shall set and enforce policy and assure that the School is run in a
manner consistent with the Mission Statement and in compliance with all applicable laws and
the Charter.
B. The Board shall develop and approve an annual budget and audit and operate
within that budget.
C. The Board shall appoint members to standing and special committees. Those
elected to the Board will be expected to serve on a minimum of one standing committee.
D. The Board shall establish and publish the school calendar, including any
changes made during the school year.
E. The Board shall be responsible for the maintenance of any records required by law
or provided for by the Charter Contract.
F. The Board shall negotiate and approve any changes to or renewals of
the Facilities lease, its use and maintenance, and shall establish policy for facilities
use.
Page 102 of 539
Exhibit 2- Dekalb Preparatory Academy
G. The Board shall convene at least eight (8) regular monthly meetings during the
school year and will provide an opportunity for public input. In addition, the Board may
convene work sessions as it deems appropriate.
H. The Board shall adopt and administer a grievance policy and procedure.
I. The Board shall approve an admissions policy and ensure compliance with all
aspects of such policy.
J. The Board shall approve or disapprove hiring and termination of Head of
School employment contracts and approve by.
K. The Board shall enforce all contract issues, including employment, leases, and
charter agreements with the State of Georgia.
L. The Board shall be responsible for the implementation and monitoring of a code
of conduct and discipline policy, consistent with applicable law and the Charter
Contract.
M. The Board shall perform such other duties as appropriate and necessary to the safe
and effective operation of the school and which promote the school’s commitment to educational
excellence.
ARTICLE V
OFFICERS
Section 1. Officers. The officers of the corporation shall be a Vice Chair, a Secretary, a
Treasurer and such other officers as may be elected in accordance with the provisions of this
Article. The Board of Directors may elect or appoint such other officers, including one or more
Assistant Secretaries and one or more Assistant Treasurers, as it shall deem desirable, such
officers to have the authority and perform the duties prescribed, from time to time, by the Board
of Directors. Any two or more offices may be held by the same person, except the offices of
President and Secretary.
Section 2. Election and Term of Office. The officers of the corporation shall be elected
annually by the Board of Directors at the regular annual meeting of the Board of Directors. If the
election of officers shall not be held at such meeting, such election shall be held as soon
thereafter as conveniently may be established. New offices may be created and filled at any
meeting of the Board of Directors. Each officer shall hold office until his successor shall have
been duly elected and shall have qualified.
Section 3. Removal. Any officer elected or appointed by the Board of Directors may be
removed by the Board of Directors whenever in its judgment the best interests of the corporation
would be served thereby. Any board member who misses two consecutive meetings with no
prior written notice will also be removed.
Page 103 of 539
Exhibit 2- Dekalb Preparatory Academy
Section 4. Vacancies. A vacancy in any office because of death, resignation, removal,
disqualification or otherwise, may be filled by the Board of Directors for the unexpired portion
of the term.
Section 5. Chair. The Chair shall be the principal executive officer of the corporation
and shall in general supervise and control all of the business and affairs of the corporation. He or
she shall preside at all meetings of the members and of the Board of Directors. The Chair may
sign, with the Secretary or any other proper officer of the corporation authorized by the Board of
Directors, any deeds, mortgages, bonds, contracts, or other instruments which the Board of
Directors has authorized to be executed, except in cases where the signing and execution thereof
shall be expressly delegated by the Board of Directors or by these bylaws or by statute to some
other officer or agent of the corporation; and in general shall perform all duties incident to the
office of President and such other duties as may be prescribed by the Board of Directors from
time to time.
Section 6. Vice Chair. In the absence of the Chair or in event of the Chair’s inability or
refusal to act, the Vice Chair shall perform the duties of the Chair, and when so acting, shall have
all the powers of and be subject to all the restrictions upon the Chair. The Vice Chair shall
perform such other duties as from time to time may be assigned by the President or by the Board
of Directors.
Section 7. Treasurer. If required by the Board of Directors, the Treasurer shall give a
bond for the faithful discharge of duties in such sum and with such surety or sureties as the
Board of Directors shall determine. The Treasurer shall have charge and custody of and be
responsible for all funds and securities of the corporation; receive and give receipts for moneys
due and payable to the corporation from any source whatsoever, and deposit all such moneys in
the name of the corporation in such banks, trust companies or other depositaries as shall be
selected in accordance with the provisions in Article VII of these bylaws; and in general perform
all the duties incident to the office of Treasurer and such other duties as from time to time may
be assigned by the President or by the Board of Directors.
Section 8. Secretary. The Secretary shall keep the minutes of the meetings of the
members and of the Board of Directors in one or more books provided for that purpose; see that
all notices are duly given in accordance with the provisions of these bylaws or as required by
law; be custodian of the corporate records and of the seal of the corporation and see that the seal
of the corporation is affixed to all documents, the execution of which on behalf of the
corporation under its seal is duly authorized in accordance with the provisions of these bylaws;
keep a register of the post-office address of each member which shall be furnished to the
Secretary by such member; and in general perform all duties incident to the office of Secretary
and such other duties as from time to time may be assigned by the Chair or by the Board of
Directors.
Section 9. Assistant Treasurers and Assistant Secretaries. If required by the Board of
Directors, the Assistant Treasurers shall give bonds for the faithful discharge of their duties in
such sums and with such sureties as the Board of Directors shall determine. The Assistant
Page 104 of 539
Exhibit 2- Dekalb Preparatory Academy
Treasurers and Assistant Secretaries, in general, shall perform such duties as shall be assigned to
them by the Treasurer or the Secretary or by the Chair or the Board of Directors.
ARTICLE VI
COMMITTEES
Section 1. Committees of Directors. The Board of Directors, by resolution adopted by a
majority of the Directors in office, may designate and appoint one or more special committees,
each of which shall consist of two or more Directors, which committees, to the extent provided
in said resolution, shall have and exercise the authority of the Board of Directors in the
management of the corporation, except that no such committee shall have the authority of the
Board of Directors in reference to amending, altering or repealing the bylaws; electing,
appointing or removing any member of any such committee or any Director or officer of the
corporation; amending the Articles of Incorporation, restating Articles of Incorporation; adopting
a plan of merger or adopting a plan of consolidation with another corporation; authorizing the
sale, lease, exchange or mortgage of all or substantially all of the property and assets of the
corporation; authorizing the voluntary dissolution of the corporation or revoking proceedings
therefor; adopting a plan for the distribution of the assets of the corporation; or amending,
altering or repealing any resolution of the Board of Directors which by its terms provides that it
shall not be amended, altered or repealed by such committee. The designation and appointment
of any such committee and the delegation thereto of authority shall not operate to relieve the
Board of Directors, or any individual Director, of any responsibility imposed upon it or him by
law. Notice shall also be provided to the public in accordance with any applicable provisions of
Georgia’s Open and Public Meetings Law, O.C.G.A. §§ 50-14-1 et seq.
Vacancies in the membership of any committee may be filled by appointments made in
the same manner as provided for in the case of original appointments. Unless otherwise provided
in the resolution of the Board of Directors designating a committee, a majority of the members of
the committee shall constitute a quorum and the act of a majority of the members present at a
meeting at which a quorum is present shall be the act of the committee. Committees shall include
at a minimum: governance, finance, academic, executive, and development.
Section 2. Governance Committee. There shall be a Governance Committee which shall
be appointed and operate as follows:
a. Chair. The Chair of the Board of Directors shall appoint a chair of the Governance
Committee to serve a two-year term. Upon the expiration of the committee chair’s
term or upon a vacancy in the position, the Board Chair shall appoint a successor to a
new two-year term.
b. Members. The Board Chair shall appoint one or two additional members to the
Committee. In order to stagger the terms of the committee members, one of the
appointed members shall serve an initial one-year term, and the other shall serve an
initial two-year term. Upon the expiration of the initial terms and of any succeeding
terms, subsequent members shall be appointed. Upon any vacancy in either of the
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member’s positions, the Board Chair shall appoint a new member to fill the unexpired
term.
c. Duties. The Governance Committee shall be charged with reviewing all applications
and interviewing all applicants for member on the Board of Directors. Any person
nominated or wishing to be considered for a position on the Board shall submit an
application together with all supplemental information which shall be prescribed by
the Governance Committee by the deadline set by the Governance Committee, except
in cases where through death, resignation or otherwise a vacancy on the Board must
be filled more quickly, in which case the Governance Committee, acting
unanimously, may prescribe a different submission schedule. No person may be
placed in nomination for a position on the Board without having first been screened
by the Governance Committee in accordance with the procedures set forth in this
paragraph c. The committee is also charged with board training and organizing the
annual board retreat.
Section 3. Finance Committee. There shall be a Finance Committee which shall be
appointed and operate as follows:
a. Chair. The Treasurer of the Board of Directors shall serve as the chair of the Finance
Committee.
b. Members. The Board Chair shall appoint one or two additional members to the
Committee. In order to stagger the terms of the committee members, one of the
appointed members shall serve an initial one-year term, and the other shall serve an
initial two-year term. Upon the expiration of the initial terms and of any succeeding
terms, subsequent members shall be appointed. Upon any vacancy in either of the
member’s positions, the Board Chair shall appoint a new member to fill the unexpired
term.
c. Duties. The Finance Committee shall be charged with: recommending a budget
aligned with the strategic priorities of the school; overseeing the school’s financial
resources; ensuring compliance with financial policies; recommending selection of
the auditor; facilitation board training on financial topics as needed; and ensuring
financial goals are met.
Section 4. Academic Excellence Committee. There shall be an Academic Excellence
Committee which shall be appointed and operate as follows:
a. Chair. The Chair of the Board of Directors shall appoint a chair of the Academic
Excellence Committee to serve a two-year term. Upon the expiration of the chair’s
term or upon a vacancy in the position, the Board Chair shall appoint a successor to a
new two-year term.
b. Members. The Board Chair shall appoint one or two additional members to the
Committee. In order to stagger the terms of the committee members, one of the
appointed members shall serve an initial one-year term, and the other shall serve an
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initial two-year term. Upon the expiration of the initial terms and of any succeeding
terms, subsequent members shall be appointed. Upon any vacancy in either of the
member’s positions, the Board Chair shall appoint a new member to fill the unexpired
term.
c. Duties. The Academic Excellence Committee shall be charged with partnering with
the school leader to set and reach rigorous academic goals to: define excellent school
performance based on the charter school’s mission and vision; support school leader
in developing annual academic performance goals for the school, and recommend
these academic goals to the board for approval; verify that school administrators are
using student performance data to constructively inform decisions; monitor the school
leader’s efforts to improve areas of deficient student performance; and upon request,
serve as on ongoing resource to administrators for academic issues and programming.
Section 5. Executive Committee. There shall be an Executive Committee which shall be
appointed and operate as follows:
a. Chair. The Chair of the Board of Directors shall serve as the Chair of the Executive
Committee.
b. Members. Members of the Executive Committee shall be the Board Chair, Vice
Chair, Treasurer, and Secretary, any ex-officio members, and Head of School along
with any invited guest. Each member of this committee will serve based on the
expected period established as a board members.
c. Duties. The Executive Committee shall be charged with serve as the committee that
evaluates the Head of School and makes strategic decisions for the school. For
transparency, the Executive Committee must inform the entire Board of decisions to
keep the board informed. In the event there is discussion affecting the Head of
School such as compensation, evaluation or grievance, the committee must move to
Executive Session where the Head of School is excluded from those discussions. The
committee will model best practices for the board and will collaborate consistently
with the Head of School to support his or her role as school leader.
Section 6. Development Committee. There shall be a Development Committee which
shall be appointed and operate as follows:
a. Chair. The Chair of the Board of Directors shall appoint a Chair of the Development
Committee to serve a two-year term. Upon the expiration of the Chair’s term or upon
a vacancy in the position, the Chair shall appoint a successor to a new two-year term.
b. Members. The Chair shall appoint one or two additional members to the Committee.
In order to stagger the terms of the committee members, one of the appointed
members shall serve an initial one-year term, and the other shall serve an initial two-
year term. Upon the expiration of the initial terms and of any succeeding terms,
subsequent members shall be appointed. Upon any vacancy in either of the members’
positions, the Chair shall appoint a new member to fill the unexpired term.
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c. Duties. The Development Committee shall be charged with setting fundraising goals,
establishing policies pertaining to gift solicitation; provide leadership in gift
cultivation; and monitoring progress towards fundraising goals.
Section 7. Special Committees. Other committees not having and exercising the
authority of the Board of Directors in the management of the corporation may be appointed in
such manner as may be designated by a resolution adopted by a majority of the Directors present
at a meeting at which a quorum is present. Except as otherwise provided in such resolution, all
such committees shall include at least one Board member, and the Board Chair of the corporation
shall appoint the members thereof. Any member thereof may be removed by the person or
persons authorized to appoint such member whenever in their judgment the best interests of the
corporation shall be served by such removal.
Section 8. Advisory Board. The Board may appoint members of the community to serve
on an advisory board, the purpose of which shall be to advise, assist and support and advocate
for the Corporation as requested by the Board. Members shall represent a cross-section of
community leaders and stakeholders of the Corporation and hold specific knowledge and/or skill
sets that can benefit the mission and vision of the Corporation.
Section 9. Term of Office. Each member of a committee shall continue as such until the
next annual meeting of the Board of the corporation and until his successor is appointed, unless
the committee shall be sooner terminated, or unless such member be removed from such
committee, or unless such member shall cease to qualify as a member thereof.
Section 10. Chair. One member of each committee shall be appointed Chair by the
person or persons authorized to appoint the members thereof.
Section 11. Vacancies. Vacancies in the membership of any committee may be filled by
appointments made in the same manner as provided in the case of the original appointments.
Section 12. Quorum. Unless otherwise provided in the resolution of the Board of
Directors designating a committee, a majority of the whole committee shall constitute a quorum
and the act of a majority of the members present at a meeting, or participating in the meeting
telephonically, at which a quorum is present in person shall be the act of the committee.
Section 13. Rules. Each committee may adopt rules for its own government not
inconsistent with these bylaws or with rules adopted by the Board of Directors.
ARTICLE VII
INDEMNIFICATION OF DIRECTORS AND OFFICERS
Section 7.1. Indemnification. The Corporation shall indemnify to the fullest extent
permitted by law each of its officers, Directors, whether or not then in office (and his executor,
administrator and/or heirs) or any person who may have served at its request as a director or
officer, of another corporation, partnership, joint venture, trust or other enterprise as well as the
executor, administrator and heirs of any of them against all reasonable expenses (including
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Exhibit 2- Dekalb Preparatory Academy
attorneys’ fees), judgments, fines and amounts paid in settlement actually and necessarily
incurred by him in connection with any threatened, pending or completed action, suit, proceeding
or arbitration, whether civil or criminal, administrative or investigative (including any appeal
thereof), to which he is or is threatened to be made a party because he is or was a Director,
officer, employee or agent of this Corporation, or such other corporation, partnership, joint
venture, trust or other enterprise. He shall have no right to reimbursement, however, in relation
to matters as to which he has been adjudged liable to the Corporation for gross negligence or
willful misconduct in the performance of his duties to the Corporation. The foregoing right of
indemnification shall be in addition to and not exclusive of all other rights to which such
Director, officer, employee or agent may be entitled.
Section 7.2. Insurance. The Corporation may purchase and maintain insurance on
behalf of any person who is or was a Director, officer, employee or agent of the Corporation or
who is or was serving at the request of the Corporation as a director, officer, employee or agent
of another corporation, partnership, joint venture, trust or other enterprise against any liability
asserted against him and incurred by him in any such capacity or arising out of his status as such,
whether or not the Corporation would have the power to indemnify him against such liability
under the provisions of this Article.
ARTICLE VIII
CONTRACTS, CHECKS, DEPOSITS AND FUNDS
Section 1. Contracts. The Board of Directors may authorize any officer or officers, agent
or agents of the corporation, in addition to the officers so authorized by these bylaws, to enter
into any contract or execute and deliver any instrument in the name of and on behalf of the
corporation, and such authority may be general or confined to specific instances.
Section 2. Checks, Drafts, etc. All checks, drafts or orders for the payment of money,
notes or other evidences of indebtedness issued in the name of the corporation, shall be signed by
such officer or officers, agent or agents of the corporation and in such manner as shall from time
to time be determined by resolution of the Board of Directors. In the absence of such
determination by the Board of Directors, such instruments shall be signed by the Treasurer or an
Assistant Treasurer and countersigned by the Chair or a Vice Chair of the corporation.
Section 3. Deposits. All funds of the corporation shall be deposited from time to time to
the credit of the corporation in such banks, trust companies or other depositaries as the Board of
Directors may select.
Section 4. Gifts. The Board of Directors may accept on behalf of the corporation any
contribution, gift, bequest or devise for the general purposes or for any special purpose of the
corporation.
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Exhibit 2- Dekalb Preparatory Academy
ARTICLE IX
BOOKS AND RECORDS
The corporation shall keep correct and complete books and records of account and shall
also keep minutes of the proceedings of its Board of Directors and committees having any of the
authority of the Board of Directors.
ARTICLE X
FISCAL YEAR
The fiscal year of the corporation shall begin on the first day of July and end on the last
day of June in each year.
ARTICLE XI
WAIVER OF NOTICE
Whenever any notice is required to be given under the provisions of the Georgia Non-
Profit Corporation Act or under the provisions of the articles of incorporation or the bylaws of
the corporation, a waiver thereof in writing signed by the person or persons entitled to such
notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of
such notice.
ARTICLE XII
AMENDMENTS TO BYLAWS
These bylaws may be altered, amended or repealed and new bylaws may be adopted by a
two-thirds majority of the Directors present at any regular meeting or at any special meeting, if at
least two days’ written notice is given of intention to alter, amend or repeal or to adopt new
bylaws at such meeting.
ARTICLE XIII
MISCELLANEOUS
Section 1. Inspection of Bylaws. The Corporation shall keep in its principal office, the
original or a copy of these Bylaws, as amended or otherwise altered to date, certified by the
Vice-Chair, which shall be open to inspection by the Board of Directors at all reasonable times
during office hours.
Section 2. Policies and Procedures. Any action by the Board establishing policy or
methods of procedure – administrative, business, academic or otherwise – not contained in these
Bylaws shall be known as “Policies and Procedures of the Board.”
Policies and Procedures of the Board may be adopted by the Board or may be amended or
repealed, in whole or in part, at any meeting of the Board in accordance with the laws of the
State of Georgia.
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Exhibit 2- Dekalb Preparatory Academy
Section 3. Conflicts of Interest
3.1 Conflict of Interest Policy. Each Board Member will sign a conflict of interest
policy at the beginning of each school year affirming his or her un-conflicted loyalty to the
interest of Corporation.
3.2 Inquiry into Self-Dealing Transactions. If the Board or its committees is
made aware that a proposed action could constitute a Self-Dealing Transaction, it shall first
conduct appropriate inquiry before entering into such action. “Self-Dealing Transaction” means
any transaction having the School as one party and one or more of the following among the other
proposed parties to the transaction:
(1) Directors, Officers, or employees of the Corporation or school management
company, or blood or marital relations of any of them;
(2) An entity in which a Director, Officer or employee of the Corporation or
school management company, or blood or marital relation of any of them,
holds a significant ownership or investment interest;
(3) An entity which employs or otherwise compensates a Director, Officer or
employee of the Corporation or school management company, or employs or
compensates a blood or marital relation; and/or
(4) Any entity which has, as a member of its board of directors or trustees, a
Director, Officer or employee of the Corporation or school management
company, or a blood or marital relation of any of them.
3.3 Approval of Self-Dealing Transactions. A Self-Dealing Transaction, as
defined above, shall be voidable at the sole election of the Corporation unless the following
provisions are satisfied:
(1) The Board shall hold one or more meeting(s) to discuss and vote on the
transaction or arrangement resulting in the conflict of interest. An Interested
Person may make a presentation to the Board, but after such presentation,
shall leave the meeting(s) during the discussion of, and the vote on the conflict
of interest transaction.
(2) The Chair shall, if appropriate, appoint a disinterested person or committee to
investigate alternatives to the proposed arrangement with reasonable efforts
from a person or entity that would not give rise to a conflict of interest.
(3) After exercising due diligence to determine whether the Corporation can
arrange an alternative transaction more favorable to the school with
reasonable efforts, the Board of Directors concludes that it is in the
Corporation’s best interests and is fair and reasonable to authorize the Self-
Dealing Transaction
(4) The Board of Directors authorizes, approves, or ratifies the transaction by the
affirmative vote of a majority of the disinterested Directors, and with
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Exhibit 2- Dekalb Preparatory Academy
disclosure or knowledge of the material facts concerning the Self-Dealing
Transaction.
Interested Directors may be counted in determining the presence of a quorum at a meeting of the
Board of Directors (or a committee thereof) that authorizes, approves, or ratifies such contract or
transaction.
ADOPTED this day of , 2016, I certify that the foregoing First
Amended and Restated Bylaws of DeKalb Preparatory Academy, Inc. were approved and
adopted by and on behalf of the Corporation by its Board of Directors on _ , 2016,
and are currently in effect.
Dated:
By: _
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Exhibit 3 - Dekalb Preparatory Academy
%RDUG 0HPEHU &RQIOLFW RI ,QWHUHVW
3XUSRVH
This policy outlines the Conflict of Interest statements for Governing Board members.
'XUDWLRQ
This policy is permanent.
3ROLF\
3XUVXDQW WR WKH &KDUWHU JRYHUQLQJ WKH 'H.DOE 3UHSDUDWRU\ $FDGHP\ '3$ QR
PHPEHU RI WKH %RDUG VKDOO NQRZLQJO\
1. Engage in any business or transaction with, or have a financial or other personal
interest, direct or indirect, in the affairs of DPA that would result in a financial
benefit, except for a financial benefit of a nominal or incidental amount, to the
official, appointed officer, employee, or relative of such person, or which would
tend to impair his/her independence of judgment or action in the performance of
official duties.
2. Engage in or accept private employment or render services for private interests
when such employment or service is incompatible with the proper discharge of
his/her official duties or would tend to impair his/her independence of judgment or
action in the performance of his/her official duties.
3. Disclose information or use information, including information obtained at
meetings that are closed pursuant to Title 50, Chapter L4, of the O.C.G.A.
concerning the property, government, or affairs of DPA or any office, department,
or agency thereof, not available to members of the general public and gained by
reason of his/her official position for his/her personal gain or benefit, or to
advance his/her financial interests or that of any other person or business entity.
4. Represent private interests in any action or proceeding against DPA or any office,
department, or agency thereof.
5. Vote or otherwise participate in the negotiation or the making of any contract with
any business or entity in which he/she, or his/her relative, has a financial interest.
6. Solicit, accept, or agree to accept gifts, loans, gratuities, discounts, payment, or
services from any employee, person, firm, or corporation that to his/her
knowledge is interested directly or indirectly in any manner whatsoever in
business dealings with DPA or any office, department, or agency thereof;
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Exhibit 3 - Dekalb Preparatory Academy
provided, however, that an elected official or a candidate for public office may
accept campaign contributions and services in connection with any campaign.
7. Vote or otherwise participate in an appointment, employment, or promotion
decision related to anyone he/she knows or should know would create a direct or
indirect monetary benefit or economic opportunity for himself/herself.
8. Have a personal interest, directly or indirectly, in school real estate, school
textbooks, or school materials and supplies of any kind whatsoever.
9. Sell, solicit, or offer for sale, to the Board or to any official or employee of the
Board, directly or indirectly, any kind of school real estate, textbooks, or school
materials and supplies, nor receive any salary, bonus, or commission on any
such sales.
7KH %RDUG RI'3$PD\ QRW
1. Employ one of its members for any position at DPA.
2. Do business with a partnership or corporation partially owned by a Board
member.
3. Do business with a bank or financial institution where a Board member is an
employee, stockholder, director, or officer when such member owns 30 percent or
more stock in that institution.
In addition, no Board member may employ or promote any person who is an immediate
family member of any Board member unless a public, recorded vote is taken on such
employment or promotion as a separate matter from any other personnel matter. Any
Board member whose immediate family member is being considered for employment
shall not vote on such employment. Board member must disclose such relationship and
sign Board Disclosure Form acknowledging the relationship.
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Exhibit 4 - Conflict of Interest Form
DeKalb County School District Charter School Petitioner GOVERNING
BOARD MEMBER CONFLICT OF INTEREST FORM
1DPH 7LWOH B
3URSRVHG &KDUWHU 6FKRRO B
7HOHSKRQH
6WUHHW $GGUHVV B &LW\
6WDWH 3RVWDO &RGH B
(PDLO $GGUHVV B
Conflict of Interest Disclosure
,QVWUXFWLRQV If you answer “yes” to any of the following questions, please provide an explanation on a separate sheet of paper.
Please label explanations with the number of the corresponding question.
1) Do or will you or your spouse have any contractual agreements with the proposed charter school? Yes No
2) Do or will you, your spouse, or any member of your immediate family have any ownership interest or derive any income in
any educational management organization (EMO) or any other legal entity contracting with the proposed charter school?
Yes
No
3) Did or will you or your spouse lease or sell property to the proposed charter school? Yes No
4) Did or will you or your spouse sell any supplies, materials, equipment or other personal property to the proposed charter
school or receive funds, gifts, loans, services or other consideration from the proposed charter school? Yes No
5) Have you or your spouse guaranteed any loans for the proposed charter school or loaned it any money? Yes No
6) Are or will you, your spouse, or any member of your immediate family be employed by the proposed charter school, its
EMO or any other company contracting or providing service to the charter? Yes No
7) Did you or your spouse provide any start up funds to the proposed charter school? Yes No
8) Did or do you or your spouse, or other member of your immediate family, have ownership interest, directly or indirectly, in
any corporation, partnership, association or other legal entity which would answer “yes” to any of the questions 1-7?
Yes No
9) Does any other board, group, or corporation believe it has a right to control or have input on votes you will cast as a
founding member or member of the Board? Yes No
10) Do you or your spouse currently serve as a public official, elected or appointed, or sit on any other boards? Yes No
11) Have you, your spouse, or any member of your immediate family applied to establish or participated in the establishment of
another charter school? Yes No
12) Have you ever been cited for a breach of ethics for unprofessional conduct, or been named in a complaint to a court,
administrative agency professional association, disciplinary committee or other professional group? Yes No
13) To the best of your knowledge, are there situations not described above that may give the appearance of a conflict of
interest between you and the proposed charter school, or which would make it difficult for you to discharge your duties or
exercise your judgment independently on behalf of the proposed charter school? Yes No
Criminal Background History
,QVWUXFWLRQV Complete this section by placing your LQLWLDOV in the space beside option 1, 2, and/or 3. If you initial option 1 or 2,
please provide information on what the charges were and which courts were involved. Please label explanations with the
number of the corresponding question. 7UDIILF YLRODWLRQV GR QRW QHHG WR EH LQFOXGHG
1) _ I have been convicted, pled guilty or nolo contendere (no contest) to one or more crimes.
2) _ I am currently charged with one or more crimes.
3) _ I have not been convicted, pled guilty or nolo contendere (no contest) to one or more crimes.
Certification
I recognize that all information submitted with this conflict of interest disclosure and criminal record history becomes a matter of
public record, subject by law to disclosure upon request to members of the general public. I will hold DeKalb County Schools, its
trustees officers, employees or authorized agents harmless from liability for the disclosure of any information it reasonably
Page 115 of 539
believes is true based upon my representations.
I hereby certify that the information contained in this document is true and complete to the best of my knowledge and agree to
notify the DeKalb County School District Charter Schools Office of any change that may create a conflict of interest based on the
stated questions. Further, I recognize that falsification or failure to submit a complete annual conflict of interest disclosure as part
of my annual board orientation and training becomes justification for removal.
Signature Date
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System Name: Charter School Accountability Report Contract Period:
(;+,%,7'(.$/%35(3$5$725<$&$'(0<
Please complete the Accountability Report below. Tab 2 contains a partial example of what your Accountability Report should look like.
School/System Name: Dekalb Preparatory Academy Charter Term: 2019 - 2024
Year 1 Year 2 Year 3 Year 4
Contract Terms and Performance Goals Assessment
(2019-2020) (2020-2021) (2021-2022) (2022-2023)
Essential or Innovative Features (Indicate whether each essential or innovative feature was implemented. Use the legend below to indicate the implementation of each feature.)
Project-based Learning with an emphasis on Audio Video Communications Technology N/A MET MET MET MET
The Charter School shall implement Pearson EnVision Math across all grade levels N/A MET MET MET MET
Reading Street N/A MET MET MET MET
Summer Bridge Program to provide early education and middle school readiness to students over the
N/A MET MET MET MET
summer.
Achievement of Academic and Organizational Goals (Indicate the assessment used for each measure. Provide the target and actual performance for each measure. Use the legend below to color code each "Actual" performance
additional lines for each measure as needed)
Academic Goal 1: During the first year of its charter contract term, the Charter School shall achieve at least two of the following academic performance standards:
Measure a: Match or exceed the CCRPI Content Mastery score of its authorizing school district(s) in each grade band
served (elementary, middle, and/or high school). &RQWHQW0DVWHU\'3$(606 'HNDOE&RXQW\ GMAS QRWPHW 1$ 1$ 1RWPHW
(6 06
Measure b: Match or exceed the overall CCRPI score of its authorizing school district(s) in each grade band served
GMAS QRWPHW 1$ 1$ 1RWPHW
(elementary, middle, and/or high school).
&RPSDULVRQ
Measure c: Increase its overall CCRPI score by at least 4% of the gap between 100 and the school’s previous year
GMAS 1$ 1$ WRSULRU\HDU
overall CCRPI score for each grade band served (elementary, middle, and/or high school). PHWWDUJHW
QRWDYDLODEOH
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11/10/2023
System Name: Charter School Accountability Report Contract Period:
Measure d: Increase its CCRPI Content Mastery score by at least 10% of the gap between 100 and its previous year &RPSDULVRQ
CCRPI Content Mastery score in each grade band served (elementary, middle, and/or high school). &RQWHQW GMAS 0HW 1$ 1$ WRSULRU\HDU
0DVWHU\(606 &RQWHQW0DVWHU\(606 QRWDYDLODEOH
Measure e. Increase its CCRPI Progress Score by at least 10% of the gap between 100 and its previous year CCRPI 3URJUHVV
Progress Score in each grade band served (elementary, middle, and/or high school).3URJUHVV6FRUH(6 GMAS 0(7 1$ 1$ VFRUHQRW
06 3URJUHVV6FRUH(606 DYDLODEOH
Measure f: Achieve an overall positive Value-Added Impact Score in each grade band served 'DWD1RW
1$ 1$ 1$
(elementary, middle, and/or high school). $YDLODEOH
:LWKLQ([SHFWHG 'DWD1RW
Measure g: Beat the Odds (school-wide measure). 1$ 1$
5DQJH $YDLODEOH
Academic Goal 2: During the second year of its charter contract term, the Charter School shall:
&RPSDULVRQ
Measure a: Increase its overall CCRPI score by at least 4% of the gap between 100 and its previous year
GMAS 0(7 1$ 1$ WRSULRU\HDU
overall CCRPI score in each grade band served (elementary, middle, and/or high school).
QRWDYDLODEOH
Measure b: Achieve at least one of the following two performance standards: Increase its CCRPI Content &RPSDULVRQ
Mastery score by at least 10% of the gap between 100 and its previous year CCRPI Content Mastery score GMAS 0(7 1$ 1$ WRSULRU\HDU
in each grade band served (elementary, middle, and/or high school)., OR QRWDYDLODEOH
Measure b: Increase its CCRPI Progress Score by at least 10% of the gap between 100 and its previous &RPSDULVRQ
year CCRPI Progress Score in each grade band served (elementary, middle, and/or high school). (and - GMAS 0(7 1$ 1$ WRSULRU\HDU
Measure C) QRWDYDLODEOH
Measure c: Achieve at least one of the following two performance standards: Achieve an overall positive 'DWD1RW
1$ 1$ 1$
Value-Added Impact Score in each grade band served (elementary, middle, and/or high school). , OR $YDLODEOH
:LWKLQ([SHFWHG 'DWD1RW
Measure c: Beat the Odds (school-wide measure). 1$ 1$
5DQJH $YDLODEOH
Measure d: Not be on the Turnaround Eligible Schools List published annually by the Governor’s Office of
0(7 1$ 1$ 0(7
Student Achievement or on the list of Tier II or Tier III schools published annually by GaDOE.
School Climate Performance Standards:
Goal 4. During the first year of its charter contract term, the Charter School shall achieve a School Climate
1$ 1$ 1$
Star Rating of 3 or more stars.
Goal 3: During the second year of its charter contract term, the Charter School shall achieve a School
1$ 1$ 1$ 1$
Climate Star Rating of 4 or more stars.
Financial Performance Standards. Goal 5: During each year of its charter contract term, the Charter School shall achieve all six of the following financial performance standards.
Measure a: Not be in default of loan or bond covenant(s) and/or is not delinquent with debt services
MET MET
payments.
No default No default
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11/10/2023
System Name: Charter School Accountability Report Contract Period:
Measure b: Achieve a Current Ratio (Working Capital Ratio) that is greater than 1.0 or greater and one-year (=/>) 1.0, 3 yr + (=/>) 1.0, 3 yr +
MET MET
trend is positive.
TREND TREND
Measure c: Possess a Debt to Asset Ratio that is less than 95 percent. MET MET
<95% <95%
Measure d: Unrestricted Days Cash (Total Expenses/365) is greater than 45 days and the one- year trend is
MET MET
positive.
>45 days >45 days
Measure e. Financial Efficiency Rating is 4 Stars or above. MET MET
4 stars 4 stars
Measure f: Audit Compliance MET MET
Compliant audit Compliant audit
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.
GA Open
Measure a: All governing board members complied with all applicable open governance requirements, including GA Open Mtgs
0(7 Mtgs Act 0(7
policies relating to the Georgia Open Meetings Act and open records requirements. Act Compliance
Compliance
Measure b: All governing board members attended all required training, including all training required for any Training req.
Training req. met 0(7 0(7
new governing board members. AND met
Measure c: c. The Board met a minimum of seven (7) times. Min 7 mtgs 0(7 Min 7 mtgs 0(7
Measure d: Successful implementation of the Teacher and Leader Keys Effectiveness System as verified by TKES/LKES TKES/LKES
0(7 0(7
GaDOE. Implemented Implemented
Measure e. All governing board members acted in accordance with the Standards for Effective Governance of
a Georgia Non-Profit School Governing Board as sworn to in the Legal Compliance Affidavit included in the Legal Legal
0(7 0(7
Annual Report, and as evidenced by a lack of any evidence to the contrary received by GaDOE and the Compliance Compliance
authorizing district(s).
Sociodemographi Sociodemogra
Measure f: The Board reflects the sociodemographic diversity of the community it serves. 0(7 0(7
c Diversity phic Diversity
Governance Performance Standards. Goal 7: By the last year of its charter contract term, the Charter School shall implement all Essential or Innovative Features as defined in Section 5 of the charter in all materia
Goal 7: By the last year of its charter contract term, the Charter School shall implement all Essential or Innovative
1$ 1$ 1$ 1$
Features as defined in Section 5 of the charter in all material respects.
Legal Compliance Performance Standards
Goal 8: During each year of its charter contract term, the Charter School shall implement all legal
All legal req's All legal req's
requirements included in its federal and state law, rules and regulations and in its charter in all material 0(7 0(7
implemented implemented
respects
Not on Not on
Goal 9: The Charter School shall not do anything which results in GaDOE and the authorizing district(s)
probationary 0(7 probationary 0(7
placing it on probation more than two times in a single school year (July 1 to June 30).
status status
Not on Not on
Goal 10: The Charter School shall not do anything which results in GaDOE and the authorizing district(s) probationary probationary
0(7 0(7
placing it on probation more than three times during its charter contract term. status more than status more
11/10/2023 3x during the than 3x during
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System Name: Charter School Accountability Report Contract Period:
KEY: Met Progress Made Not Met
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11/10/2023
System Name: Charter School Accountability Report Contract Period:
EKALB PREPARATORY ACADEMY
Tab 2 contains a partial example of what your Accountability Report should look like.
Charter Term: 2019 - 2024
Year 5
(2023-2024)
eature was implemented. Use the legend below to indicate the implementation of each feature.)
MET
MET
MET
MET
vide the target and actual performance for each measure. Use the legend below to color code each "Actual" performance cell. You may add
st two of the following academic performance standards:
2022-2023
TBD
TBD
TBD
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11/10/2023
System Name: Charter School Accountability Report Contract Period:
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
School shall achieve all six of the following financial performance standards.
Expected to
meet/TBD
No default
Page 139 of 539
11/10/2023
System Name: Charter School Accountability Report Contract Period:
(=/>) 1.0, 3 yr + ([SHFWHGWR
TREND PHHW7%'
([SHFWHGWR
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<95%
([SHFWHGWR
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ter School shall achieve all six of the following governance performance standards.
GA Open Mtgs ([SHFWHGWR
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([SHFWHGWR
Training req. met
PHHW7%'
([SHFWHGWR
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PHHW7%'
TKES/LKES ([SHFWHGWR
Implemented PHHW7%'
Legal ([SHFWHGWR
Compliance PHHW7%'
Sociodemograph ([SHFWHGWR
ic Diversity PHHW7%'
er School shall implement all Essential or Innovative Features as defined in Section 5 of the charter in all material respects.
Full
([SHFWHGWR
Implementation
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of all Innovative
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status
Not on
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status more than PHHW7%'
11/10/2023 3x during the
System Name: Charter School Accountability Report Contract Period:
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11/10/2023
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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
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Locally-Approved Charter School Partners Roles and Responsibilities Chart
Set budget priorities with funds received that are aligned with school improvement
plan, including personnel, curriculum, supply, equipment, maintenance, operations, ✓ ✓
and all other costs
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 ✓
Page 147 of 539
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
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Locally-Approved Charter School Partners Roles and Responsibilities Chart
Approve/manage the food service agreement with a vendor or the school system ✓ ✓
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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ADMISSIONS
Dekalb Preparatory Academy is a charter school open to any student (K-8) that resides within
Dekalb County School District. There are no primary and secondary zones. Charter schools, as
well as public schools, must comply with state and federal regulations, and admissions are
open to students in accordance with the school’s charter agreement.
Annually, most grades have a wait list. However, the length of the waiting list varies depending
on the grade. Dekalb Preparatory Academy does not maintain a waiting list from previous
schoolyears. Parents must re-submit an application for the following school year
during that year’s application period.
Admissions Policy:
Returning students and new applicants will be enrolled subject to the following priorities:
• Students who attended Dekalb Preparatory Academy during the previous school year
• Siblings of students who attended Dekalb Preparatory Academy during the
previousschool year
• The children of teachers, staff and board members at Dekalb Preparatory Academy not
falling under the first two criteria above, including children of teachers and staff who
live outside of Dekalb County
• Students who reside in the Dekalb county School District service area
When demand for enrollment exceeds available capacity for prospective students from the
criteriaabove, Dekalb Preparatory Academy will create a waiting list by grade. Dekalb Preparatory
Academy will use a lottery to make selections according to the stipulated priorities in the school
charter.
New Student Application Requirements:
Open enrollment applications are made available on the website through the Lotterease online
application system. The application is posted in the month of January for all prospective families. All
applicants must enter their information into the application for the lottery that is conducted the last
week in February, prior to the March 1st deadline. You will receive an email confirmation once the
registration is complete and will automatically be notified of the lottery results once the lottery has
been verified. If you have any questions regarding the lottery or registration process, please contact the
school registrar at 404-937-2000.
The school will notify you according to your desired form of notification (email, phone…) designated
when you first registered. Should contact information change it is your responsibility to notify Mattie
Reid at mreid@dekalbprepacademy.org of that change.
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Parents/guardians will have ten (10) business days from the date of notification to turn in a completed
enrollment packet. If enrollment packets are not received by 3:00 PM on the tenth day, the
parents/guardians will forfeit their slot to the next wait listed student.
Re-Enrollment:
To secure your child’s place at DPA for the next school year, you must officially complete the re
-enrollment process and complete ½ of the allotted hours of your volunteer requirement (10
hours).
Withdrawal
Parents needing to withdraw their child should come by the front office to request a withdrawal form. A
Withdrawal Form is necessary when a family removes a student from the school during the school year.
The withdrawal must be signed. We must ensure that all school property and textbooks have been
turned in by the child and all Lunch balances have been cleared before he or she leaves the school.
Please give the office 48 hours to process your request once the completed form is received.
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Page 179 of 539
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Page 180 of 539
3rd Grade
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Page 181 of 539
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Page 182 of 539
WK *UDGH
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WK *UDGH
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Page 185 of 539
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WK *UDGH
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Page 187 of 539
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WK *UDGH
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Page 189 of 539
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Page 190 of 539
8th Grade
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Page 192 of 539
1st Grade
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Page 195 of 539
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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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This page was intentionally left blank
Page 200 of 539
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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Page 202 of 539
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/.
Page 203 of 539
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/.
Page 204 of 539
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:
x On school grounds at any time;
x Off school grounds at a school bus stop or at a school activity, function, or event;
x While the student is on a school bus or School District-sponsored transportation
x While the student is participating in virtual instruction;
x 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.
x When utilizing district technology resources, including but not limited to equipment, networks, virtual platforms, and
software;
x 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;
x Off school grounds while attending a school-sponsored or school-related activity of another school system in Georgia;
x 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).
x 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:
x Promotes character development through the exploration of ethical issues across the curriculum
x Develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities
x 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
x SCREENING Instruction
x PROGRESS Effective Professional
MONITORING Leadership Capacity
x DATA-BASED WHOLE
Examine Progress Select Interventions
DECISION
MAKING CHILD
READY TO LEARN
READY TO LIVE
x MULTI-LEVEL READY TO LEAD
PREVENTION
SYSTEM Family & Supportive
Community Learning
x 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:
x reduce crime, violence and bullying,
x improve human behavior,
x strengthen civil society,
x provide effective leadership,
x restore relationships, and
x 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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21
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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22
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
Page 224 of 539
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):
x Profane, vulgar, lewd, obscene, offensive, indecent, sexually explicit, pornographic or threatening
x information/material;
x Advocates illegal or dangerous acts;
x Causes disruption to DeKalb County School District, its employees or students;
x Advocates violence;
x Contains knowingly false, recklessly false, or defamatory information; or
x 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:
x Malicious tampering, phishing, or hacking activities;
x Intentionally seeking information about passwords belonging to other users;
x 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.
x Modifying passwords belonging to others;
x Attempting to log in through another person's account;
x Attempting to gain access to material that is blocked or filtered by the District;
x Accessing, copying, or modifying another user's files without authorization;
x Disguising a user's identity;
x Using the password or identifier of an account that does not belong to the user; or
x 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.
Page 230 of 539
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:
x Verbal assaults such as unwanted teasing or name-calling;
x Threats, taunts and intimidation through words and/or gestures;
x Direct physical contact such as hitting or shoving;
x Physical violence and/or attacks:
x 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;
x 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;
x Rumors or spreading of falsehoods;
x Stalking;
x Public humiliation;
x Social isolation;
x Extortion or manipulation, including incitement and/or coercion;
x 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;
x Sending abusive or threatening text messages or instant messages; and
x 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:
x 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;
x 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:
x 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;
x Public humiliation;
x 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:
x Physical or verbal harm/degradation/abuse;
x Theft/Destruction of personal property for the purpose of bullying, harassing, or intimidating;
x Public humiliation;
x 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:
x Counseling;
x Loss of a privilege;
x Reassignment of seats in the classroom, cafeteria, or school bus;
x Reassignment of classes;
x Detention;
x In-school suspension;
x Out-of-school suspension (through appropriate due process hearing);
x Expulsion (through appropriate due process hearing); and
x 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:
x 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.
x Students serving as Pages of the Georgia General Assembly will be counted as present for days missed from school for
such service.
x 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.
x 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:
x Displaying gang signs and symbols on personal and school property
x Wearing clothing that symbolizes gang affiliation (shirts, hats, bandanas, belts, jewelry, etc.);
x Displaying gang hand-signs, tattoos / brands, and/or other adornments which symbolize gang affiliation;
x Defacing school property with gang graffiti (furniture, walls, buses, buildings, structures, etc.);
x 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;
x 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
x Arrive at the assigned stop ten (10) minutes before bus pickup
x Stand on the sidewalk or the edge of the street by the curb
x Stay off private property
x Do not stand on the part of the road reserved for vehicles
x Be respectful and watchful of traffic
x Wait in a quiet and orderly manner
WHEN THE BUS ARRIVES
x Allow the bus to come to a complete stop
x Board the bus in a quiet and orderly manner
ON THE BUS
x Remain seated at all times until time to get off bus
x Remain silent at railroad crossings
x Cooperate with the driver and practice orderly conduct
x Do not bully, harass or haze other students
x No profanity or obscene behavior
x No smoking
x No eating or drinking
x No vandalism
x No body parts outside bus
x No radio, tapes, or electronic audio/video devices without headphones
x No cell phone use at any time
x No live animals
x No unsafe objects or weapons
x No throwing of items from the bus or on the bus
LEAVING THE BUS
x Remain seated until the bus comes to a complete stop
x Leave the bus in an orderly manner
x Leave at your assigned bus stop
x Cross in front of the bus
x 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.
x The Exceptional Education/Section 504 District personnel will investigate the situation and provide guidance to the
local school.
x 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:
x Assault resulting in serious injury
x Assault involving use of a weapon
x Death by other than natural causes (homicide)
x Kidnapping
x Rape
x Robbery with a dangerous weapon (armed robbery)
x Robbery without a dangerous weapon
x Sexual assault (not involving rape or sexual offense)
x Sexual Offense
x 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.
x 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.
x Tell your friends not to bring weapons to school for any reason, not to show off, not for protection, not for any
reason.
x 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:
x Distributing the DCSD Code of Student Conduct to all students to let them know that weapons are against the law and against
school rules;
x Informing students that lockers, desks, tables, vehicles, and personal belongings are subject to being searched by school
officials;
x Informing parents that most weapons come to school from home;
x Randomly conducting firearm and drug searches using gunpowder and drug-sniffing dogs;
x Restricting or limiting the use of book bags at school;
x Expelling students who have brought weapons to school or on a school bus;
x 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:
x A playbill, showing a student’s role in a drama production;
x The annual yearbook;
x Honor roll or other recognition lists;
x Information posted on the school’s or the District’s website;
x Graduation programs; and
x 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:
x “Days” means calendar days.
x 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).
x “Grievant” is the person initiating the complaint.
x “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:
x 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.
x 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.
x 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.
x 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.
x 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:
x Computer workstations and notebook computers;
x Smart phones, tablets, e-readers, and other mobile devices;
x Internet services;
x Telephone services; and
x 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:
x 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.
x Students will use the internet system for instructional purposes only as it relates to classroom and co-curricular assignments
and activities.
x Students will exhibit appropriate online behavior, including interacting with other individuals on social networking websites
and chat rooms.
x Students will make every effort to safeguard any information from unauthorized users.
x Students will not initiate or participate in any form of cyberbullying.
x 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.
x Students will not post messages and attribute them to another user.
x 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.
x Students will not disclose, use, or disseminate personal information of other minors/students.
x Students will not use the internet system for any purpose that violates federal or state law.
x Students will not transmit or download information or software in violation of copyright laws.
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x Students will not disconnect network components, alter programs or data, or purposely infect any computer with a virus.
x 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
¾ 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.
¾ 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.
¾ 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:
¾ Verbal assaults such as unwanted teasing or name-calling;
¾ Rumors or spreading of falsehoods;
¾ Threats, taunts and intimidation through words and/or gestures;
¾ Public humiliation;
¾ Social isolation;
¾ Harassment Stalking;
¾ Direct physical contact such as hitting or shoving;
¾ Physical violence and/or attacks;
¾ Theft of money and/or personal possessions for the purpose of bullying, harassing, or intimidating;
¾ Extortion or manipulation, including incitement and/or coercion;
¾ 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;
¾ 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;
¾ Sending abusive or threatening text messages or instant messages; and using websites to circulate gossip and rumors to other
students;
¾ 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;
¾ 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
x Wear suitable clothing that maintains a safe and orderly x Wear pajamas, pajama shirts, bottoms, or sleepwear of any kind.
environment promoting respect, care for self, and others. x Wear house shoes, bedroom slippers of any kind, or footwear that
x 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 x Wear headgear of any kind (religious practices, medical conditions,
standing. disabilities, specific school activities are excluded).
x Wear bottoms of opaque (non-see through) fabric that covers all x 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.
x Wear clothing that corresponds with the demands and purpose of x 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
x Wear protective clothing, headgear, eyewear, etc. required for gangs or the use of controlled substances, drugs, alcohol, or tobacco.
specific programs, classes, or activities. x Wear clothing, tattoos, or other adornments which show offensive
x 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:
x Use appropriate language;
x Treat opponents with the respect due them as guests or hosts;
x Exercise self-control at all times;
x Respect the officials’ judgment and interpretation of the rules;
x Accept the responsibility of representing your school in a positive manner;
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x Act in a manner that will create a positive attitude in the audience;
x 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;
x 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:
¾ You have a right to look at your child’s education records. ¾ Your child has the right to a full and complete evaluation to
determine if they have a disability and is in need of special
¾ You may also have the records interpreted or explained to education and/or related services.
you.
¾ You have the right to have your child assessed in all areas
¾ 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. ¾ The school district must test your child according to
procedures outlined in the IDEA and Georgia Special
¾ You have the right to add information, comments, data or Education Rules.
any other relevant written material to your child’s record.
¾ Evaluations must consist of more than one test, and those
¾ 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.
¾ Your will be involved in the decision about eligibility and
¾ 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:
¾ Your child’s educational records are private. ¾ You have the right to have your child taught in classrooms
and participate in all school programs and activities with
¾ 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.
¾ School employees involved with your child may see your
child’s records and do not require your permission. ¾ School district personnel must make accommodations and
modifications so that your child can participate in all school
¾ 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:
¾ If you disagree with the school’s evaluation, you may have ¾ 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.
¾ Upon request, the school district must provide you a list of
independent evaluators so that you may choose one to test ¾ Surrogate parents will receive special training and will act
your child. as the parent by giving consent and participating in
IEP/other meetings.
¾ The school district must consider the results of an
independent evaluator.
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¾ The surrogate parent has the same rights and responsibilities
¾ 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:
¾ You must be notified of your parental rights. ¾ You have the right to ask for mediation or a due process
hearing if you disagree with what the school has planned for
¾ You must be invited to attend meetings about your child your child.
such as eligibility, reevaluation, or IEP meetings.
¾ The school system can also ask for mediation or a due
¾ You are to receive copies of all documents about your process hearing.
child’s education program and can have them explained to
you. ¾ The parent and the school system must both agree to try
mediation before mediation will be scheduled.
¾ Copies can be in your native language, Braille, or explained
in sign language. If needed, the school district will provide a ¾ 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
¾ 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.
¾ You must be invited to any meeting that is held to discuss ¾ 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.
¾ You are entitled to have IEP meetings held at a time and ¾ 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
¾ 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:
¾ The school cannot test/evaluate or re-evaluate your child ¾ 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
¾ The school cannot place your child in special education or child.
change your child’s program placement without your
permission/consent. ¾ Schools may remove students to alternative programs when
there is a potential danger to the child, students, or school
¾ The school district cannot release your child’s records personnel.
without your permission/consent except to certain
individuals identified in law. ¾ Regardless of the setting, the school district must continue
to provide a free appropriate public education for your child.
¾ You have the right to not give your permission/consent.
¾ The setting must enable your child to continue to receive
¾ 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 ¾ Disciplinary actions occur for violations involving drugs,
education services. alcohol, weapons, or other school rules violations.
¾ These rights protect you, your child, and the school system.
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PRIVATE SCHOOL PLACEMENT: CONTACTS:
¾ If you decide to place your child in a private school, you ¾ 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.
¾ If you need further help, there are parent or advocacy
¾ 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.
¾ 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
Page 293 of 539
Page 294 of 539
NOTES
Page 295 of 539
NOTES
Page 296 of 539
“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.
Page 297 of 539
Schoolwide Discipline Plan
2023-2024
Page 298 of 539
The Dekalb Preparatory Academy Schoolwide Discipline plan provides behavioral expectations and
procedures that are designed to ensure a safe and caring environment for all student staff. DPA will maintain
a firm, fair and consistent system for handling behavioral infractions
The students and staff at DPA believe that everyone has the right to experience a safe and friendly school
learning environment. DPA students will abide by the following Schoolwide Behavioral Expectations.
1. I will treat everyone with kindness and respect
2. I will keep my hands my feet to myself
3. I will not use inappropriate language towards anyone
4. Follow directions the first time without question
5. Be punctual and attend class each day
Page 299 of 539
Level 1 Behavior Infraction Procedures
Level 1 Behavior Infractions include:
Inappropriate language (cursing)
Physical contact
Insubordination
Dress code violation
Minor class disruption
Lying/cheating
Inappropriate use of school property or materials
Cell phone violations (Students must have cell phones turned off during school hours)
Level 1 behavior infractions will be handled by the classroom teacher in accordance with their classroom
discipline plan. To ensure students demonstrate appropriate behaviors in the classroom, procedures and routines
must be frequently modeled and practiced.
If the behavior persists, the classroom teacher must:
1. Conference with the student
2. Document the behavior by completing a discipline referral form
3. Contact the parent and send home the referral form.
Other behavioral consequences and interventions could include:
1. Meeting with the parents
2. Lunch detention (Only administrators can assign lunch detention)
3. Student behavioral intervention plan
Once a student accumulates three Level 1 infractions in a three month period, the classroom teacher
must send the student to the office with a discipline referral to conference with principal, vice-
principal, social worker, or counselor.
Page 300 of 539
Level 2 Behavior Infraction Procedures
Level 2 behavior infractions or students reaching a habitual discipline level will receive an immediate referral
to the office to conference with an administrator. An administrator will contact the parent to discuss the
incident.
Level 2 infractions include:
Abusive/Inappropriate language toward a staff member
Fighting
Major disrespect/insubordination
Major classroom disruption/Tantrums
Major verbal altercation between students
Theft
Habitual discipline
Possible consequences and interventions could include
Loss of privileges
Restitution
Required parent conferences
Behavioral intervention plan
Out of School Suspensions
Page 301 of 539
Level 3 Behavior Infraction Procedures
Students committing Level 3 behavior infractions will be immediately sent to the office with a referral
and their parents will be contacted by administration. Level 3 infractions will receive an immediate
Parent Conference/Suspension for a specific period of time and possible expulsion:
Level 3 infractions include:
Bullying/Threats
Alcohol/drugs/tobacco
Immoral conduct
Vandalism/Tagging
Arson
Weapons
Other possible consequences and interventions could include:
Loss of privileges
Restitution
Behavior intervention plan
Page 302 of 539
Cafeteria Expectations
Students will:
Enter the cafeteria quietly
Use the restroom before entering the cafeteria or after lunch
Listen and be respectful to all cafeteria staff members
Wait in line quietly and wait their turn when getting lunch
Keep hands, feet and objects to themselves
Eat their own food
Do not throw food
Always WALK in the cafeteria
Clean up after themselves
Respect others personal space
Raise hand for assistance
Talk using an inside voice (No Screaming)
Page 303 of 539
Classroom Expectations
Students will:
Enter quietly, in single file
Place homework in assigned locations
Take your seat immediately
Raise hand with open palm to respond to a question, or make a comment during instruction
Wait silently for teacher to acknowledge and respond.
Keep things organized
Report any incidents or problems
No running, playing or sleeping in the classroom
No loud
No cell phones
Locker Expectation
Students will:
Only go to lockers before school and after school and at assigned grade level time
Have no food in lockers
Have no values in lockers
Have no prohibited items in locker
Have random locker checks at least quarterly and as needed
Page 304 of 539
Hallway Expectations
Students will:
WALK!!! DO NOT RUN to and from your destination
Always use a quiet voice
Walk on the right side of the hallway and Pass on the left
Carry a hall pass anytime you are without your teacher
Listen to directions from adults
Report any problems
Only one student is allowed out of the classroom at a time
Do not linger in the hallways. Please following these simple steps: Go. Handle Your Business. Return
to Class.
Restroom Expectations
Students will:
Use the facilities the appropriate way
Report any problems
Use appropriate restroom behaviors
Respect others privacy
Keep hands and feet to yourself
Keep restroom clean
Flush toilets
Wash your hands and clean up after yourself
Do not linger in the restrooms. Please following these simple steps: Go. Flush. Wash. Leave.
Page 305 of 539
Arrival Expectation
Students will:
Be allowed to come through the school doors until 7:45 am
Walk on sidewalks and not on the landscaping
Not climb on any trees on the school campus
Follow school wide behavior rules when waiting for school to open
Skateboards and scooters are not allowed on campus
Park your bikes in destinated area
Dismissal Expectations
Students will:
Sit quietly
Watch the smartboard
Listen to announcements
Walk with an adult directly to your car/van
Leave the school campus immediately unless they are participating in an after-school activity
Page 306 of 539
Dress Code
Students are expected to adhere to the Dress Code Policy at Dekalb Preparatory Academy.
Students are not allowed to wear:
Sagging pants
Jeans
Hats, hoods, caps or any other head gear
Shirts with inappropriate words, pictures or logos
Flip flops
Leggings, unless worn under dress or skirt
Tight fitting clothes
Any clothing that does not fit in the uniform policy is PROHIBITED
Consequences for dress code violations:
1st Violation: Send letter about dress code policy sent home. Parent must sign and student return.
2nd Violation: Call home
3rd Violation: Parent/Teacher Conference. Student will be able to return once uniform problem is resolved.
4th Violation: Parent/Administrator Conference.
Page 307 of 539
$QWL%XOO\LQJ3ROLF\
It is the responsibility all staff, students, and community members of DPA to ensure our school is a safe, caring
place where everyone is respected, and no one is bullied.
Bullying occurs when someone is repeatedly, with words or actions, hurts, frightens, threatens, or leaves
someone out on purpose. Some examples of bullying include the following incidences that are repeated
over time:
Pushing, hitting, kicking, or throwing things at someone
Constant name calling or teasing
Threatening to hurt someone
Always leaving someone out on purpose
Spreading rumors about someone, including cyber-bullying on social media
Students who believe that they have been bullied, or have seen another student being bullied, should
immediately report the problem to a teacher or another staff member. Any parent who becomes aware of
a bullying incident, should report it to a teacher or school administration.
&RQVHTXHQFHVIRU9LRODWLQJ$QWL%XOO\LQJ3ROLF\
Page 308 of 539
After an investigation, DPA administration will take the following steps when a student is found to have
violated the Anti-Bullying Policy:
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School administration will meet with the student to discuss the incident and reinforce to the student that bullying
will not be tolerated on campus. The student will also be reminded of the DPA Behavior Expectations.
1RWLILFDWLRQDQGPHHWLQJZLWKSDUHQWV
School administration will notify the parents of all students involved in the bullying incident. The parents may
also be asked to meet with other staff members, including the behavior mentor, student’s teacher or
psychologist.
,Q6FKRRO6XVSHQVLRQ
Students found to have violated the Anti-Bullying Policy will receive an immediate
Parent Conference/Suspension for a specified number of days.
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The student will be asked to write an apology letter to the student who was bullied. The previously signed
Student Behavior Contract will also be reviewed with the student. A behavioral intervention plan may also
be developed by school staff to ensure the incident does not happen again.
Page 309 of 539
Behavioral Interventions
To ensure a safe, positive classroom environment, classroom teachers will use a variety of
behavioral interventions including:
Clearly posting a defining classroom and schoolwide behavioral expectations.
Teaching, role-playing, ang regularly practicing all classroom procedures and routines.
Quietly redirecting students and holding private conversations away from others.
Refraining from engaging in an argument or power struggle with students.
Acknowledging students who are demonstrating appropriate behaviors.
Analyzing the reasons why a student is not complying with behavioral expectations, including:
determining the motivation, evaluating environmental factors, and documenting behavior patterns.
Collaborating with administration, social worker, counselor, colleagues and parents to develop
behavior intervention plans. These plans will be regularly monitored and evaluated for effectiveness.
Utilizing a variety of consequences including: timeouts, meeting, and loss of privileges.
Page 310 of 539
EXHIBIT 14-DEKALB PREPARATORY ACADEMY
Grievance Policy
DPA promotes an “Open Door” approach and an atmosphere whereby all employees can talk freely with
members of the administrative staff. The school is interested in the success of all of our employees.
However, in situations where it is felt that a formal complaint is in order, employees should follow this
Grievance Policy.
During the day-to-day operation of DPA, misunderstandings and problems that require attention may
arise. Should an employee feel as though their problem has not been adequately addressed or resolved,
the employee should use the following grievance procedure:
Step One: Informal Discussion
An employee having a problem, complaint, or dispute, either with a fellow employee or with a member
of the administration, shall make every effort to resolve the matter through informal discussion with the
person with whom s/he has the problem, complaint, or dispute, within five working days of the
occurrence or cause of such matter.
Step Two: Administrative Review
If the matter cannot be resolved through informal discussion, the aggrieved employee may submit a
written request for a face-to-face meeting with the Principal (or Director of Finance & Operations if they
are an operations employee) and any other person or persons whose actions or decisions give rise to the
matter.
The Principal or Director of Finance & Operations will schedule such meeting to occur within five
business days of his/her receipt of the request. At such meeting, each party will have the opportunity to
be heard and to request relief. Within twenty-four hours after such meeting, the Principal or Director of
Finance & Operations will issue a written recommendation as to how the matter should be resolved. All
parties present at the meeting shall receive copies of the written recommendation.
Step Three: Review by the Head of School
If the aggrieved employee remains unsatisfied after undergoing the administrative review process, s/he
may, within ten business days after his/her receipt of the Principal’s or manager’s written
recommendation, file a written grievance, either electronically or through the regular mail, with the DPA
Head of School.
A formal written grievance must include the following:
• Clearly state the employee’s intent to utilize these complaint procedures;
• The mailing or email address of the complainant to which all notices and other documents may
be mailed;
Page 311 of 539
EXHIBIT 14-DEKALB PREPARATORY ACADEMY
• A reference or description of the law, policy or agreement that is alleged to have been violated;
• A brief statement of the facts on which the complaint is based that explains how the law, policy,
or agreement has been violated;
• Names of witnesses and any evidence the employee wishes to be considered; and
• A clear statement of the relief desired.
The Head of School will respond within five working days of his/her receipt of such grievance, by
acknowledging such receipt to the aggrieved employee, and notify the aggrieved employee of the time
and place of an initial meeting with the Head of School to discuss the grievance. After the initial
meeting and investigation, the Head of School, will make every effort to issue a written decision within
ten (10) working days of receiving the initial complaint. If it will take longer than 10 working days to
render a decision, the Head of School must update the employee and provide an estimate on when a
decision can reasonably be rendered or the Head of School may automatically forward the complaint to
the Board of Directors without rendering a decision.
Step Four: Review by the Board of Directors
If the aggrieved employee remains unsatisfied after undergoing the administrative review process s/he
may, within ten (10) calendar days after receipt of the Head of School’s written response, file a written
grievance, either electronically or through the regular mail, with the Chair of the Board of Directors. The
Chair will respond within five working days of his/her receipt of such grievance, by acknowledging such
receipt to the aggrieved employee, and notify the aggrieved employee of the date and time for a Level IV
hearing with the Board. This hearing will take place within 30 business days of the receipt of the appeal
by the Board Chair. The aggrieved employee shall have the right to bring an attorney or other advocate
to represent him/her, voice his/her complaints, and bring witnesses to support his/her position. After
such meeting, within five business days, the Board will issue a written response to the grievance as to
how the matter should be resolved. The Director of Finance & Operations, Head of School, and the
aggrieved employee will receive a copy of the Board’s written decision. The Board will have the ultimate
and final decision in the grievance process and as such the Board’s decision may not be appealed.
All employees are encouraged to take advantage of the formal grievance procedure for issues that
cannot be resolved informally, without fear of reprisal as the result of exercising this option.
Anti-Retaliation
DPA strictly prohibits and does not tolerate unlawful retaliation against any employee by another
employee.
All forms of unlawful retaliation are prohibited, including any form of discipline, reprisal, intimidation or
other form of retaliation for participating in any activity protected by law. Examples of protected
activities include, but are not limited to:
• Lodging a good faith internal complaint (written or oral) specifically opposing unlawful
discrimination or harassment.
Page 312 of 539
EXHIBIT 14-DEKALB PREPARATORY ACADEMY
• Filing a good faith complaint of unlawful discrimination or harassment with the US Equal
Employment Opportunity Commission (EEOC), the Georgia Commission on Equal Opportunity, or in
court.
• Participating in DPA's internal investigation into allegations of sexual harassment.
• Supporting another employee's internal or administrative complaint of unlawful discrimination.
• Filing a good faith complaint with the US Department of Labor (DOL), Georgia Department of
Labor, or in court about wage and hour violations or unfair pay practices, or participating in a wage and
hour investigation or audit conducted by the DOL or state or local administrative agency.
• Requesting an accommodation under the Americans with Disabilities Act.
• Requesting or taking leave under the Family and Medical Leave Act.
The examples above are illustrative only, and not exhaustive. No form of retaliation for any protected
activity will be tolerated.
3
Page 313 of 539
DeKalb Preparatory Academy
2023-2024
Employee Handbook
8th Grade Student Art
Page 314 of 539
1
Welcome to DeKalb Preparatory Academy
Thank you for joining the DeKalb Preparatory Academy (“DPA”) team. We are
happy to have you join our team and appreciate your willingness to share your
skills and talent as we educate children and help to shape a progressive and
productive community. We are committed to and will continuously provide the
support and resources that will provide empowerment and growth during your
employment, that will be a professionally rewarding and a personally satisfying
experience. We look forward to your contributions to the DPA team as we create
opportunities for our students to become successful lifelong learners.
You have joined an organization with an established reputation for excellence in
education. We value you and give kudos to Executive Administration for selecting
the highest in qualified staff, offering superb instruction and service to deliver the
results in education to the DeKalb community & stakeholders. We are excited, and
ready to provide you with exceptional peer support and inclusion, enabling you to
take pride in your contribution as an employee of DPA. As Chair, and on behalf of
DPA’s Board of Directors, I extend to you my best wishes for a successful school
year. Welcome aboard!
Sincerely,
Suzette Arnold
DPA Board Chair
Page 315 of 539
2
About This Handbook
The DPA Employee Handbook (“Handbook”) is written to serve as a guide for the
employee/employer relationship. This Handbook applies to all teachers and staff at
DPA. Additionally, contractors of DPA, who work on the school premises are also
expected to comply with the applicable terms and conditions of this Handbook.
This Handbook contains general information and guidelines and is subject to
revision. It is intended to be comprehensive and to address all possible applications
of, or exceptions to, the general policies and procedures described herein.
Therefore, the Executive Staff of DPA reserves the right to revise as needed.
Should you have any questions concerning eligibility for a particular benefit, or the
applicability of a policy or practice, you should address your specific questions to
your immediate supervisor, the School Leader, or the Director of Finance &
Operations. You are responsible for reading, understanding, and complying with
the full provisions of this Handbook.
Our objective is to provide you with a work environment that is collaborative and
engaging, culturally inclusive, and constructive to both professional and personal
growth.
I am super excited about you joining our team and becoming an important part of
our mission-driven organization. I look forward to a successful year of educating
and nurturing our students here at DPA and to getting to know you as a person and
educator.
Sincerely,
Dr. Lenise Bostic, Head of Schools
Page 316 of 539
3
DeKalb Preparatory Academy
Statement of Diversity
DeKalb Preparatory Academy does not discriminate on the basis of race, color,
sex, religion, or national and ethnic origin, disability, age, medical condition,
marital status, political affiliation, sexual affiliation, veteran status, or any other
characteristic protected by law, in its hiring and employment practices, educational
programs, admissions, or other programs administered by the school.
Statement of Non-Discrimination
DeKalb Preparatory Academy does not discriminate on the basis of disability in
admission to, access to, or operations of its programs, services, or activities.
DeKalb Preparatory Academy does not discriminate on the basis of disability in
its hiring or employment practices.
Page 317 of 539
4
DeKalb Preparatory Academy
Mission Statement
TO SHINE LIGHT INTO DARK CORNERS
DeKalb Preparatory Academy believes all students can learn and our mission is
to collaboratively design ways to deliver excellence in education to students in a
manner that empowers students to cultivate knowledge and learn to think critically
and act collaboratively and compassionately.
Page 318 of 539
5
ADMINISTRATION
DPA’s administrative team is eager to serve you in our mission of delivery of
a world-class education to our students. Your satisfaction in your role is
DPA’s highest priority, so we hope you will communicate your goals,
questions, suggestions and concerns freely and in the spirit of helping DPA
grow.
Mrs. Jameda Owens, K-5 Principal – jowens@dekalbprepacademy.org
Mr. Malcolm Brown, 6-8 Principal- mbrown@dekalbprepacademy.org
School Contact information:
www.dekalbprepacademy.org
1409 Austin Drive
Decatur, GA 30032
Main Phone - 404-937-2000
Fax – 404-937-2020
Page 319 of 539
6
Page 320 of 539
Receipt and Acknowledgment of
Dekalb Preparatory Academy (DPA) Employee Handbook
Please read the following statements, sign below and return to the Business Manager.
I have received a copy of the Handbook and have read and understood the
outlined policies. I also acknowledge that I have been given an opportunity to
discuss any policies contained in this Handbook with a school official.
I agree to abide by the policies set forth in this Handbook and understand that
compliance with DPA rules and regulations is necessary for continued employment.
My signature below certifies my knowledge, acceptance, and adherence to the DPA
policies, rules, and regulations.
I acknowledge that DPA reserves the right to modify or amend its policies at any time,
without prior notice. Furthermore, I acknowledge that this handbook is neither a
contract of employment nor a legal document. I have received the handbook and
understand it is my responsibility to read and comply with the policies contained
herein and any revisions that may follow.
_______________________________________________
Printed Employee Name
________________________________________________
Employee Signature
________________________________________________
Date
Page 321 of 539
7
At-Will Employment
Employment with DPA is voluntary and the Employee is free to resign at-will at any time,
with or without cause. Similarly, DPA may terminate the employment relationship at-will at
any time, with or without notice or cause, so long as there is no violation of applicable Federal
or State law. Resignation or termination of employment by the Employee or the School is
subject to the provisions of the employment contract. No part of this handbook shall be
interpreted to constitute a contract, guarantee employment for any period of time, or prevent
discharge or discipline of an employee on an at-will basis.
Any Employee who resigns or is terminated will be responsible for returning all School
property. Failure to do so will result in the cost of these items being deducted from the
employee’s final paycheck.
Either party is free to terminate the Agreement at any time except as expressly limited by the
provisions in this handbook. The parties further acknowledge and agree that Employee's status as
an at-will employee may not be modified or superseded, except by a written agreement signed by
Employee and a duly authorized representative of the Employer.
Employee's employment may be terminated at any time as follows:
A. Termination by Employee: Employee may terminate this Agreement upon providing at
least 60 days advance written notice to the Employer. If the Employee fails to provide the
required 60 days advance written notice, DPA will incur costs of replacing Employee on
an interim basis using substitute teachers as well as other expenses associated with
Employee's expedited replacement.
The parties agree that this failure will cause the Employer to incur substantial economic damages
and losses of types and in amounts which are impossible to compute and ascertain with certainty
as a basis for recovery of Employer’s actual damages, and that the liquidated damages set forth
below represent a fair, reasonable, and appropriate estimate thereof.
If the Employee fails to provide at least 60 days advance written notice, he/she agrees (a)
immediately to pay the DPA (the Employer) $1,000 to compensate for these costs, or (b) that
such amount will be withheld from his/her final paycheck or other payment owed to Employee
for reimbursement of expenses. Such liquidated damages are intended to represent estimated
actual damages and are not intended as a penalty.
If the Employee fails to make such payment and the amount of his/her final paycheck and/or
reimbursement check does not reimburse DPA for the full amount, the Employer reserves the
right to initiate a court action against Employee for recovery of the remaining replacement costs,
plus any attorneys' fees and other litigation costs.
Page 322 of 539
8
DPA may waive the 60-day advance written notice provision and determine Employee's
departure date. In a case where DPA agrees to a departure date that is less than 60 days from the
date that Employee gave notice, DPA agrees not to seek recovery of any replacement costs.
B. Termination by the Employer: Termination of Employee may occur under any of the
following conditions:
• Within the first 60 days of the contract term, Dekalb Preparatory Academy may
terminate immediately without cause, advance notice, or payment other than
outstanding amounts earned for work performed.
• After the first 60 days, may terminate Without cause (a) upon ten working days’
notice, or (b) in lieu of notice, with payment to Employee for five working days
following the date of termination.
• If Employer fails to meet or maintain its enrollment projections, as determined in the
sole discretion of Employer.
• By reason of reorganization, restructuring or financial constraints that result in a job
elimination.
• If Employee fails to obtain or maintain his/her teaching certification or does not make
reasonable progress towards becoming a highly qualified teacher as defined by
county, State and Federal Law.
• By reason of unsatisfactory job performance and/or excessive absenteeism.
• By reason of misconduct, unprofessional conduct or conduct unbecoming an
employee, or tending to bring disrepute upon the Employer, or
• If the results of Employee's background investigation (including but not limited to,
criminal history, education, work experience or references) are unsatisfactory or if the
Employee was not truthful on his/her employment application form.
Confidential Information
It is DPA’s policy to maintain strict control over access to its premises, records, intellectual
property, computer information, and other confidential and business information. I understand
that my access to DPA’s premises, records, intellectual property, computer information, and
other confidential and business information requires the use of my sound judgment in carrying
out my duties and that I will be held accountable for any wrongdoing or acts of indiscretion.
I am further aware that confidential information will be made available to me during the course
of my employment. I understand that all information pertaining to students, parents, and
coworkers is strictly confidential and protected. I further am aware proprietary materials must not
be given out or used outside of DPA's premises or with non-school/DPA employees.
Page 323 of 539
9
I agree that in compliance with my obligation to keep proprietary information confidential,
which is critical to the success of DPA, I will preserve as confidential all trade secrets,
confidential knowledge, data or other proprietary information relating to products, processes,
know-how, designs, formulas, development or experimental work, computer programs, data
bases, other original works of authorship, customer lists, business plans, financial
information or other subject matter pertaining to any business of the school, DPA and/or any
of its clients, customers, consultants, licensees or affiliates.
Confidential and proprietary information obtained as a result of employment with DPA is not
to be used for the purpose of advancing any private interest, or as the means of making
personal gains. In the event of termination of employment, whether voluntary or involuntary, I
hereby agree not to disclose, utilize, or exploit this information with any other individual or
company and will return all proprietary materials, without retaining any copies, to DPA.
Privacy
DPA has established procedures to safeguard the privacy of students’ individually identifiable
health and personal information and similar files, the release of which would be an invasion of
personal privacy.
Employees having access to such information, either directly or indirectly, will comply with
federal and state records law regulations. Employees must comply with both the Family
Educational Rights and Privacy Act (FERPA), regarding personal data includes (and not limited
to) the following:
• Social Security Number (SSN)
• Date of Birth (DOB)
• Home Address
• Home Phone Number
• Physical Description
• Medical History
• Gender and Ethnicity
Business Conduct
On-the-Job Business Activities & Distribution of Materials
Employees are expected to dedicate their efforts during working hours to their employment
duties for Dekalb Preparatory Academy. As such, employees may not engage in any business
for profit other than their regular duties during working time. Distribution of advertising or other
business-related material, as well as business solicitations by employees, are prohibited actions.
Page 324 of 539
10
Employee Relations
Employees are expected to be courteous to the leadership, parents, stakeholders and colleagues.
In demonstrating courtesy, employees are expected to be tactful, to control their tempers, and
to exercise patience and discretion. In performing their duties, employees are expected to
refrain from abusive, threatening, harassing, violent, intimidating, crude, vulgar, profane, or
insolent language, gestures, or actions. As well, employees are expected to refrain from
expressing prejudice toward any person(s) or any group(s) based upon sex, race, national
origin, age, religion, politics, lifestyle, or any personal characteristics.
Compliance with Supervisory Directives
Employees are expected to comply with directions of a supervisor or member of
management. Such directions may be relayed from a supervisor through an employee of the
same or lesser position.
If an employee receives direction which s/he believes conflicts with a prior rule or directive,
the employee should request that his/her supervisor clarify the directive to help mitigate any
perceived misunderstanding.
Page 325 of 539
11
Professional Conduct and Ethics in Testing
I have received and read DPA's policies relating to Ethical Conduct and Standards, Code of
Conduct, Whistleblower Policy and Professional Code of Ethics in Testing. I understand and
will agree to abide by these policies.
Acknowledgement
By signing this acknowledgement, I hereby confirm my understanding and agreement to abide by all
policies set forth by DPA.
__________________________________
Employee's Printed Name
__________________________________ ________________________________
Employee's Signature Date
Page 326 of 539
12
I. GENERAL EMPLOYMENT INFORMATION
Contracts
All DPA employees are employed in accordance with their annual contract (10-month
employees) or employment offer letter (12-month employees). No tenure or right of continued
employment is created through this handbook. In accordance with Georgia law, all employment
relationships are at at-will.
Within the first 60 days of an annual contract term, Dekalb Preparatory Academy (DPA) may
terminate immediately without cause, advance notice, or payment other than outstanding
amounts earned for work performed. This change to the contract language will begin on August
1, 2021 and continue in effect thereafter unless otherwise modified and approved by DPA’s
Board of Directors. After the first 60 days, DPA may terminate Without cause (a) upon ten
working days’ notice, or (b) in lieu of notice, with payment to Employee for five working days
following the date of termination;
All policies and procedures outlined in the Handbook are subject to change at any time
throughout the year. Should any changes occur during the year, DPA will communicate the
changes to all employees in a timely manner.
Should an employee have questions about the information contained in this Handbook or other
HR matters, including payroll and benefits, they should contact the Director of Finance &
Operations or the Business Manager.
Evaluation
DPA uses the Teacher Keys Effectiveness System (“TKES”) for all instructional staff, the
Leaders Keys Effectiveness System for all members of the instructional leadership team, and an
internal evaluation rubric for operational staff based on TKES. All staff members undergo a
year-long evaluation process that includes regular feedback from a designated manager, frequent
review of practice (in the form of review of deliverables, observations, and data collection), and
quarterly conferences with the supervisor to review data and progress against goals to date. All
staff members’ performance is evaluated against the TKES competencies and requires annual
growth toward a defined goal and self-assessment on that growth. Teachers and other staff
members who are not making adequate annual growth may be placed on a performance plan with
more intensive support to meet their goals.
Timeline
To the extent possible, DPA will strive to following the following timeline for reviews:
• August/September: Goal setting and pre-evaluation conference
• December-January: Mid-year review
• May-June: Final evaluation and completion of annual review
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Performance & Evaluation: Employee agrees to perform all instructional and teaching duties as
assigned and to work cooperatively with all staff, faculty, and administration of DPA. Employee
acknowledges that the job duties set forth in this Employee Handbook and any job description
are general guidelines only and that you will be required to perform other tasks as assigned by
the Principal or other members of Administration throughout the school year.
Employee shall be subject to periodic performance reviews as prescribed by the school’s
Administration using TKES and the Teacher Duty and Responsibility Form. Employee
understands and agrees that the provisions of O.C.G.A § 20-2-940 are not applicable to this
Agreement and hereby waives any present due process rights in connection with termination of
this agreement.
Performance Improvement Plans
In the event that a staff member has not made adequate progress on goals within the year, s/he will
work with his/her supervisor to develop a Performance Improvement Plan (PIP). A PIP serves as a
roadmap which details strategies and tactics for the employee’s targeted improvement.
A staff member on a PIP will participate in increased observation by their supervisor and may have
additional responsibilities, duties or requirements aimed at supporting a successful resolution to the
specified issue or challenge. The PIP can apply to any employee in the organization.
If the supervisor fails to see improvement in the employee’s behavior or performance, the
employee is subject to further consequences, up to and including termination.
However, the adoption of a PIP may not be limited to performance evaluations and may be
implemented at any time during the school year as deemed necessary by Administration. The
lack of a PIP does not preclude DPA from terminating employment when appropriate under the
specific circumstances.
Employee Classifications
Full-time Employees
Employees that work 35 or more hours per week are classified as Full-time employees. There are
two categories of Full-time employees: (1) 10-month classroom and related staff that work
based on the annual school calendar; and (2) 12-month administrative staff that work year-
round. Full-time employees of either category are eligible for all benefits offered, provided that
they meet the qualifications outlined for each benefit. Full-time employees are compensated on
either a salaried or hourly basis in accordance with federal and state law.
Part-time Employees
Employees that work less than 35 hours per week and/or less than the full year are classified as
Part-time employees. Part-time employees are not eligible for the benefit package offered by
DPA. All Part-time employees are compensated on an hourly basis.
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Compensation and Benefits
DPA endeavors to pay all employees’ wages that are competitive with other employers in the
marketplace in a way that will be motivational, fair and equitable. Compensation may vary with
individual performance in compliance with all applicable statutory requirements. DPA applies
the same principles of fairness to all employees regardless of organizational level, race, religion,
color, national or ethnic origin, age, sex, sexual orientation, marital status, citizenship status,
disability, genetic predisposition or carrier status, status in the uniformed services of the United
States (including veteran status), or any other category protected by law.
All staff members’ compensation, including annual salary, paid benefits, and illness & personal
business) allocations are articulated in the annual contract or employment offer letter. All
eligible employees of DPA who enroll in benefits will start receiving medical, dental, basic life
insurance, and vision coverage on the first day of the month following a thirty (30) day waiting
period which begins on their first day of employment.
Staff members are not compensated for missed time that exceeds the allocation of illness and/or
personal business days earned. Staff members who are frequently tardy or leave early will be
docked for that missed time.
The benefits package for DPA staff is competitive and is managed through the Finance &
Business office. All full-time staff receive fully paid health, life, dental, vision, short-term
disability, and accidental death and dismemberment insurances, as well as contributions to the
Teachers Retirement System of Georgia (TRSGA). Staff members may also obtain coverage for
dependents (at their expense) through our current health care provider.
Employees who have questions about available benefits and coverage options or need to make
changes to their coverage should contact the Finance & Business office between 8:00am and
5:00pm by emailing to schedule an appointment during your break at hr@dekalbprepacademy.org.
The Internal Revenue Service (IRS) states that eligible employees may only make elections to
the insurance plan during their initial eligibility period or once a year at open enrollment. Pre-tax
benefit choices are binding through the end of the plan year, October 31. The following
circumstances are the ONLY reasons you may change your benefit elections during the year:
• Marriage
• Death of a Spouse
• Divorce
• Death of a Dependent
• Birth or Adoption of a Child
• Loss of Dependent Status
• Loss of Spouse’s job where coverage is maintained through the spouse’s plan
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These special circumstances, often referred to as qualifying events, allow you to make plan
changes at any time during the year in which they occur. The changes must be made within thirty
(30) days of the event in order to make the qualified change. If changes are not communicated
within thirty (30) days of the event, the employee will not be able to enroll until open enrollment
in August. All other changes will be deferred to open enrollment.
Payroll
All DPA employees are compensated on a semi-monthly basis (15th and last working day of the
month) with a one pay period lag. For example, for the period of January 1st through 15th, the
payment will be made on January 30th. Employees that start or leave during a pay period will
have their pay prorated accordingly. If the 15th falls on a weekend, payment will be made on the
Friday prior. 10-month employees will be paid out over a 12-month period as described in the
annual contract. 10-month employees that start or leave during the school year will have their
compensation prorated accordingly.
Background Checks and Fingerprints
To provide for the safety and security of DPA students, employees and visitors, all DPA employees
must obtain a favorable criminal background check prior to beginning employment. DPA requires all
employees to obtain an updated background check every 36 months which will be conducted through
Georgia Bureau of Investigations (GBI) DPA approved fingerprinting authority.
If either an applicant or an existing employee has been convicted of any crime, the Director of
Finance & Operations and the Head of School will determine if employment continuation is
possible based on the following objective criteria: the position applied for; length in position;
contact with students; type of crime(s), quantity of crime(s), date(s), and relation to performance
of duties. An applicant or existing employee convicted of a felony that involves harm against a
minor will not be eligible for employment or continued employment and may be subject to
termination if they are a current employee. Applicants and existing employees have an ongoing
obligation to notify their leader within three days of all arrests and convictions excluding minor
traffic violations.
Time and Labor
All employees are classified as either “exempt” or “nonexempt” for purposes of determining
eligibility for overtime pay. Exempt/salaried employees are paid on a salaried basis and are not
eligible for overtime pay. Nonexempt/hourly employees are paid on an hourly basis and may be
eligible for overtime pay.
All salaried employees are paid according to their annual contracts or employment offer letters. For
those staff whose absences exceeds vacation and/or personal business days, the Director of Finance
& Operations will notify staff of the deduction from the paycheck for substitute coverage.
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Nonexempt employees are eligible for overtime. An overtime rate of one and one-half times the
hourly rate is generally applied to the actual hours worked in excess of forty (40) hours in one
pay week, or as otherwise required by the state law. Hours compensated for benefits such as sick
time, holidays, jury duty, or vacations are not considered as actual time worked for purposes of
computing overtime.
All hourly-based employees must have their hours (including overtime) approved by their
supervisor prior to being paid for that time period. If an employee works unapproved overtime
hours, s/he risks that time not being paid.
Taxes and Other Withholdings
The law requires withholdings based on an employee’s completion of the federal and state
allowance documents (W-4 and G-4 forms). The amount withheld will vary according to IRS
forms and the number of exemptions that the employee claims. Should an employee’s tax status
change, the employee is responsible for informing the Director of Finance & Operations and the
IRS.
The payroll service provider ADP makes deductions from staff’s pay and the finance/business
office submits the amount, along with the organization’s equal contribution, to the staff’s Social
Security and Medicare accounts. Eligible employees who participate in TRSGA are exempt from
Social Security, but not from Medicare.
FLSA (Fair Labor Standards Act): All hourly employees who work overtime must get their hours
approved before working, or risk not getting paid for that time.
Teachers Retirement System of Georgia (TRSGA): As a public school in the State of Georgia,
qualifying employees at DeKalb Preparatory Academy are required to participate in the
Teachers Retirement System (TRSGA). The employee contribution amount as determined by
TRSGA will be withheld from each paycheck and submitted to TRSGA on a monthly basis. The
current employee contribution is set at 6% of the employee’s salary. The TRSGA contribution is
subject to change each year. For more information about TRSGA, employees should visit the
TRSGA website: www.trsga.com.
Workers’ Compensation Information
DPA offers a comprehensive workers’ compensation policy at no cost to its employees. This
policy covers injury, illness, or death sustained in the course of employment.
Should an employee experience an incident while on site at DPA, they must inform their
supervisor and the Director of Finance & Operations immediately after the incident to complete a
Notification of Injury Form. The employee is then required to see one of the physicians on the
Physicians List posted in the school’s front office or breakroom. If the employee chooses not to
go to one of those doctors listed on the Physicians List, s/he risks his or her claim not being
accepted by the insurance company.
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DPA requires all contractors to provide appropriate certificate of liability coverage holding
harmless DPA and listing DPA as an additional insured on the policy.
Arrival and Tardy Procedures
All DPA employees are expected to arrive to work on time each day as defined in their
employment contract or understood as discussed with his/her supervisor.
If a staff member expects to be late for any reason, that staff member is required to call the
Principal (if he or she is a school-based employee) or his/her supervisor’s cell phone as soon as
possible. Calling other teachers or the office staff is not an acceptable substitute for
communicating directly with the Principal or direct supervisor. If a homeroom teacher expects to
be late for any reason, s/he must also call another member of the staff who is not a homeroom
teacher to arrange for his/her duties to be covered until s/he arrives, in addition to the Principal.
Upon arrival in the building, “All” staff are required to clock in. Staff will be considered late if
(a) they do not clock in, or (b) they clock in after their scheduled arrival time. In the event that
the clock in system is not working, employees are expected to demonstrate integrity when
reporting their arrival time via email to the Business Manager. The official time clock will be
used to determine arrival time.
Instances of tardiness will be excused in such cases as follows: pre-approved doctors’
appointments, pre-approved court dates, personal car accidents or other car accidents that cause
traffic delay, other emergencies as determined by the Principal or supervisor.
Excessive absenteeism and/or tardiness will be considered in evaluating overall performance.
Excessive absenteeism and /or tardiness can lead to disciplinary action, up to and including
termination.
Employees reporting late and with excessive tardiness will be held accountable in the following
ways:
• Verbal warning
• Leave time off docked at 15-minute increments
• Formal written warning
• Employee placed on PIP
• Subject to termination
Employees who continue to report to work late after being placed on a PIP risk further
disciplinary actions up to and including termination. Provided however, DPA reserves the
right to deviate from this order and impose any disciplinary action at any time if deemed
appropriate under the circumstances.
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Engaged and Alert
Employees must remain awake while on duty. If unable to do so, an employee must
report to his/her supervisor, who shall determine the appropriate course of action.
Employee Illness Leave & Personal Business Days
This section describes DPA’s policy on granting Personal Business and Illness days. Except in
the cases of federal holidays and the leave described by the Family and Medical Leave Act of
1993, eligibility for illness leave is not automatic. If the illness leave involves short-term
disability each employee is required to exhaust 8 days of illness from their employee illness
leave before short-term disability benefits are activated through Met Life.
Each employee has the responsibility to request illness time off from the Principal or their
supervisor as soon as possible and to establish that illness leave has been approved.
While DeKalb Preparatory Academy will continue to make reasonable efforts to provide illness
leave benefits as they are described in this section, it reserves the right to modify or terminate
any leave benefit now in effect.
Illness Days and Personal Business Days
DPA defines all time off for 10-month employees as 3 personal business and 9 illness days. All
Full-time 10-month employees will earn ½ day of time off each pay period meaning the 15th and
30th of each month. This equates to one day per month earned to be used as either an illness day,
or a personal business day.
In the case of the illness of the employee or an immediate family member, a doctor’s excuse
must be provided for absences of 3 days or more.
Both personal business days nor illness days roll over to the next year for usage. Unused
personal business, illness days will NOT be paid out upon separation of employment under any
circumstance. Illness days will however be tracked for purposes of Service Credit at retirement
under TRS.
Unused Sick Leave Eligibility
Based on Georgia law, an active member of TRS can receive credit for unused sick leave at
retirement only if he or she has not received payment of any kind for the leave.
As a member of TRS, you may establish sick leave credit at the time of retirement provided that
you have a combined minimum of 60 days of unused sick leave, for which you have not been
paid, from your current and all previous TRS covered employers. You must have earned the sick
leave while in a TRS covered position.
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Awarding of Credit
Typically, for every 20 days of unused sick leave you accumulate while working in a TRS
covered position, TRS awards one month of service credit. Nine months of unused sick leave is
equal to one year of service credit, regardless of the number of months worked per year. You
must accumulate at least 60 days of unused sick leave to qualify.
Employees who have questions about using accrued sick leave for service credit should speak
to the Finance and Business Office by calling 404-937-2010 or by emailing
hr@dekalbprepacademy.org or contact TRSGA.
Critical Days
At the beginning of each school year, the Principal, Head of School and Director of Finance &
Operations will identify “critical days” for which staff members are restricted from using their
illness days and personal business days.
Critical days may include the day before or following a holiday, a fall or spring break
standardized testing days. Unless otherwise approved, staff members who take off during
a critical day will not be paid.
Bereavement Leave
Following the death of an immediate family member (defined as spouse, parent, sibling, spouse’s
parent, stepparent, grandparent, spouse’s stepparent, spouse’s grandparent, child, stepchild,
grandchild, or domestic partner), an employee may be eligible for up to three (3) bereavement
days that will not be deducted from their illness nor personal business days.
If additional days are needed, the employee may utilize his or her accrued illness or personal
business days. Following the death of an extended family member or close, non-family member,
employee may use their illness days for this time, not bereavement days. Documentation will be
required for all employees requesting bereavement leave.
Jury Duty Leave
DPA encourages all employees to serve when called for jury duty. If an employee receives a jury
summons, the employee must notify his or her supervisor immediately and provide a copy of the
proof of jury service and copy of the check issued by the issuing court/government system.
When an employee (hourly or salaried) is summoned for jury duty, DPA will:
Pay the employee’s regular salary for the days served based on what their schedule would have
been on that day. The employee will not lose any regular pay due to jury duty; however, proof of
service must be turned in for verification. The employee may retain any pay received for jury
service for his or her own incurred expenses.
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If the court subpoenas the employee as a witness for personal reasons, the employee must use their
illness or personal business time and submit a request to their supervisor for approved leave for the
day(s) involved. The employee must report to work on days or partial days when he or she is not
required to report for jury duty, or if released early in the day or early in their term of service.
Military Leave
In accordance with the federal Uniformed Services Employment and Reemployment Act
(USERRA), any person who is a member of a reserve component of the Armed Forces of the
United States or the National Guard may receive a leave of absence, to participate in an annual
encampment, provided that such leave does not exceed 18 days per federal fiscal year.
Employees who require military leave must provide DPA with advanced notice of their need for
leave, except when military necessity prevents the giving of notice, or the giving of notice is
otherwise impossible or unreasonable. Notice may be written or oral and must be provided by
the employee or an appropriate officer of the branch of the military in which the employee will
be serving.
An employee who is called to active duty will be entitled to reemployment in accordance
with the provisions of state and federal law.
In general, an employee will be reinstated if the cumulative length of the absences, with some
exceptions, does not exceed five (5) years and the separation from military service was under
honorable conditions. Depending on the length of the military absence, reemployment rights
are contingent upon the employee returning to work within the time limits established by state
and federal law.
An employee who does not report to work or reapply for work within the prescribed time periods
is subject to discipline, up to and including discharge, or a decision not to reemploy the
employee. An employee eligible for military leave may elect to use any accrued vacation time or
other accrued paid leave time (excluding sick leave) instead of taking leave without pay.
DPA does not discriminate against current or potential employees who have been or currently are
members of the uniformed service, have applied for membership in the uniformed service or are
obligated to serve in the uniformed service.
Family and Medical Leave Act (FMLA) of 1993
The Family and Medical Leave Act (FMLA) of 1993 entitles eligible employees of covered
employers to unpaid, job-protected leave for qualifying family and medical reasons with
continuation of group health insurance coverage under the same terms and conditions as if the
employee had not taken leave.
Employees are required to use 8 illness days as blackout days before going onto MetLife paid
FMLA if eligible.
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Eligible employees may be entitled to 12 workweeks of leave in a 12-month period for:
• the birth of a child and to care for the newborn child within one year of birth;
• the placement with the employee of a child for adoption or foster care and to care for the
newly placed child within one year of placement;
• to care for the employee’s spouse, child, or parent who has a serious health condition;
• a serious health condition that makes the employee unable to perform the essential
functions of his or her job;
• any qualifying exigency arising out of the fact that the employee’s spouse, child, or
parent is a covered military member on “covered active duty;” or
Twenty-six workweeks of leave during a single 12-month period to care for a covered service
member with a serious injury or illness who is the spouse, child, parent, or next of kin to the
employee (military caregiver leave).
To be eligible for FMLA leave, an employee must work for the organization for at least 12
months and have contributed 1,250 hours of service within the previous 12 months. The 12-
month period is measured by looking at the 12-month period immediately prior to the date on
which leave is requested.
DPA requires employees who need to take foreseeable FMLA to formally request it by
completing a Request for FMLA Form which can be provided by the Finance and Business
Office. Please completed the FMLA form at least two weeks (or as soon as practicable) prior to
needing the leave time.
Staff members are also required to inform their supervisor (or Principal) about the need to
request FMLA as soon as possible.
Failure to provide complete and accurate information or timely notice may delay the approval of
FMLA leave.
The 12 weeks of FMLA may be a combination of paid and unpaid leave. DPA employees are
required to use all their accrued unused leave time and donated day(s) as part of the FMLA leave
of 12 weeks. During the leave, health benefits will remain in effect if the employee continues to
still pay their premium portion. If an employee fails to maintain insurance premium payments or
elects not to continue coverage during the leave period, their coverage may be canceled. The
employee may continue health coverage under COBRA. Employees are eligible to receive pay
for scheduled breaks while on leave.
The employee will be required to inform his or her manager (or Principal) and the Business
Office when they expected to return to work. Upon return from FMLA leave, DPA will make
every effort to place the employee in his/her original or equivalent position.
Instructional employees who require FMLA leave intermittently or near the beginning or end of
a term, may be required to continue their leave in accordance with the allowances under FMLA.
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Extended Leave
For employees not eligible for leave under FMLA, DPA will review business considerations and
the individual circumstances involved before non-FMLA extended leave may be granted. If
granted, these employees are required to use all their unused leave.
Disability Accommodations
DPA complies with the Americans with Disabilities Act (ADA), as amended by the ADA
Amendments Act (ADAAA), and all applicable state and local fair employment practices laws
and is committed to providing equal employment opportunities to qualified individuals with
disabilities. Consistent with this commitment, DPA will provide a reasonable accommodation to
disabled applicants and employees if the reasonable accommodation would allow the individual
to perform the essential functions of the job, unless doing so would create an undue hardship.
If the employee believes they need an accommodation because of their disability, you are
responsible for requesting a reasonable accommodation from your supervisor. You may make
the request orally or in writing.
DPA encourages employees to make their request in writing and to include relevant information,
such as:
• A description of the accommodation you are requesting.
• The reason you need an accommodation.
• How the accommodation will help you perform the essential functions of your job.
For both oral and written requests, DPA may request additional information from you or your
healthcare provider to determine whether you have a qualifying disability. After receiving your
oral or written request, DPA will engage in an interactive dialogue with you to determine the
precise limitations of your disability and explore potential reasonable accommodations that could
overcome those limitations. DPA encourages you to suggest specific reasonable
accommodations that you believe would allow you to perform your job. However, DPA is not
required to make the specific accommodation requested by you and may provide an alternative,
effective accommodation, to the extent any reasonable accommodation can be made without
imposing an undue hardship on DPA.
Weather-related or Unexpected School Closures
If the school is closed unexpectedly for an inclement weather day(s), all employees may be
required to make up the workday during the year.
In the event of inclement weather, DPA Schools will follow the closure decisions and timing of
DeKalb County School District (“DCSD”). Staff are encouraged to watch their local news or
listen to local radio for closure announcements. In addition, the DCSD website often provides
timely information on closures. The Principal may also close DPA due to any emergency that
threatens the safety, welfare, or health of students or employees.
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When operations are officially closed due to emergency conditions, DPA will compensate
employees for their established work schedules.
Essential personnel may be required to report to work if weather conditions permit. In this
instance, essential personnel will be notified by their supervisor. If an emergency closing has not
been authorized, employees who fail to report for work will not be paid for the time off. Staff
who have already scheduled personal illness or are on approved leave (i.e., FMLA) during an
inclement weather day(s) or other unexpected school/office closure, will be required to use their
already scheduled illness days or personal business days.
II. THE WORKPLACE ENVIRONMENT
Professional Dress and Appearance
An employee’s professional appearance is vital to our organization and to the ability to serve as
role models for DPA students. Due to our schools’ frequent interaction with students, parents,
and the general public, a high standard of personal appearance is expected of employees.
Employees' attire while at DPA is to be appropriate to the extent that no distracting or disruptive
attention or reaction on the part of others is anticipated or caused. Any clothing that has words,
terms, or pictures that may be offensive to other employees is unacceptable.
Both male and female employees should choose clothing appropriate for a professional business
setting. An employee who is inappropriately dressed, in the opinion of the principal/supervisor,
may be sent home and required to return to work in acceptable attire.
Appropriate dress at DPA includes, but is not limited to:
• Business suits/coordinated pants suits
• Collared shirts with and without ties
• Skirts, Dresses, Slacks, Sweaters, Blouses, knit tops, Jackets
• Shirts with school-related insignia
• Attire in accordance with the environmental requirements for specific job assignments
Inappropriate Dress includes, but is not limited to:
• Shorts (except for physical education)
• Jeans of any color (except for school authorized casual days)
• Immodest dress such as clothing which is too short (more than three inches above the
knees) or tight or otherwise revealing
• Oversized tee shirts and undershirts
• Sagging pants
• Leggings worn as pants/spandex with short tops this is not work apparel
• Tank tops with revealing tattoos that are deemed offensive
• See-through clothing
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• Spaghetti straps without a jacket
• Clothing that exposes the midriff
• Extremely low-cut dresses and blouses
• Sweat suits (except for physical education) must not be sagging/exposing underwear
• Flip flops
• Sneakers (except for physical education and school authorized casual days)
• Unclean or stained clothing
• Hats, head scarves, or head wraps; unless for religious reasons/observances
• Other attire as deemed inappropriate by the Head of School or designee
Personal Relationships in the Workplace
DPA is committed to maintaining a positive work environment that encourages all employees to
perform at their highest level and that supports career advancement based on relevant factors such as
ability and work performance. Any such relationship may, therefore, be contrary to the best interests
of DPA, and, as a result, DPA strongly discourages such relationships and conduct.
In accordance with this commitment, DPA employees may not: (1) directly or indirectly
supervise employees with whom they have a familial or dating relationship.
(2) influence or attempt to influence decisions affecting the terms and conditions of employees
with whom they have familial or dating relationship (including but not limited to decisions
regarding hiring, promotion or termination); or
(3) influence or attempt to influence the award of contracts to vendors with whom they have a
familial or dating relationship.
For purposes of this policy, a “familial relationship” means a relationship between members of
the same family or household. A “dating relationship” means a relationship between individuals
engaged in a romantic or sexual relationship. Any questions concerning this policy or its
applicability in specific situations should be referred to the Director of Finance & Operations or
the Head of School.
If any DPA employee enters a familial or dating relationship with an employee under his or her direct
or indirect supervision, the parties must promptly notify the Director of Finance and Operations or
Head of School. When possible, the Head of School shall have the discretion to reassign job duties to
minimize supervisory conflicts. In situations where the Head of School approves such staffing
arrangements, procedures will be implemented to ensure that decision-making is not influenced by
any potential conflict of interest. If no suitable arrangement exists that allows both employees to
continue employment they may be allowed to determine which of them will resign. In the event that
they are unable to decide, the Head of School will make the final determination. Under no
circumstances should a new position be created solely to accommodate an employee relationship. If a
suitable position does not exist outside of the chain of command, one of the employees may have to
resign from employment with the School.
Failure to report the existence of a familial or dating relationship in compliance with this policy
may result in disciplinary action up to and including termination. This policy shall apply without
regard to gender and without regard to the sexual orientation of the participants in a relationship
of the kind described.
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Nepotism
DeKalb Preparatory Academy does not condone nepotism in its hiring practices. Due to potential
for perceived or actual conflicts, such as favoritism or personal conflicts from outside the work
environment, which can be carried into the daily working relationship, it is the policy of DPA not
to hire relatives of persons currently employed.
Current employees must notify the Head of School if they are aware of a family member who
has applied for or is being considered for employment at DPA. All new employees must certify
that they do not have a family member currently employed by DPA.
For the purposes of this policy, “family member” or “relative” means spouse or significant other,
parent/stepparent, child/step child, grandparent, grandchild, brother/brother-in-law, sister/sister-
in-law, uncle, aunt, nephew, niece, first cousin, in-laws (father, mother, son daughter).
The Board may allow an exception to this policy on a case-by-case basis but only when no actual
conflict exists and DPA has taken steps to minimize the perceived conflicts that an exception
may create.
Employment Eligibility Verification
In compliance with the Immigration Reform and Control Act of 1986 ("IRCA") and any other
applicable federal, state, or local laws, DPA is committed to employing only those who are
authorized to work in the US and will not discriminate on the basis of national origin or
citizenship in hiring, recruiting, or terminating employees.
Every employee of DPA must adhere to all aspects of this policy. Failure to comply with IRCA
may subject DPA and any responsible individuals to civil monetary or criminal penalties.
In accordance with Georgia law, DPA participates in the federal E-Verify program to verify the
employment eligibility of all newly hired employees. As such, this School employs only United
States citizens and aliens who are authorized to work in the United States.
Personnel Records
DPA maintains a personnel record for each employee containing work related information.
These files are confidential and are open only to the employee, their supervisor, Principal, Head
of School, Director of Finance & Operations, and/or Business Manager. It is the employee’s
responsibility to supply DPA with accurate information. Employees are required to inform the
Business Manager and the school as personal information changes throughout the year.
Employees must provide DPA with the following documentation for their personnel files:
• Personal information, which may include home and mobile phone numbers, home address, etc.
• Transcripts or other proof of graduation from any colleges or universities from which
employees received a post-secondary degree
• Documentation of any professional certifications or licenses
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• Criminal background check (which are retaken every 36 months)
• Resume
• Emergency contact information
• Employment verification/Annual contract
All documentation placed in an employee’s personnel file shall be at the sole discretion of the
School for official and/or record keeping purposes.
Grievance Policy
DPA promotes an “Open Door” approach and an atmosphere whereby all employees can talk
freely with members of the administrative staff. The school is interested in the success of all our
employees. However, in situations where it is felt that a formal complaint is in order, employees
should follow this Grievance Policy.
During the day-to-day operation of DPA, misunderstandings and problems that require attention
may arise. Should an employee feel as though their problem has not been adequately addressed
or resolved, the employee should use the following grievance procedure:
Step One: Informal Discussion
An employee having a problem, complaint, or dispute, either with a fellow employee or with a
member of the administration, shall make every effort to resolve the matter through informal
discussion with the person with whom s/he has the problem, complaint, or dispute, within five
working days of the occurrence or cause of such matter.
Step Two: Administrative Review
If the matter cannot be resolved through informal discussion, the aggrieved employee may
submit a written request for a face-to-face meeting with the Principal (or Human Resource
Representative & Director of Operations if they are an operations employee) and any other
person or persons whose actions or decisions give rise to the matter.
The Principal or Human Resource Representative & Director of Operations will schedule such
meeting to occur within five business days of his/her receipt of the request. At such meeting,
each party will have the opportunity to be heard and to request relief. Within twenty-four hours
after such meeting, the Principal or Director of Finance & Operations will issue a written
recommendation as to how the matter should be resolved. All parties present at the meeting shall
receive copies of the written recommendation.
Step Three: Review by the Head of School
If the aggrieved employee remains unsatisfied after undergoing the administrative review
process, s/he may, within ten business days after his/her receipt of the Principal’s or manager’s
written recommendation, file a written grievance, either electronically or through the regular
mail, with the DPA Head of School.
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A formal written grievance must include the following:
• Clearly state the employee’s intent to utilize these complaint procedures.
• The mailing or email address of the complainant to which all notices and other documents may
be mailed.
• A reference or description of the law, policy or agreement that is alleged to have been violated.
• A brief statement of the facts on which the complaint is based that explains how the law,
policy, or agreement has been violated.
• Names of witnesses and any evidence the employee wishes to be considered; and
• A clear statement of the relief desired.
The Head of School will respond within five working days of his/her receipt of such grievance,
by acknowledging such receipt to the aggrieved employee, and notify the aggrieved employee of
the time and place of an initial meeting with the Head of School to discuss the grievance. After
the initial meeting and investigation, the Head of School, will make every effort to issue a
written decision within ten (10) working days of receiving the initial complaint. If it will take
longer than 10 working days to render a decision, the Head of School must update the employee
and provide an estimate on when a decision can reasonably be rendered, or the Head of School
may automatically forward the complaint to the Board of Directors without rendering a decision.
Step Four: Review by the Board of Directors
If the aggrieved employee remains unsatisfied after undergoing the administrative review process
s/he may, within ten (10) calendar days after receipt of the Head of School’s written response, file a
written grievance, either electronically or through the regular mail, with the Chair of the Board of
Directors. The Chair will respond within five working days of his/her receipt of such grievance, by
acknowledging such receipt to the aggrieved employee, and notify the aggrieved employee of the
date and time for a Level IV hearing with the Board. This hearing will take place within 30 business
days of the receipt of the appeal by the Board Chair. The aggrieved employee shall have the right to
bring an attorney or other advocate to represent him/her, voice his/her complaints, and bring
witnesses to support his/her position. After such meeting, within five business days, the Board will
issue a written response to the grievance as to how the matter should be resolved. The Director of
Finance & Operations, Head of School, and the aggrieved employee will receive a copy of the
Board’s written decision. The Board will have the ultimate and final decision in the grievance
process and as such the Board’s decision may not be appealed.
All employees are encouraged to take advantage of the formal grievance procedure for issues
that cannot be resolved informally, without fear of reprisal as the result of exercising this option.
Anti-Retaliation
DPA strictly prohibits and does not tolerate unlawful retaliation against any employee by another
employee.
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All forms of unlawful retaliation are prohibited, including any form of discipline, reprisal,
intimidation or other form of retaliation for participating in any activity protected by law.
Examples of protected activities include, but are not limited to:
• Lodging a good faith internal complaint (written or oral) specifically opposing unlawful
discrimination or harassment.
• Filing a good faith complaint of unlawful discrimination or harassment with the US
Equal Employment Opportunity Commission (EEOC), the Georgia Commission on
Equal Opportunity, or in court.
• Participating in DPA's internal investigation into allegations of sexual harassment.
• Supporting another employee's internal or administrative complaint of unlawful
discrimination.
• Filing a good faith complaint with the US Department of Labor (DOL), Georgia
Department of Labor, or in court about wage and hour violations or unfair pay practices,
or participating in a wage and hour investigation or audit conducted by the DOL or state
or local administrative agency.
• Requesting an accommodation under the Americans with Disabilities Act.
• Requesting or taking leave under the Family and Medical Leave Act.
The examples above are illustrative only, and not exhaustive. No form of retaliation for any
protected activity will be tolerated.
Drug-Free Workplace
Substance abuse of any kind is inconsistent with the behavior expected of our employees,
subjects all employees and visitors to our facilities to unacceptable safety risks, and undermines
our ability to operate effectively and efficiently. We expect all employees to assist in maintaining
a work environment free from the effects of alcohol, drugs, or other intoxicating substances.
Compliance with this substance abuse policy is made a condition of employment, and violations
of the policy may lead to disciplinary action, up to and including termination.
All employees are prohibited from engaging in the unlawful manufacture, possession, use,
distribution or purchase of illicit drugs, alcohol or other intoxicants, as well as the misuse of
prescription drugs on the premises or at any time and any place during working hours. All
employees are required to report to their jobs in appropriate mental and physical condition, ready
to work.
Compliance with these standards is mandatory. Employees suspected of using or possessing
these substances on school premises, in school vehicles, or at any school-sponsored activity may
be subject to a drug test. Provided however, failure to take a drug test does not preclude the
School from taking disciplinary action against an Employee who is suspected of violating this
policy. Any violator of this substance abuse policy will be subject to disciplinary action, up to
and including termination of employment.
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Use of Medication
In accordance with Dekalb Preparatory Academy’s Drug-Free Workplace Policy as stated above,
employees who are taking prescribed medication should not misuse or abuse such medication.
Employees must notify their supervisors if they report for work while taking prescribed
medication that could affect their ability to safely and efficiently perform their jobs
Possession of Firearms in the Workplace
DPA is committed to maintaining a safe learning environment for all of our students, families,
visitors, and staff. Except as expressly stated in this policy or as otherwise required by law, all
students, visitors, and staff are prohibited from possessing firearms at any of our events, on our
property, on our buses, or within the school safety zone.
This policy does not prohibit staff or visitors who have a valid weapon carry license from keeping a
firearm in a locked, privately-owned car on school property or in the school safety zone; however,
the firearm must be locked up, out of sight, in an enclosed compartment, or in the trunk.
The term "weapon" means and includes those items listed in OCGA §16-11-127.1 and other
applicable laws. However, regardless of the definitions and specific instruments defined in said
laws, the School prohibits the possession of weapons of any type or objects that cause bodily
harm on school property, in the school safety zone, and at school-sponsored activities if any such
weapon or other object can be used to inflict bodily harm.
Any employee in violation of this policy will be subject to disciplinary action, up to and
including termination. In addition, DPA reserves the right at any time and at its discretion to
search all persons, containers, briefcases, purses, lockers, desks, and other property for the
purpose of determining whether any individual is in possession of a firearm in violation of this
policy. Employees who fail or refuse to promptly permit a search under this policy will be
subject to disciplinary action, up to and including termination.
Cell Phone Usage Policy
Personal cell phones or other communication devices should only be used on breaks and in a
private area. Employees should not use cell phones in the classroom, hallways, or other common
areas of the school or during instruction/work times.
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Harassment Policy
Any form of coercion or harassment that insults the dignity of others or impedes their freedom to
work and learn will not be tolerated. Any such form of coercion or harassment will result in
appropriate discipline, up to and including termination. It is illegal and against School policy for
an employee to engage in sexual harassment or harass another person because of his or her sex,
race, color, religion, national origin, age, disability, sexual orientation, or other characteristic
protected by law.
Harassment is any form of uninvited and unwanted physical or verbal behavior which creates an
intimidating, hostile, or demeaning environment for education or employment or causes
unreasonable interference with the victim’s performance or professional obligations or
opportunities. Creating a harassment-free environment requires the diligent effort of our
community. We must continually improve our practices.
Examples of inappropriate behavior include (but are not limited to):
• Verbal or physical abuse or threats
• Sexual harassment
• Obscene or demeaning remarks, jokes, or insults
• Uninvited pressure to participate in illegal activities
• Public display of explicitly offensive or demeaning materials
• Comments or actions demeaning to race, religion, ethnic origin, gender, or sexual orientation
• False accusations of harassment
• Retaliation toward someone making a complaint about harassment
Sexual Harassment
Sexual harassment can be a form of sex discrimination under Title VII of the Civil Rights Act of
1964 and the Title IX Education Amendments of 1972. Unwelcomed sexual advances, requests
for sexual favors, and any other verbal or physical conduct of a sexual nature constitute sexual
harassment when:
• Submission to such conduct is made, either explicitly or implicitly, a term or condition of a
person’s employment or advancement or participation in a school activity
• Such conduct has the purpose or effect of interfering with a person’s work or academic
performance, or intimidating or humiliating a person
DPA is committed to equitable and swift resolution of harassment issues. Any student or
employee experiencing harassment should follow any or all of these measures:
• Let the offender know you want the behavior to stop. Be clear and direct. Do not apologize.
• If you are not comfortable confronting the offender alone, ask a friend to accompany you, or
write a letter to the offender, keeping a copy.
• Make a record of when, where, and how you were mistreated; include witnesses (if any), direct
quotations, and other evidence.
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Staff members should notify the Principal and the Finance/Human Resources Office as soon
as possible. The staff member will be asked to place the complaint in writing with dates and
times for to document and refer back to in the employees writing. The situation will be
reviewed in confidentiality and discussed with next steps clearly outlined and responded to in
documentation in writing to the person making the complaint in the HR office. A report of the
complaint will be discussed with the necessary leadership of the direct report and escalated to
the he Head of School, who will discuss next steps of notification if necessary. The Head of
School and/or Principal will investigate and communicate the final decision directly to the
parties involved.
Employees who believe that they have been the victim of unlawful harassment may also
utilize the Staff Grievance Policy detailed in this handbook. Employees who believe they have
been the victim of discrimination or harassment because of their sex may also utilize the Title
IX formal grievance policy.
TITLE IX FORMAL GRIEVANCE PROCESS
The purpose of this grievance process is to address formal complaints of sexual harassment.
The process shall be triggered upon receipt of a formal complaint by the Title IX Coordinator.
Any School employee with actual knowledge of sex discrimination, including sexual
harassment in an education program or activity as defined in the Policy, must report the sex
discrimination to the Title IX Coordinator. Failure to report may result in disciplinary
action against the employee, up to and including termination.
Any person may report sex discrimination, including sexual harassment as defined by this
Policy, (whether the person reporting is the person alleged to be the victim of conduct
that could constitute sex discrimination or sexual harassment), to the Title IX Coordinator
in person, by mail, by telephone, by electronic mail, or through other means specified by
the School. Reports may be made at any time, including during non-business hours.
Complainants and Respondents shall be treated equitably throughout the process. All evidence,
both inculpatory and exculpatory, shall be evaluated objectively. An individual’s status as a
Respondent will not be considered a negative factor during consideration of the grievance.
Respondents are entitled to, and will receive the benefit of, a presumption that they are not
responsible for the alleged conduct until the grievance process concludes and a determination
regarding responsibility is issued. Similarly, credibility determinations will not be based on a
person’s status as a Complainant, Respondent, or witness.
The presumption shall be that the Respondent is not responsible for the alleged conduct until
a determination regarding responsibility is made at the conclusion of the grievance process.
No disciplinary sanctions or other actions that are not supportive measures shall be imposed
against a Respondent prior to the completion of the grievance process. Upon determination of
responsibility for sexual harassment by a Respondent, the Complainant shall be provided
remedies designed to restore or preserve equal access to the School's education program or
activity. Such remedies may include the same individualized services as “supportive
measures”; however, remedies need not be non-disciplinary or non-punitive and need not
avoid burdening the Respondent.
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Retaliation against anyone for participation in this process is strictly prohibited.
Definitions
Actual Notice means notice of sexual harassment or allegations of sexual harassment to a
School's Title IX Coordinator or any official of the School who has authority to institute
corrective measures on behalf of the School, or to any employee of an elementary and secondary
school. Imputation of knowledge based solely on vicarious liability or constructive notice is
insufficient to constitute actual knowledge. This standard is not met when the only official of the
School with actual knowledge is the Respondent. The mere ability or obligation to report sexual
harassment or to inform a student about how to report sexual harassment, or having been trained
to do so, does not qualify an individual as one who has authority to institute corrective measures
on behalf of the School. “Notice” as used in this paragraph includes, but is not limited to, a report
of sexual harassment to the Title IX Coordinator.
Appeal Officer means a trained individual appointed by the School who will review and make
a decision on a properly filed appeal. The Appeal Officer must be free from bias or conflict of
interest and must not be the Title IX Coordinator, the Investigator, or the Decision Maker(s).
Complainant is an individual, a student or employee, who is alleged to be the victim of
conduct that could constitute sexual harassment. The Complainant must be participating in or
attempting to participate in an education program of the School. Where the Title IX
Coordinator signs a formal complaint, the Title IX Coordinator is not a Complainant or
otherwise a party under this Policy, unless the Title IX Coordinator is alleged to be the
victim of conduct that could constitute sexual harassment.
Decision Maker means the trained person(s) responsible for making a determination
regarding responsibility. The Decision Maker cannot be the same person(s) as the Title IX
Coordinator, the Investigator, or the Appeal Officer.
Education Program or Activity means locations, events, or circumstances over which
the School exercised substantial control over both the Respondent and the context in
which the sexual harassment occurs.
Formal complaint means a document filed by a Complainant or signed by the Title IX
Coordinator alleging sexual harassment against a Respondent and requesting that the School
investigate the allegation of sexual harassment. At the time of filing a formal complaint, a
Complainant must be participating in or attempting to participate in the education program or
activity of the School with which the formal complaint is filed. A formal complaint may be
filed with the Title IX Coordinator in person, by mail, or by electronic mail, by using the
contact information listed for the Title IX Coordinator, or by any other method specified by
the School. As used in this paragraph, the phrase “document filed by a Complainant” means a
document or electronic submission (such as by electronic mail or through an online portal
provided for this purpose by the School) that contains the Complainant's physical or digital
signature, or otherwise indicates that the Complainant is the person filing the formal
complaint.
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Grievance Process means the provisions, rules, or practices included within this Policy and
the administrative procedures for processing formal complaints of sexual harassment. The
Grievance Process shall be applied equally to both the Complainant and the Respondent.
Investigator means a trained person(s) appointed by the School who is tasked with
conducting the investigation into allegations of sexual harassment addressed in a formal
complaint. The Investigator does not need to be an employee of the School and may be outside
counsel or any other person designated by the School. The Investigator shall not be the Title
IX Coordinator, the Decision Maker, or the Appeal Officer.
Remedial Actions or Remedial Remedies means those actions intended to restore or preserve a
Complainant’s equal access to the educational programs and activities of the School.
Respondent is any individual who has been reported to be the perpetrator of conduct
that could constitute sexual harassment.
Standard of Evidence means the preponderance of evidence standard that is to be used
during the investigation and final determination of a formal complaint. Preponderance of
evidence means that the evidence shows that the action alleged is more likely to have occurred
than not to have occurred. This standard shall be applied for all formal complaints of sexual
harassment against students and employees.
Supportive measures such as non-disciplinary, non-punitive individualized services offered
as appropriate, as reasonably available, and without fee or charge to the Complainant or the
Respondent before or after the filing of a formal complaint or where no formal complaint has
been filed. Such measures are designed to restore or preserve equal access to the School's
education program or activity without unreasonably burdening the other party, including
measures designed to protect the safety of all parties or the School's educational environment,
or deter sexual harassment. Supportive measures may include counseling, extensions of
deadlines or other course-related adjustments, modifications of work or class schedules,
campus escort services, mutual restrictions on contact between the parties, changes in work
or housing locations, leaves of absence, increased security and monitoring of certain areas of
the campus, and other similar measures. The School must maintain as confidential any
supportive measures provided to the Complainant or Respondent, to the extent that
maintaining such confidentiality would not impair the ability of the School to provide the
supportive measures. The Title IX Coordinator is responsible for coordinating the effective
implementation of supportive measures.
Notice to Parties
Upon receipt of a formal complaint, the Title IX Coordinator must provide written notice to
all known parties that includes the following:
1) Notice of the School’s grievance process, including the informal resolution process.
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2) Notice of the allegations of sexual harassment potentially constituting sexual
harassment, including sufficient details known at the time and with sufficient time to
prepare a response before any initial interview.
a. 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.
3) 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.
4) Notice that 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.
5) A statement that knowingly making false statements or knowingly submitting false
information during the grievance process is prohibited and a violation of the
School’s code of conduct and may be subject to disciplinary action.
Written notice of the date, time, location, participants, and purpose of all hearings,
investigative interviews, or other meetings must be provided to a party whose participation
is invited or expected, with sufficient time for the party to prepare to participate.
If, in the course of an investigation, the School decides to investigate allegations about the
Complainant or Respondent that are not included in the initial notice, then the School
must provide subsequent notice of the additional allegations to the parties whose identities
are known.
Consolidation of Complaints
The School 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 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 in this section to the
singular “party,” “Complainant,” or “Respondent” include the plural, as applicable.
Dismissal of a Formal Complaint
The School must investigate the allegations in a formal complaint. If the conduct alleged in
the formal complaint would not constitute sexual harassment even if proved, did not occur in
the School's education program or activity, or did not occur against a person in the United
States, then the School must dismiss the formal complaint with regard to that conduct for
purposes of sexual harassment under Title IX; such a dismissal does not preclude action under
another provision of the School's code of conduct.
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A formal complaint or any allegations therein may be dismissed, if at any time during the
investigation or hearing: (1) A Complainant notifies the Title IX Coordinator in writing that
the Complainant would like to withdraw the formal complaint or any allegations therein; (2)
the Respondent is no longer enrolled or employed by the School; or (3) specific circumstances
prevent the School from gathering evidence sufficient to reach a determination as to the
formal complaint or allegations therein.
Upon a dismissal required or permitted by this policy section, the Title IX Coordinator
must promptly send written notice of the dismissal and reason(s) therefor simultaneously to
the parties.
INVESTIGATION
Investigator
The Title IX Coordinator will designate one or more trained individuals to investigate the
formal complaint (i.e., the Investigator). The Investigator will begin an investigation as soon as
practicable and generally not later than 10 business days after the written notice of the formal
complaint was delivered to all parties. The Investigator, however, will ensure that the
Respondent receives sufficient time to prepare prior to any initial interview.
Burden of Proof
The burden of proof and the burden of gathering evidence sufficient to reach a determination
regarding responsibility rest on the School and not on the parties, provided that the School
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 School obtains that party's voluntary, written consent to do so for a
grievance process under this policy (if a party is a student under the age of 18 then the School
must obtain the voluntary, written consent of a his or her parent or legal guardian).
Timeline
The School will endeavor to complete investigations within sixty (60) days of the date
on which the normal complaint was received; however, the School’s primary objective is
a thorough and equitable investigation and grievance process.
The School shall coordinate its investigation and grievance process with any other ongoing
criminal investigation of the incident, if any. The School may determine whether to delay its
investigation pending the conclusion of a criminal investigation or for criminal proceedings to
begin. If the fact-finding portion of the investigation is suspended due to the existence of a
criminal investigation, the School’s investigation shall resume promptly once law enforcement
officials have completed their evidence gathering state of the criminal investigation.
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In the event of a temporary delay of the process or the limited extension of time frames for
good cause, the Title IX Coordinator shall provide written notice to both the Complainant and
the Respondent notifying them of the delay or extension and providing the reason for the
action.
Good cause for a delay of the process or extension of the time frames may include, but is not
limited to, considerations such as: (a) The absence of a party; a party’s advisor, or a witness;
(b) Concurrent law enforcement activity; or (c) The need for language assistance
or accommodation of disabilities.
Investigation Process
An investigation must include interviews with the Complainant, Respondent, and
any witnesses. An investigation may include, but is not limited to, the following:
• review of any documentary or electronic evidence;
• a review of medical evidence if a waiver has been obtained by the party to which the
medical records belong;
• a review of security data; and
• a review of any other material which the Investigator deems relevant to an assessment of
the facts surrounding the formal complaint.
Neither party shall be restricted from discussing the allegations under investigation, nor
shall they be restricted from gathering and presenting relevant evidence.
Advisors
Both parties shall have the same opportunity 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. An advisor may be, but is not required to be, an
attorney. The School may not limit the choice or presence of advisor for either the
Complainant or Respondent in any meeting or grievance proceeding; however, the School
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.
Evidence
All parties shall have an equal opportunity to present witnesses, including fact and expert
witnesses, and other inculpatory and exculpatory evidence. Credibility determinations may
not be based on a person’s status as a Complainant, Respondent, or witness.
Both parties shall have an equal opportunity to inspect and review any evidence obtained as
part of the investigation that is directly related to the allegations raised in a formal complaint,
including the evidence upon which the School 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 conclusion of the investigation.
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Prior to completion of the investigative report, the School must 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, and the parties must have at least 10 days to submit a written response, which
the Investigator will consider prior to completion of the investigative report. If there will be a
hearing, the School must make all such evidence subject to the parties' inspection and review
available at any hearing to give each party equal opportunity to refer to such evidence during
the hearing, including for purposes of cross-examination.
Investigative Report
Upon receipt of each party’s review of the evidence or after 10 days, whichever occurs first, the
Investigator must create an investigative report that fairly summarizes relevant evidence.
At least ten (10) days prior to submitting the investigative report to the Decision Maker, or
prior to a hearing if one will be held, the preliminary report must be sent to each party and
their advisor, if any, the in an electronic format or a hard copy, for their review and
written response. The Investigator shall consider the written responses prior to completion
of the report and include the written responses as an exhibit to the report.
Cross-Examination
After sending the completed investigative report to both parties, elementary and secondary
schools are not required to hold an in person hearing prior to making a determination
regarding responsibility. In the absences of a hearing, and prior to making a responsibility
determination, the Decision Maker(s) will give each party an opportunity to submit written,
relevant questions that a party wants asked of any party or witness; will provide each party
with the answers; and will allow for additional, limited follow-up questions from each party. If
the Decision Maker(s) determines that a proposed question is not relevant it will be excluded
and an explanation must be provided to the proposing party regarding the relevancy
determination. With or without a hearing, 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 specific incidents of the Complainant's prior sexual behavior
with respect to the Respondent and are offered to prove consent.
Determination of Responsibility
After all questions and answers have been received, the Decision Maker must issue a written
determination of responsibility regarding the allegations based on a preponderance of
evidence. The written determination must be provided to the parties simultaneously. The
Decision Maker will strive to issue the written determination regarding responsibility within
14 days after the hearing.
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The determination regarding responsibility becomes final either on the date that the School
provides the parties with the written determination of the result of the appeal, if an appeal is
filed, or if an appeal is not filed, the date on which an appeal would no longer be considered
timely. The written determination must include the following:
a) Identification of the allegations potentially constituting sexual harassment as defined
in §106.30;
b) A description of the procedural steps taken from the receipt of the formal complaint
through the determination, including any notifications to the parties, interviews with
parties and witnesses, site visits, methods used to gather other evidence, and
hearings held;
c) Findings of fact supporting the determination;
d) Conclusions regarding the application of the School's code of conduct to the facts;
e) A statement of, and rationale for, the result as to each allegation, including a
determination regarding responsibility, any disciplinary sanctions the School imposes on
the Respondent, and whether remedies designed to restore or preserve equal access to
the School's education program or activity will be provided by the School to the
Complainant; and
f) The School's procedures and permissible bases for the Complainant and Respondent
to appeal.
Sanctions and Remedies
The Title IX Coordinator will be responsible for the effective implementation of any resulting
sanctions or remedies. The list of potential sanctions or remedies includes one or more of the
following:
For Students
• Written warning;
• No-contact orders;
• Removal from specific courses or activities;
• Disciplinary probation;
• Suspension;
• Expulsion;
• Transcript notation; or
• Other sanctions as appropriate
For Employees
• Written warning;
• Performance improvement plan;
• Required training or education;
• Loss of pay increase;
• Suspension with or without pay;
• Termination; or
• Other sanctions as appropriate.
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Appeal
Either party may appeal a determination regarding responsibility or the dismissal of a formal
complaint or any allegations on the following bases:
a) Procedural irregularity that affected the outcome of the matter;
b) New evidence that was not reasonably available at the time the determination regarding
responsibility or dismissal was made, that could affect the outcome of the matter;
c) The Title IX Coordinator, Investigator(s), or Decision Maker(s) had a conflict of
interest or bias for or against Complainants or Respondents generally or the individual
Complainant or Respondent that affected the outcome of the matter; or
d) Any additional bases offered by the School.
The appeal must be submitted in writing to the Head of School within ten (10) calendar
days from receipt of the Decision Maker’s final written determination. The notice of appeal
must include the name of the Complainant, name of the Respondent, the decision or action
being appealed, and an explanation of the grounds for appeal.
Upon receipt of an appeal, the School will provide written notice of the appeal to both
parties and begin to implement appeal procedures equally for both parties. Each party will be
given ten (10) business days to provide a written statement supporting or challenging the
appealed action
The Title IX Coordinator shall appoint an Appeal Officer who will review and make a decision
on the appeal. The Appeal Officer must be free from bias or conflict of interest and must not
be the Title IX Coordinator, the Investigator, or the Decision Maker(s).
As soon as is reasonably practicable, and generally within fourteen (14) business days after
receipt of the parties’ written statements, the Appeal Officer will issue a written decision
regarding the appeal simultaneously to both parties. The decision will describe the result of
the appeal and the rationale for the decision. The decision of the Appeal Officer is final.
INFORMAL RESOLUTION
At any time after a formal complaint is filed and before a determination regarding
responsibility is made, the School may facilitate an informal resolution process, such
as mediation, that does not involve a full investigation and adjudication.
Informal resolution may not be required as a condition of enrollment or employment or continued
enrollment or employment, or enjoyment of any other right. Additionally, informal resolution may
not be used to resolve allegations that an employee sexually harassed a student.
All parties must provide voluntary, written consent to move forward with the informal
resolution process. However, 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.
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Prior to beginning informal resolution, parties must be notified in writing of (1) the allegations;
(2) 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; and
(3) any consequences resulting from participating in the informal resolution process, including
the records that will be maintained or could be shared.
Renewal Notification
DPA will notify all ten-month employees as to whether DPA intends to offer a contract
renewal for the next school year by June of each year. Notice of intent to renew does not
guarantee employment. Employees extended a renewal offer will be provided with a contract
for the next school year for review and mutual acceptance. DPA reserves the right to non-renew
employees due to changes in enrollment, programs, fiscal constraints, or for any other reason.
Employees who do not wish to be considered for renewal are requested to notify the Principal by
March 15 to allow DPA to anticipate staffing needs for the next school year.
Corporal Punishment
Corporal punishment of any kind is not permitted at DPA. As a general rule, staff members
should never touch a student as a means of controlling the student’s behavior, nor should staff
members inflict physical pain or discomfort as a punishment when students fail to meet
behavioral expectations. Any violation of this policy will be subject to disciplinary action, up to
and including termination of employment.
Mandated Reporting of Abuse/Neglect Policy
In accordance with OCGA §19-7-5, School employees or volunteers are deemed to be mandated
reporters. If you reasonably believe that a child has suffered: (1) physical, non-accidental injury
or injuries by a parent or caretaker, (2) neglect or exploitation by a parent or caretaker, (3) sexual
abuse, or (4) sexual exploitation, please follow the protocol below to ensure that the appropriate
authorities are notified. It has been developed to guide those persons who have been deemed
mandated reporters in exercising this duty within the School structure.
Reporting Protocol
If a child or other individual tells you about a situation that seems like it might require
reporting, please take the following steps:
1) Immediately find the Principal or, if not available, the Principal’s designee (collectively
referred to as “Responsible Administrator”), and make a verbal report of the alleged
incident of abuse/neglect in person (no written notes, e-mail, or text messages). Unless
requested by the Responsible Administrator, do not provide written documentation to
other personnel, even the child’s classroom teacher.
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2) If a Responsible Administrator is unavailable, call one of them on the phone (but do not
text message information to them). If the student is with you, please have them sit in the
Front Office with the receptionist so they are supervised, and so that you have privacy
to make your call.
3) If you choose, you may make a note in your personal record of the date, time, and brief
nature of the alleged incident of abuse/neglect reported to the Responsible Administrator.
Your personal record does not include school records. This is solely for your benefit, to
keep track of when the alleged incident of abuse/neglect was reported and to whom it was
reported. This information is not to be shared.
4) A staff member or volunteer who makes a report to the Responsible Administrator is
deemed to have fully complied with the law.
5) The responsibility for following up with the student, other staff members, family members,
etc., DOES NOT lie with you. Please DO NOT conduct your own investigation.
6) If asked about the situation later, the Responsible Administrator will provide no details
regarding the incident other than to confirm that they are aware of the situation. There are
matters of confidentiality and privacy in any alleged incident of abuse/neglect. This is for
the protection of everyone involved, including the person who initially reported the
incident.
7) Please be aware that there is likely pertinent information to which you are not privy
regarding the situation. Please DO NOT make assumptions nor offer scenarios.
8) Making a verbal report of alleged abuse/neglect to the Responsible Administrator as
outlined above is a CONFIDENTIAL matter and should be treated as such. If other
personnel need to be informed regarding the situation or follow up needs to be made with
other staff members, the Responsible Administrator will do so.
9) It is important that all mandated reporters involved in providing services to children who are
alleged to be abused/neglected follow this protocol. This protocol has been established so that
appropriate, sensitive, and necessary services are provided in the best way possible.
10) Failure to comply with this protocol is actionable and penalties may range from a verbal
warning to a written warning to non-renewal of contract or even termination.
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Responsibility of School Administrator or Counselor:
A Responsible Administrator who has reasonable cause to believe a student has been abused or
neglected or has received an oral report based on reasonable cause of the same, shall
immediately, but in no case later than 24 hours, report by telephone, or otherwise, and followed
by a report in writing (if possible) to a child welfare agency providing protective services or, in
the absence of such agency, to an appropriate police authority. In the event that a Responsible
Administrator receives an oral report based on reasonable cause, he or she may consult with the
reporting staff member to obtain additional, relevant, and necessary information prior to making
a report to the appropriate welfare agency or police authority. Under no circumstances may the
Responsible Administrator exercise any control, restraint, or modification or make any other
change to the information provided by the staff member when making a report in accordance
with O.C.G.A. §19-7-5.
Student Reporting of Alleged Sexually Inappropriate Behavior
Reporting
Any student, parent, or friend of a student who has been the victim of an act of sexual abuse or
misconduct by a teacher, administrator, or other school employee is encouraged to make an oral
report of the act to any teacher, counselor, or administrator at DPA.
Any teacher, counselor, or administrator who receives a report of sexual abuse or misconduct
from a student, parent, friend, or employee must immediately make an oral report to the Principal
or Principal’s designee. An oral report must be followed-up with a written report provided to the
Principal or Principal’s designee within 24 hours. Note, if the Principal is the person accused of
sexual abuse or misconduct, report should be made to the Board Chair.
Sexual Abuse
If the Principal or Principal’s designee has reasonable cause to believe a student has been
sexually abused, he/she must immediately, but no more than 24 hours, make an oral report to a
DHS child welfare agency providing protective services, appropriate law enforcement, or district
attorney. If requested, a written report must be provided. For the purposes of this policy, sexual
abuse has the same meaning as is defined in OCGA §19-7-5(b)(10).
Sexual Misconduct
An immediate investigation must be conducted by the Principal or Principal’s designee of any
reported acts of sexual misconduct against a student by a teacher, administrator, or other School
employee. If the investigation indicates reasonable cause to believe that the sexual misconduct
occurred, the Principal or Principal’s designee must immediately provide a written report to the
Board Chair and Ethics Division of the Professional Standards Commission.
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For the purposes of this policy, sexual misconduct includes any act that is not sexual abuse under
OCGA §19-7-5 not covered by OCGA §20-2-1184.
Public Relations/Media Policy
In the event that a reporter contacts a DPA employee, he/she is required to notify the Head of
School. DPA employees are not authorized to speak to the media without prior consent from the
Head of School in any circumstance including emergencies, field trips, or other events.
Additionally, DPA employees should not identify themselves as representatives of DPA on
social media sites, television shows, or blogs, unless authorized or asked by the Head of School
to do so. The Head of School is the only employee permitted to represent DPA’s positions and
messages to the public, however staff will be identified by the Head of School as spokespersons
when the situation requires or calls for such a representative.
Email Communications and Internet Policy
Any electronic activity taking place on DPA-issued equipment, networks, or through a DPA-
issued email account, is subject to inspection and monitoring. DPA employees should not expect
privacy if using such DPA-communications media. Employees must only use DPA-issued
equipment or email accounts for instructional and administrative purposes. DPA’s prohibition
against harassment applies to the use of DPA-owned equipment, network, and email accounts.
Employees’ use of DPA-issued equipment, network access, or email accounts may be revoked
for any reason, including but not limited to the employees’ use of offensive, sexually explicit,
defamatory, abusive, obscene, profane, racially or ethnically charged, or criminal content.
Employees are responsible for using these resources and systems in a productive, ethical and
lawful manner.
As a public entity, DPA is subject to open records laws and our documents are deemed “public
records”. As such, DPA emails and documents can be requested at any time from media agencies
and the public. Employees who receive an open records request should forward the request to the
Head of School, who will respond to the request in accordance with state law.
All internal and external email communications should follow the DPA brand guidelines.
Internal & External Communications Climate
Employees must refrain from publicly criticizing or ridiculing Dekalb Preparatory Academy, its
policies, or other employees by speech, writing, any form of social media (including but not
limited to all forms of electronic communication) or other expression, where such speech,
writing, electronic posting, or other expression is defamatory, obscene, unlawful, undermines the
effectiveness of Dekalb Preparatory Academy, interferes with the maintenance of discipline, or is
made with reckless disregard to its truth or falsity thereby impacting the culture and climate of
DPA.
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Social Media Policy Pertaining to Students
In order to protect the organization’s students, staff, and reputation throughout the community, it
is required that employees adhere to DPA’s Social Media Policy and use caution when
connecting with others online.
Employees may not engage in social media activity on their personal accounts during regular
school hours. Employees are prohibited from posting
If an employee wishes to use networking protocols as a part of the educational process,
employees must work with school administrators and technology staff to identify and use
restricted, school-endorsed networking platforms. Employees must have a separate professional
account if this requires “friending” students, alumni, or parents.
Social media includes all types of communication shared in an electronic format, including, but
not limited to, Facebook, Twitter, YouTube, blogs, wikis, e-mail, social networks, instant
messaging, and video-hosting sites, as well as emerging technology that encourages sharing and
electronic collaboration.
For the protection of your professional reputation, employees must abide by the following social
media practices:
• Do not accept current or former students as friends on personal social networking sites
unless related to the student; decline any student-initiated friend requests.
• Do not initiate friendships or contact with students.
• Do not use commentary deemed to be defamatory, obscene, proprietary, or libelous.
• Do not post anything that puts your effectiveness as a teacher at risk.
• Do not post confidential or proprietary information about DPA students, alumni, parents,
or employees
• Do not discuss students or coworkers or publicly criticize school policies or personnel.
• Do not post images that include students or examples of student work.
• Obey all applicable laws and the Code of Ethics for Educators.
• Do not attribute any personal opinions or endorsements as also being the views of the
school or its administration.
• Do not engage in private conversations with students that do not pertain to school; when
possible, communication should be limited to DPA-issued modes of communication
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In addition to the aforementioned prohibited behavior, DPA encourages employees to remember
the following:
• Keep all personal social media accounts private.
• Do not reveal your employer to others via personal social media profiles to avoid the
possibility that your thoughts and comments could be construed as that of your employer.
• Do not violate privacy, copyright, or trademark protections.
• Remember that people classified as “friends” have the ability to download and share your
information with others.
• Exercise caution with regards to exaggeration, colorful language, guesswork, obscenity,
copyrighted materials, legal conclusions, and derogatory remarks or characterizations.
Post only what you want the world to see. Imagine your students, their parents, and your
administrator visiting your site. Once you post something it may be accessible, even after it is
removed from the site.
Social Media Policy Pertaining to Employees
Social Media – Social media refers to any Internet-based software or service that allows users to
interact with others via the posting of messages, files, or other content. Currently, such as sites
on Facebook, Instagram, Twitter, and YouTube. The absence of or lack of explicit reference to a
site does not limit the extent or the application of this policy
Professional conduct must be considered when posting on public sites, employees are
expected to exercise professionalism and good judgement in any social media activity, district-
related as well as non-district related.
Any communication which is unprofessional or prohibited in any other form is also
unprofessional or prohibited on social media. Any violation of this policy, or of any board
policies or procedures as a result of social media activities, may result in corrective action, up to
and including suspension or termination.
Conflict of Interest Policy
Employees of DPA are expected to conduct their business with the highest ethical standards of
integrity, honesty and fairness, and may not use their position to solicit or obtain any personal
profit or gain, directly or indirectly. Employees must avoid any situation that involves or may
involve a conflict between their personal interest and the interest of the organization. As in all
other facets of their duties, employees dealing with customers, suppliers, contractors,
competitors or any person doing or seeking to do business with the organization are to act in the
best interest of the organization.
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Each employee must submit in writing to the Head of School any potential situation which may
involve a conflict of interest. The Head of School will make a determination on how the
employee should proceed. Such conflicts include, but are not limited to:
• Any arrangement or circumstance, including a family or other personal relationship that might
dissuade the employee from acting in the best interest of the organization.
• Acceptance of a monetary gift of any kind or any non-cash gift above $25 in value from
vendors, suppliers, contractors, etc. currently or seeking to do business with the organization,
including parents and guardians. This includes lunch and/or dinner with vendors. Acceptance
of alcoholic beverages from outside vendors, supplies, contractors, etc. is prohibited.
• Acceptance of a monetary gift of any kind or any non-cash gift above $25 in value from
parents, guardians, and students. Acceptance of alcoholic beverages from parent, guardians,
and students is prohibited.
• Ownership by an employee or by a member of the employee’s family of a significant interest
in any outside business or organization which does or seeks to do business with DPA.
• Acceptance of another job or participation in personal outside consulting activities that (1)
impair the employee’s ability to fulfill his or her obligations to the organization; (2) could be
viewed as impairing the employee's judgment in the performance of his or her duties and
responsibilities for the organization; (3) would involve the use of the name of the organization
so as to falsely suggest the organization’s endorsement or support; (4) might reasonably require
disclosure of confidential information to which the employee is privy by virtue of employment;
or (5) would give the appearance of a conflict of interest, even if no actual conflict exists.
• Providing services to DPA (facility, students, etc.) other than that as an employee of DPA.
• Performance or solicitation of outside business during paid working time.
• Use of DPA’s tools or equipment for outside work.
• Work activity that would adversely affect DPA’s image.
• Use of paid absences for outside employment.
• Work activity such as additional employment that affects the employee’s job performance,
punctuality, loyalty, or ability to fulfill other responsibilities of the employee’s primary job.
• Employees may not commit any acts of theft, fraud, or embezzlement from Dekalb Preparatory
Academy, other employees, or any other individual, firm, business, organization, or
governmental entity.
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47
Outside Employment
Engaging in outside employment, including consulting or other self-employment may diminish
an employee’s ability to meet performance standards of employment therefore all employees of
DPA must disclose such employment to the Head of School by completing a disclosure form.
Outside jobs compromise with competitive schools and/vendor of DPA are a direct conflict of
interest and must also be disclosed.
All employees will be judged by the same performance standards and will be subject to DPA’s
scheduling demands, regardless of any existing outside work requirements.
It is not the intent of this section to prevent any employee from accepting other employment or
from following any pursuit which does not create an actual or potential conflict of interest
and/or which does not interfere with the employee's ability to fully and faithfully discharge
his/her duties.
Privacy Policy
Employees are expected to respect the privacy of individuals throughout the school. DPA
considers the following files to be confidential:
• General Employment Files
• Payroll Files
• Student Individual Education Plans (IEP) Files (except for teachers of the student)
• Employee Evaluations
• Reprimands
• Grievances
• Student Records
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I _____________________________________________________
Please Print Your Name
Have received the Employee Handbook for the 2021/2022 school year and hereby
confirm receipt and
understanding of the aforementioned policies and protocol in this handbook. I agree to adhere
and follow
the policy as set forth described and directed by DeKalb Preparatory Academy District.
_______________________________________________________________
Employee Signature
Please provide this copy to the Financial Department to be maintained in your employee file.
Thank you for your cooperation.
__________________________________________________________
Approved:
Cc: Employee File
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49
170 NORTHPOINTE PKWY PREMIUM FINANCE AGREEMENT IPFS CORPORATION
SUITE 300
AMHERST, NY 14228
(855)891-2585 FAX: (800)808-8784
CUSTOMER SERVICE: (855)891-2585
AGENT INSURED
A CASH PRICE
(TOTAL PREMIUMS)
$67,633.00
(Name & Place of business) (Name & Residence or business)
BROWN & BROWN OF MT LAUREL DEKALB PREPARATORY ACADEMY
B CASH DOWN
PAYMENT
$16,908.25
10 LAKE CENTER DR, STE 310
1402 AUSTIN DRIVE
DECATUR, GA 30032
PRINCIPAL BALANCE $50,724.75 MARLTON,NJ 08053 (404)937-2009
C (A MINUS B) (856)552-6330 FAX: ckayemba@dekalbprepacademy.org
Commercial
Account #: LOAN DISCLOSURE Quote Number: 23429803
Additional Policies Scheduled on Page 3
ANNUAL PERCENTAGE RATE FINANCE CHARGE AMOUNT FINANCED TOTAL OF PAYMENTS
The cost of your credit as a yearly rate. The dollar amount the credit will The amount of credit provided to The amount you will have paid after you
cost you. you or on your behalf. have made all payments as scheduled
11.050% $2,845.36 $50,724.75 $53,570.11
YOUR PAYMENT SCHEDULE WILL BE
ITEMIZATION OF THE AMOUNT FINANCED: THE
Number Of Payments Amount Of Payments When Payments AMOUNT FINANCED IS FOR APPLICATION TO THE
Are Due
MONTHLY PREMIUMS SET FORTH IN THE SCHEDULE OF
11 $4,870.01 Beginning:
08/01/2023 POLICIES UNLESS OTHERWISE NOTED.
Security: Refer to paragraph 1 below for a description of the collateral assigned to Lender to secure this loan.
Late Charges: A late charge will be imposed on any installment in default 5 days or more. This late charge will be 5.00% of the installment due.
Prepayment: If you pay your account off early, you may be entitled to a refund of a portion of the finance charge in accordance with Rule of 78's or
as otherwise allowed by law. The finance charge includes a predetermined interest rate plus a non-refundable service/origination fee of $20.00. See
the terms below and on the next page for additional information about nonpayment, default and penalties.
POLICY PREFIX EFFECTIVE DATE SCHEDULE OF POLICIES COVERAGE MINIMUM POL PREMIUM
AND NUMBER OF POLICY INSURANCE COMPANY AND GENERAL AGENT EARNED TERM
PERCENT
PENDING 07/01/2023 AMERICAN FAMILY HOME INSURANCE CO COMMERCIAL 25.00% 12 1,040.00
APEX INS SERVICES OF IL AUTO
Broker Fee: $0.00
TOTAL: $67,633.00
The undersigned insured directs IPFS Corporation (herein, "Lender") to pay the premiums on the policies described on the Schedule of Policies. In consideration
of such premium payments, subject to the provisions set forth herein, the insured agrees to pay Lender at the branch office address shown above, or as
otherwise directed by Lender, the amount stated as Total of Payments in accordance with the Payment Schedule, in each case as shown in the above Loan
Disclosure. The named insured(s), on a joint and several basis if more than one, hereby agree to the following provisions set forth on pages 1 and 2 of this
Agreement: 1. SECURITY: To secure payment of all amounts due under this Agreement, insured assigns Lender a security interest in all right, title and interest
to the scheduled policies, including (but only to the extent permitted by applicable law): (a) all money that is or may be due insured because of a loss under any
such policy that reduces the unearned premiums (subject to the interest of any applicable mortgagee or loss payee), (b) any unearned premium under each such
policy, (c) dividends which may become due insured in connection with any such policy and (d) interests arising under a state guarantee fund. 2. POWER OF
ATTORNEY: Insured irrevocably appoints its Lender attorney-in-fact with full power of substitution and full authority upon default to cancel all policies above
identified, receive all sums assigned to its Lender or in which it has granted Lender a security interest and to execute and deliver on behalf of the insured
documents, instruments, forms and notices relating to the listed insurance policies in furtherance of this Agreement.
NOTICE: A. Do not sign this agreement before you read it or if it
contains any blank space. B. You are entitled to a completely filled in
The undersigned hereby warrants and agrees to Agent's
copy of this agreement. C. Under the law, you have the right to pay in
Representations set forth herein.
advance the full amount due and under certain conditions to obtain a
partial refund of the finance charge. D. Keep your copy of this
agreement to protect your legal rights.
Signature of Insured or Authorized Agent DATE Signature of Agent DATE
Page 365 of 539
(10/17) Copyright 2017 IPFS Corporation 6/28/2023 Web - GACFEE
Insured and Lender further agree that:3. POLICY EFFECTIVE DATES: The finance charge begins to accrue as of the earliest policy effective date.
4. AGREEMENT EFFECTIVE DATE: This Agreement shall be effective when written acceptance is mailed to the insured by Lender. 5. DEFAULT AND
DELINQUENT PAYMENTS: If any of the following happens insured will be in default: (a) a payment is not made when it is due, (b) a proceeding in bankruptcy,
receivership, insolvency or similar proceeding is instituted by or against insured, or (c) insured fails to keep any promise the insured makes in this Agreement;
provided, however, that, to the extent required by applicable law, insured may be held to be in default only upon the occurrence of an event described in clause
(a) above. The acceptance by Lender of one or more late payments from the insured shall not estop Lender or be a waiver of the rights of Lender to exercise all
of its rights hereunder or under applicable law in the event of any subsequent late payment. 6. CANCELLATION: Lender may cancel the scheduled policies after
providing at least 10 days notice of its intent to cancel or any other required statutory notice if the insured does not pay any installment according to the terms of
this Agreement or transfers any of the scheduled policies to a third party and the unpaid balance due to Lender shall be immediately due and payable by the
insured. Lender at its option may enforce payment of this debt without recourse to the security given to Lender. 7. CANCELLATION CHARGES: If Lender
cancels any insurance policy in accordance with the terms of this Agreement and applicable law, then the insured shall pay Lender a cancellation charge equal
to $15.00 or the maximum amount permitted by law. If cancellation occurs, the insured agrees to pay a finance charge on the outstanding indebtedness at the
maximum rate authorized by applicable state law in effect on the date of cancellation until the outstanding indebtedness is paid in full or until such other date as
required by law. (Not applicable in KY, NV, and VT) 8. INSUFFICIENT FUNDS (NSF) CHARGES: If insured's check or electronic funding is dishonored for any
reason, the insured will pay to Lender a fee of $20.00 or the maximum amount permitted by law. (Not applicable in AL and KY). 9. MONEY RECEIVED AFTER
CANCELLATION: Any payments made to Lender after Lender's Notice of Cancellation of the insurance policy(ies) has been mailed may be credited to the
insured's account without any obligation on the part of Lender to request reinstatement of any policy. Any money Lender receives from an insurance company
shall be credited to the balance due Lender with any surplus refunded to whomever is entitled to the money. In the event that Lender does request a
reinstatement of the policy(ies) on behalf of the insured, such a request does not guarantee that coverage under the policy(ies) will be reinstated or continued.
Only the insurance company has authority to reinstate the policy(ies). The insured agrees that Lender has no liability to the insured if the policy(ies) is not
reinstated and Lender may charge a reinstatement fee where permitted up to the maximum amount allowed by law. 10. ASSIGNMENT: The insured agrees not
to assign this Agreement or any policy listed hereon or any interest therein (except for the interest of mortgagees or loss payees), without the written consent of
Lender, and that Lender may sell, transfer and assign its rights hereunder or under any policy without the consent of the insured, and that all agreements made
by the insured hereunder and all rights and benefits conferred upon Lender shall inure to the benefit of Lender's successors and assigns (and any assignees
thereof). 11. INSURANCE AGENT OR BROKER: The insured agrees that the insurance agent or broker soliciting the policies or through whom the policies
were issued is not the agent of Lender; and the agent or broker named on the front of this Agreement is neither authorized by Lender to receive installment
payments under this Agreement nor to make representations, orally or in writing, to the insured on Lender's behalf (except to the extent expressly required by
applicable law). As and where permissible by law, Lender may compensate your agent/broker for assisting in arranging the financing of your insurance
premiums. If you have any questions about this compensation you should contact your agent/broker. 12. FINANCING NOT A CONDITION: The law does not
require a person to enter into a premium finance agreement as a condition of the purchase of insurance. 13. COLLECTION COSTS: Insured agrees to pay
attorney fees and other collection costs to Lender to the extent permitted by law if this Agreement is referred to an attorney or collection agency who is not a
salaried employee of Lender, to collect any money insured owes under this Agreement. (Not applicable in KY) 14. LIMITATION OF LIABILITY: The insured
agrees that Lender's liability to the insured, any other person or entity for breach of any of the terms of this Agreement for the wrongful or improper exercise of
any of its powers under this Agreement shall be limited to the amount of the principal balance outstanding, except in the event of Lender' gross negligence or
willful misconduct (not applicable in KY). Insured recognizes and agrees that Lender is a lender only and not an insurance company and that in no event does
Lender assume any liability as an insurer hereunder or otherwise. 15. CLASSIFICATION AND FORMATION OF AGREEMENT: This Agreement is and will be a
general intangible and not an instrument (as those terms are used in the Uniform Commercial Code) for all purposes. Any electronic signature or electronic
record may be used in the formation of this Agreement, and the signatures of the insured and agent and the record of this Agreement may be in electronic form
(as those terms are used in the Uniform Electronic Transactions Act). A photocopy, a facsimile or other paper or electronic record of this Agreement shall have
the same legal effect as a manually signed copy. 16. REPRESENTATIONS AND WARRANTIES: The insured represents that (a) the insured is not insolvent or
presently the subject of any insolvency proceeding (or if the insured is a debtor of bankruptcy, the bankruptcy court has authorized this transaction), (b) if the
insured is not an individual, that the signatory is authorized to sign this Agreement on behalf of the insured, (c) all parties responsible for payment of the
premium are named and have signed this Agreement, and (d) there is no term or provision in any of the scheduled policies that would require Lender to notify or
get the consent of any third party to effect cancellation of any such policy. 17. ADDITIONAL PREMIUM FINANCING: Insured authorizes Lender to make
additional advances under this premium finance agreement at the request of either the Insured or the Insured’s agent with the Insured’s express authorization,
and subject to the approval of Lender, for any additional premium on any policy listed in the Schedule of Policies due to changes in the insurable risk. If Lender
consents to the request for an additional advance, Lender will send Insured a revised payment amount ("Revised Payment Amount"). Insured agrees to pay the
Revised Payment Amount, which may include additional finance charges on the newly advanced amount, and acknowledges that Lender will maintain its
security interest in the Policy with full authority to cancel all policies and receive all unearned premium if Insured fails to pay the Revised Payment Amount. 18.
PRIVACY: Our privacy policy may be found at https://ipfs.com/Privacy. 19. ENTIRE DOCUMENT / GOVERNING LAW: This document is the entire Agreement
between Lender and the insured and can only be changed in writing and signed by both parties except that the insured authorizes Lender to insert or correct on
this Agreement, if omitted or incorrect, the insurer's name and the policy number(s). Lender is also authorized to correct patent errors and omissions in this
Agreement. In the event that any provision of this Agreement is found to be illegal or unenforceable, it shall be deemed severed from the remaining provisions,
which shall remain in full force and effect. The laws of the State of Georgia will govern this Agreement. 20. AUTHORIZATION: The insurance company(ies) and
their agents, any intermediaries and the agent / broker named in this Agreement and their successors and assigns are hereby authorized and directed by
insured to provide Lender with full and complete information regarding all financed insurance policy(ies), including without limitation the status and calculation of
unearned premiums, and Lender is authorized and directed to provide such parties with full and complete information and documentation regarding the financing
of such insurance policy(ies), including a copy of this Agreement and any related notices. 21. WAIVER OF SOVERIGN IMMUNITY: The insured expressly
waives any sovereign immunity available to the insured, and agrees to be subject to the laws as set forth in this Agreement (and the jurisdiction of federal and/or
state courts) for all matters relating to the collection and enforcement of amounts owed under this Agreement and the security interest in the scheduled policies
granted hereby.
AGENT/BROKER REPRESENTATIONS
The agent/broker executing this, and any future, agreement represents, warrants and agrees: (1) installment payments totaling $0.00 and the down payment
indicated in Box "B" on Page 1 has been received from the insured in immediately available funds, (2) the insured has received a copy of this Agreement; if the
agent/broker has signed this Agreement on the insured's behalf, the insured has expressly authorized the agent/broker to sign this Agreement on its behalf or, if
the insured has signed, to the best of the undersigned’s knowledge and belief such signature is genuine, (3) the policies are in full force and effect and the
information in the Schedule of Policies including the premium amounts is correct, (4) no direct company bill, audit, or reporting form policies or policies subject to
retrospective rating or to minimum earned premium are included, except as indicated, and the deposit of provisional premiums is not less than anticipated
premiums to be earned for the full term of the policies, (5) the policies can be cancelled by the insured or Lender (or its successors and assigns) on 10 days
notice and the unearned premiums will be computed on the standard short rate or pro rata table except as indicated, (6) there are no bankruptcy, receivership, or
insolvency proceedings affecting the insured, (7) to hold Lender, its successors and assigns harmless against any loss or expense (including attorney fees)
resulting from these representations or from errors, omissions or inaccuracies of agent/broker in preparing this Agreement, (8) to pay the down payment and any
funding amounts received from Lender under this Agreement to the insurance company or general agent (less any commissions where applicable), (9) to hold in
trust for Lender or its assigns any payments made or credited to the insured through or to agent/broker directly or indirectly, actually or constructively by the
insurance companies and to pay the monies, as well as the unearned commissions to Lender or its assigns upon demand to satisfy the outstanding indebtness
of the insured, (10) all material information concerning the insured and the financed policies necessary for Lender to cancel such policies and receive the
unearned premium has been disclosed to Lender, (11) no term or provision of any financed policy requires Lender to notify or get the consent of any third party
to effect cancellation of such policy, and (12) to promptly notify Lender in writing if any information on this Agreement becomes inaccurate.
Page 366 of 539
(10/17) Copyright 2017 IPFS Corporation 6/28/2023 Web - GACFEE
AGENT INSURED
(Name & Place of business) (Name & Residence or business)
BROWN & BROWN OF MT LAUREL DEKALB PREPARATORY ACADEMY
1402 AUSTIN DRIVE
10 LAKE CENTER DR, STE 310
DECATUR, GA 30032
MARLTON,NJ 08053 (404)937-2009
(856)552-6330 FAX: ckayemba@dekalbprepacademy.org
Account #: SCHEDULE OF POLICIES Quote Number: 23429803
(continued)
POLICY PREFIX EFFECTIVE DATE COVERAGE MINIMUM POL PREMIUM
AND NUMBER OF POLICY INSURANCE COMPANY AND GENERAL AGENT EARNED TERM
PERCENT
PENDING 07/01/2023 AMERICAN FAMILY HOME INSURANCE CO UMBRELLA 25.00% 12 5,960.00
APEX INS SERVICES OF IL
PENDING 07/01/2023 AMERICAN SOUTHERN HOME INSURANCE CO PACKAGE 25.00% 12 54,706.00
BROWN & BROWN METRO, LLC
PENDING 07/01/2023 NATIONAL UNION FIRE INS CO OF PITTS ACCIDENT & 0.000% 12 2,189.00
BROWN & BROWN METRO, LLC HEALTH
PENDING 07/01/2023 TECHNOLOGY INSURANCE COMPANY INC. CYBER 25.00% 12 3,738.00
APEX INS SERVICES OF IL LIABILITY
Broker Fee: $0.00
TOTAL: $67,633.00
Page 367 of 539
(10/17) Copyright 2017 IPFS Corporation 6/28/2023 Web - GACFEE
!
'$7( 00''<<<<
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10 Lake Center Drive ,1685('$33/,&$17 32/,&<180%(5 ())(&7,9('$7(
Suite 310 DeKalb Preparatory Academy 23-24 CPK 07/01/2023
Marlton NJ 08053 +($'48$57(56$''5(66
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SPRINKLER
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Decatur GA 30032
School
1 1 1402 Austin Drive RC BPP 178,961
Decatur GA 30032
School
School
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Decatur GA 30032
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Decatur GA 30032
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Decatur GA 30032
School
1 3 1402 Austin Drive RC BPP 178,961
Decatur GA 30032
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1 4 1402 Austin Drive RC BLDG 919,644
Decatur GA 30032
School
1 4 1402 Austin Drive RC BPP 71,186
Decatur GA 30032
School
727$/ 10,908,542 1$
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Page 368 of 539
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10 Lake Center Drive ,1685('$33/,&$17 32/,&<180%(5 ())(&7,9('$7(
Suite 310 DeKalb Preparatory Academy 23-24 CPK 07/01/2023
Marlton NJ 08053 +($'48$57(56$''5(66
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1$0(
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1 5 1402 Austin Drive RC BLDG 2,246,018
Decatur GA 30032
School
1 5 1402 Austin Drive RC BPP 173,807
Decatur GA 30032
School
1 6 1402 Austin Drive RC BLDG 37,289
Decatur GA 30032
School
1 6 1402 Austin Drive RC BPP 2,888
Decatur GA 30032
School Storage
1 7 1402 Austin Drive RC BLDG 35,854
Decatur GA 30032
School Storage
1 7 1402 Austin Drive RC BPP 2,804
Decatur GA 30032
Leased Property
2 4319 Covington Highway, Suite 300 BPP 5,628
Decatur GA 30034
727$/ 10,908,542 1$
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Page 369 of 539
Certificate Of Completion
Envelope Id: FE57308CC96149B58455E94AAFE9EFBC Status: Completed
Subject: Dekalb Preparatory Academy - Items to Sign
Source Envelope:
Document Pages: 14 Signatures: 5 Envelope Originator:
Certificate Pages: 4 Initials: 0 Erin Cavanaugh
AutoNav: Enabled erin.cavanaugh@bbrown.com
EnvelopeId Stamping: Enabled IP Address: 173.61.184.41
Time Zone: (UTC) Dublin, Edinburgh, Lisbon, London
Record Tracking
Status: Original Holder: Erin Cavanaugh Location: DocuSign
6/29/2023 4:24:19 PM erin.cavanaugh@bbrown.com
Signer Events Signature Timestamp
Christian Kayemba Sent: 6/29/2023 4:27:22 PM
ckayemba@dekalbprepacademy.org Viewed: 6/29/2023 4:31:28 PM
CFO Signed: 6/29/2023 4:42:20 PM
Security Level: Email, Account Authentication
(None) Signature Adoption: Pre-selected Style
Using IP Address: 104.6.219.92
Electronic Record and Signature Disclosure:
Accepted: 6/29/2023 4:31:28 PM
ID: 7f143c60-5633-4aa4-8b6a-0e6a5d451cbc
In Person Signer Events Signature Timestamp
Editor Delivery Events Status Timestamp
Agent Delivery Events Status Timestamp
Intermediary Delivery Events Status Timestamp
Certified Delivery Events Status Timestamp
Carbon Copy Events Status Timestamp
Witness Events Signature Timestamp
Notary Events Signature Timestamp
Envelope Summary Events Status Timestamps
Envelope Sent Hashed/Encrypted 6/29/2023 4:27:22 PM
Certified Delivered Security Checked 6/29/2023 4:31:28 PM
Signing Complete Security Checked 6/29/2023 4:42:20 PM
Completed Security Checked 6/29/2023 4:42:20 PM
Payment Events Status Timestamps
Electronic Record and Signature Disclosure
Page 370 of 539
Electronic Record and Signature Disclosure created on: 10/4/2019 9:05:21 PM
Parties agreed to: Christian Kayemba
ELECTRONIC RECORD AND SIGNATURE DISCLOSURE
From time to time, Brown & Brown, Inc. (we, us or Company) may be required by law to
provide to you certain written notices or disclosures. Described below are the terms and
conditions for providing to you such notices and disclosures electronically through the DocuSign
system. Please read the information below carefully and thoroughly, and if you can access this
information electronically to your satisfaction and agree to this Electronic Record and Signature
Disclosure (ERSD), please confirm your agreement by selecting the check-box next to ‘I agree to
use electronic records and signatures’ before clicking ‘CONTINUE’ within the DocuSign
system.
Getting paper copies
At any time, you may request from us a paper copy of any record provided or made available
electronically to you by us. You will have the ability to download and print documents we send
to you through the DocuSign system during and immediately after the signing session and, if you
elect to create a DocuSign account, you may access the documents for a limited period of time
(usually 30 days) after such documents are first sent to you. After such time, if you wish for us to
send you paper copies of any such documents from our office to you, you will be charged a
$0.00 per-page fee. You may request delivery of such paper copies from us by following the
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Withdrawing your consent
If you decide to receive notices and disclosures from us electronically, you may at any time
change your mind and tell us that thereafter you want to receive required notices and disclosures
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Consequences of changing your mind
If you elect to receive required notices and disclosures only in paper format, it will slow the
speed at which we can complete certain steps in transactions with you and delivering services to
you because we will need first to send the required notices or disclosures to you in paper format,
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paper notices or disclosures. Further, you will no longer be able to use the DocuSign system to
receive required notices and consents electronically from us or to sign electronically documents
from us.
All notices and disclosures will be sent to you electronically
Page 371 of 539
Unless you tell us otherwise in accordance with the procedures described herein, we will provide
electronically to you through the DocuSign system all required notices, disclosures,
authorizations, acknowledgements, and other documents that are required to be provided or made
available to you during the course of our relationship with you. To reduce the chance of you
inadvertently not receiving any notice or disclosure, we prefer to provide all of the required
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us. Thus, you can receive all the disclosures and notices electronically or in paper format through
the paper mail delivery system. If you do not agree with this process, please let us know as
described below. Please also see the paragraph immediately above that describes the
consequences of your electing not to receive delivery of the notices and disclosures
electronically from us.
How to contact Brown & Brown, Inc.:
You may contact us to let us know of your changes as to how we may contact you electronically,
to request paper copies of certain information from us, and to withdraw your prior consent to
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To let us know of a change in your email address where we should send notices and disclosures
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If you created a DocuSign account, you may update it with your new email address through your
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To request paper copies from Brown & Brown, Inc.
To request delivery from us of paper copies of the notices and disclosures previously provided
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must state your email address, full name, mailing address, and telephone number. We will bill
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To withdraw your consent with Brown & Brown, Inc.
To inform us that you no longer wish to receive future notices and disclosures in electronic
format you may:
i. decline to sign a document from within your signing session, and on the subsequent page,
select the check-box indicating you wish to withdraw your consent, or you may;
Page 372 of 539
ii. send us an email to and in the body of such request you must state your email, full name,
mailing address, and telephone number. We do not need any other information from you to
withdraw consent.. The consequences of your withdrawing consent for online documents will be
that transactions may take a longer time to process..
Required hardware and software
The minimum system requirements for using the DocuSign system may change over time. The
current system requirements are found here: https://support.docusign.com/guides/signer-guide-
signing-system-requirements.
Acknowledging your access and consent to receive and sign documents electronically
To confirm to us that you can access this information electronically, which will be similar to
other electronic notices and disclosures that we will provide to you, please confirm that you have
read this ERSD, and (i) that you are able to print on paper or electronically save this ERSD for
your future reference and access; or (ii) that you are able to email this ERSD to an email address
where you will be able to print on paper or save it for your future reference and access. Further,
if you consent to receiving notices and disclosures exclusively in electronic format as described
herein, then select the check-box next to ‘I agree to use electronic records and signatures’ before
clicking ‘CONTINUE’ within the DocuSign system.
By selecting the check-box next to ‘I agree to use electronic records and signatures’, you confirm
that:
x You can access and read this Electronic Record and Signature Disclosure; and
x You can print on paper this Electronic Record and Signature Disclosure, or save or send
this Electronic Record and Disclosure to a location where you can print it, for future
reference and access; and
x Until or unless you notify Brown & Brown, Inc. as described above, you consent to
receive exclusively through electronic means all notices, disclosures, authorizations,
acknowledgements, and other documents that are required to be provided or made
available to you by Brown & Brown, Inc. during the course of your relationship with
Brown & Brown, Inc..
Page 373 of 539
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BOILER & MACHINERY CYBER AND PRIVACY YACHT
BUSINESS AUTO FIDUCIARY LIABILITY
BUSINESS OWNERS GARAGE AND DEALERS
COMMERCIAL GENERAL LIABILITY LIQUOR LIABILITY
COMMERCIAL INLAND MARINE MOTOR CARRIER
COMMERCIAL PROPERTY TRUCKERS
CRIME UMBRELLA
$77$&+0(176
ACCOUNTS RECEIVABLE / VALUABLE PAPERS GLASS AND SIGN SECTION STATEMENT / SCHEDULE OF VALUES
ADDITIONAL INTEREST SCHEDULE HOTEL / MOTEL SUPPLEMENT STATE SUPPLEMENT (If applicable)
ADDITIONAL PREMISES INFORMATION SCHEDULE INSTALLATION / BUILDERS RISK SECTION VACANT BUILDING SUPPLEMENT
APARTMENT BUILDING SUPPLEMENT INTERNATIONAL LIABILITY EXPOSURE SUPPLEMENT VEHICLE SCHEDULE
CONDO ASSN BYLAWS (for D&O Coverage only) INTERNATIONAL PROPERTY EXPOSURE SUPPLEMENT
CONTRACTORS SUPPLEMENT LOSS SUMMARY
COVERAGES SCHEDULE OPEN CARGO SECTION
DEALERS SECTION PREMIUM PAYMENT SUPPLEMENT
DRIVER INFORMATION SCHEDULE PROFESSIONAL LIABILITY SUPPLEMENT
ELECTRONIC DATA PROCESSING SECTION RESTAURANT / TAVERN SUPPLEMENT
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:(%6,7($''5(66
Decatur GA 30032
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Page 374 of 539
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7. DURING THE LAST FIVE YEARS (TEN IN RI), HAS ANY APPLICANT BEEN INDICTED FOR OR CONVICTED OF ANY DEGREE OF THE CRIME OF FRAUD,
BRIBERY, ARSON OR ANY OTHER ARSON-RELATED CRIME IN CONNECTION WITH THIS OR ANY OTHER PROPERTY?
(In RI, this question must be answered by any applicant for property insurance. Failure to disclose the existence of an arson conviction is a misdemeanor punishable
by a sentence of up to one year of imprisonment).
8. ANY UNCORRECTED FIRE AND/OR SAFETY CODE VIOLATIONS?
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9. HAS APPLICANT HAD A FORECLOSURE, REPOSSESSION, BANKRUPTCY OR FILED FOR BANKRUPTCY DURING THE LAST FIVE (5) YEARS?
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11. HAS BUSINESS BEEN PLACED IN A TRUST? 1$0(2)75867
12. ANY FOREIGN OPERATIONS, FOREIGN PRODUCTS DISTRIBUTED IN USA, OR US PRODUCTS SOLD / DISTRIBUTED IN FOREIGN COUNTRIES?
(If "YES", attach ACORD 815 for Liability Exposure and/or ACORD 816 for Property Exposure)
13. DOES APPLICANT HAVE OTHER BUSINESS VENTURES FOR WHICH COVERAGE IS NOT REQUESTED?
14. DOES APPLICANT OWN / LEASE / OPERATE ANY DRONES? (If "YES", describe use)
15. DOES APPLICANT HIRE OTHERS TO OPERATE DRONES? (If "YES", describe use)
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Copy of the Notice of Information Practices (Privacy) has been given to the applicant. (Not required in all states, contact your agent or broker for your state's requirements.)
PERSONAL INFORMATION ABOUT YOU, INCLUDING INFORMATION FROM A CREDIT OR OTHER INVESTIGATIVE REPORT, MAY BE COLLECTED FROM PERSONS
OTHER THAN YOU IN CONNECTION WITH THIS APPLICATION FOR INSURANCE AND SUBSEQUENT AMENDMENTS AND RENEWALS. SUCH INFORMATION AS WELL AS
OTHER PERSONAL AND PRIVILEGED INFORMATION COLLECTED BY US OR OUR AGENTS MAY IN CERTAIN CIRCUMSTANCES BE DISCLOSED TO THIRD PARTIES
WITHOUT YOUR AUTHORIZATION. CREDIT SCORING INFORMATION MAY BE USED TO HELP DETERMINE EITHER YOUR ELIGIBILITY FOR INSURANCE OR THE
PREMIUM YOU WILL BE CHARGED. WE MAY USE A THIRD PARTY IN CONNECTION WITH THE DEVELOPMENT OF YOUR SCORE. YOU MAY HAVE THE RIGHT TO
REVIEW YOUR PERSONAL INFORMATION IN OUR FILES AND REQUEST CORRECTION OF ANY INACCURACIES. YOU MAY ALSO HAVE THE RIGHT TO REQUEST IN
WRITING THAT WE CONSIDER EXTRAORDINARY LIFE CIRCUMSTANCES IN CONNECTION WITH THE DEVELOPMENT OF YOUR CREDIT SCORE. THESE RIGHTS MAY
BE LIMITED IN SOME STATES. PLEASE CONTACT YOUR AGENT OR BROKER TO LEARN HOW THESE RIGHTS MAY APPLY IN YOUR STATE OR FOR INSTRUCTIONS ON
HOW TO SUBMIT A REQUEST TO US FOR A MORE DETAILED DESCRIPTION OF YOUR RIGHTS AND OUR PRACTICES REGARDING PERSONAL INFORMATION.
(Not applicable in AZ, CA, DE, KS, MA, MN, ND, NY, OR, VA, or WV. Specific ACORD 38s are available for applicants in these states.) $SSOLFDQW V,QLWLDOV
$SSOLFDEOHLQ$/$5'&/$0'105,DQG:9 Any person who knowingly (or willfully)* presents a false or fraudulent claim for payment of a loss or
benefit or knowingly (or willfully)* presents false information in an application for insurance is guilty of a crime and may be subject to fines and confinement in
prison. *Applies in MD Only.
$SSOLFDEOHLQ&2 It is unlawful to knowingly provide false, incomplete, or misleading facts or information to an insurance company for the purpose of
defrauding or attempting to defraud the company. Penalties may include imprisonment, fines, denial of insurance and civil damages. Any insurance
company or agent of an insurance company who knowingly provides false, incomplete, or misleading facts or information to a policyholder or claimant for the
purpose of defrauding or attempting to defraud the policyholder or claimant with regard to a settlement or award payable from insurance proceeds shall be
reported to the Colorado Division of Insurance within the Department of Regulatory Agencies.
$SSOLFDEOHLQ)/DQG2. Any person who knowingly and with intent to injure, defraud, or deceive any insurer files a statement of claim or an application
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$SSOLFDEOHLQ.6 Any person who, knowingly and with intent to defraud, presents, causes to be presented or prepares with knowledge or belief that it will be
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of, or the rating of an insurance policy for personal or commercial insurance, or a claim for payment or other benefit pursuant to an insurance policy for
commercial or personal insurance which such person knows to contain materially false information concerning any fact material thereto; or conceals, for the
purpose of misleading, information concerning any fact material thereto commits a fraudulent insurance act.
$SSOLFDEOHLQ.<1<2+DQG3$ Any person who knowingly and with intent to defraud any insurance company or other person files an application for
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the stated value of the claim for each such violation)*. *Applies in NY Only.
$SSOLFDEOHLQ0(719$DQG:$ It is a crime to knowingly provide false, incomplete or misleading information to an insurance company for the purpose
of defrauding the company. Penalties (may)* include imprisonment, fines and denial of insurance benefits. *Applies in ME Only.
$SSOLFDEOHLQ1- Any person who includes any false or misleading information on an application for an insurance policy is subject to criminal and civil
penalties.
$SSOLFDEOHLQ25 Any person who knowingly and with intent to defraud or solicit another to defraud the insurer by submitting an application containing a
false statement as to any material fact may be violating state law.
$SSOLFDEOHLQ35 Any person who knowingly and with the intention of defrauding presents false information in an insurance application, or presents, helps,
or causes the presentation of a fraudulent claim for the payment of a loss or any other benefit, or presents more than one claim for the same damage or loss,
shall incur a felony and, upon conviction, shall be sanctioned for each violation by a fine of not less than five thousand dollars ($5,000) and not more than ten
thousand dollars ($10,000), or a fixed term of imprisonment for three (3) years, or both penalties. Should aggravating circumstances [be] present, the penalty
thus established may be increased to a maximum of five (5) years, if extenuating circumstances are present, it may be reduced to a minimum of two (2)
years.
THE UNDERSIGNED IS AN AUTHORIZED REPRESENTATIVE OF THE APPLICANT AND REPRESENTS THAT REASONABLE INQUIRY HAS BEEN MADE TO OBTAIN THE
ANSWERS TO QUESTIONS ON THIS APPLICATION. HE/SHE REPRESENTS THAT THE ANSWERS ARE TRUE, CORRECT AND COMPLETE TO THE BEST OF HIS/HER
KNOWLEDGE.
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1. PROPOSED RETROACTIVE DATE:
2. ENTRY DATE INTO UNINTERRUPTED CLAIMS MADE COVERAGE:
3. HAS ANY PRODUCT, WORK, ACCIDENT, OR LOCATION BEEN EXCLUDED, UNINSURED OR SELF-INSURED FROM ANY PREVIOUS COVERAGE?
4. WAS TAIL COVERAGE PURCHASED UNDER ANY PREVIOUS POLICY?
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1. DEDUCTIBLE PER CLAIM: $ 3. NUMBER OF EMPLOYEES COVERED BY EMPLOYEE BENEFITS PLANS:
2. NUMBER OF EMPLOYEES: 4. RETROACTIVE DATE:
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1. DOES APPLICANT DRAW PLANS, DESIGNS, OR SPECIFICATIONS FOR OTHERS?
2. DO ANY OPERATIONS INCLUDE BLASTING OR UTILIZE OR STORE EXPLOSIVE MATERIAL?
3. DO ANY OPERATIONS INCLUDE EXCAVATION, TUNNELING, UNDERGROUND WORK OR EARTH MOVING?
4. DO YOUR SUBCONTRACTORS CARRY COVERAGES OR LIMITS LESS THAN YOURS?
5. ARE SUBCONTRACTORS ALLOWED TO WORK WITHOUT PROVIDING YOU WITH A CERTIFICATE OF INSURANCE?
6. DOES APPLICANT LEASE EQUIPMENT TO OTHERS WITH OR WITHOUT OPERATORS?
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2. FOREIGN PRODUCTS SOLD, DISTRIBUTED, USED AS COMPONENTS? (If "YES", attach ACORD 815)
3. RESEARCH AND DEVELOPMENT CONDUCTED OR NEW PRODUCTS PLANNED?
4. GUARANTEES, WARRANTIES, HOLD HARMLESS AGREEMENTS?
5. PRODUCTS RELATED TO AIRCRAFT/SPACE INDUSTRY?
6. PRODUCTS RECALLED, DISCONTINUED, CHANGED?
7. PRODUCTS OF OTHERS SOLD OR RE-PACKAGED UNDER APPLICANT LABEL?
8. PRODUCTS UNDER LABEL OF OTHERS?
9. VENDORS COVERAGE REQUIRED?
10. DOES ANY NAMED INSURED SELL TO OTHER NAMED INSUREDS?
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2. ANY EXPOSURE TO RADIOACTIVE/NUCLEAR MATERIALS?
3. DO/HAVE PAST, PRESENT OR DISCONTINUED OPERATIONS INVOLVE(D) STORING, TREATING, DISCHARGING, APPLYING, DISPOSING, OR
TRANSPORTING OF HAZARDOUS MATERIAL? (e.g. landfills, wastes, fuel tanks, etc)
4. ANY OPERATIONS SOLD, ACQUIRED, OR DISCONTINUED IN LAST FIVE (5) YEARS?
5. DO YOU RENT OR LOAN EQUIPMENT TO OTHERS?
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7. ANY PARKING FACILITIES OWNED/RENTED?
8. IS A FEE CHARGED FOR PARKING?
9. RECREATION FACILITIES PROVIDED?
10. ARE THERE ANY LODGING OPERATIONS INCLUDING APARTMENTS? (If "YES", answer the following):
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12. ARE SOCIAL EVENTS SPONSORED?
13. ARE ATHLETIC TEAMS SPONSORED?
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15. ANY DEMOLITION EXPOSURE CONTEMPLATED?
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19. ARE DAY CARE FACILITIES OPERATED OR CONTROLLED?
20. HAVE ANY CRIMES OCCURRED OR BEEN ATTEMPTED ON YOUR PREMISES WITHIN THE LAST THREE (3) YEARS?
21. IS THERE A FORMAL, WRITTEN SAFETY AND SECURITY POLICY IN EFFECT?
22. DOES THE BUSINESSES' PROMOTIONAL LITERATURE MAKE ANY REPRESENTATIONS ABOUT THE SAFETY OR SECURITY OF THE PREMISES?
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benefit or knowingly (or willfully)* presents false information in an application for insurance is guilty of a crime and may be subject to fines and confinement in
prison. *Applies in MD Only.
$SSOLFDEOHLQ&2 It is unlawful to knowingly provide false, incomplete, or misleading facts or information to an insurance company for the purpose of
defrauding or attempting to defraud the company. Penalties may include imprisonment, fines, denial of insurance and civil damages. Any insurance
company or agent of an insurance company who knowingly provides false, incomplete, or misleading facts or information to a policyholder or claimant for the
purpose of defrauding or attempting to defraud the policyholder or claimant with regard to a settlement or award payable from insurance proceeds shall be
reported to the Colorado Division of Insurance within the Department of Regulatory Agencies.
$SSOLFDEOHLQ)/DQG2. Any person who knowingly and with intent to injure, defraud, or deceive any insurer files a statement of claim or an application
containing any false, incomplete, or misleading information is guilty of a felony (of the third degree)*. *Applies in FL Only.
$SSOLFDEOHLQ.6: Any person who, knowingly and with intent to defraud, presents, causes to be presented or prepares with knowledge or belief that it will be
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telephonic communication or statement as part of, or in support of, an application for the issuance of, or the rating of an insurance policy for personal or
commercial insurance, or a claim for payment or other benefit pursuant to an insurance policy for commercial or personal insurance which such person knows
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the stated value of the claim for each such violation)*. *Applies in NY Only.
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thousand dollars ($10,000), or a fixed term of imprisonment for three (3) years, or both penalties. Should aggravating circumstances [be] present, the penalty
thus established may be increased to a maximum of five (5) years, if extenuating circumstances are present, it may be reduced to a minimum of two (2)
years.
THE UNDERSIGNED IS AN AUTHORIZED REPRESENTATIVE OF THE APPLICANT AND REPRESENTS THAT REASONABLE INQUIRY HAS BEEN MADE TO OBTAIN THE
ANSWERS TO QUESTIONS ON THIS APPLICATION. HE/SHE REPRESENTS THAT THE ANSWERS ARE TRUE, CORRECT AND COMPLETE TO THE BEST OF HIS/HER
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EXHIBIT 17: DEKALB PREPARATORY ACADEMY
NOT APPLICABLE. DPA DOES NOT CONTRACT WITH AND EDUCATION
SERVICE PROVIDER
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GEORGIA DEPARTMENT OF EDUCATION
Phone No.: 404-694-7690
! Safe School Plan
for Georgia Public Schools
Georgia Department of Education
Georgia Emergency Management and Homeland
Security Agency
System: DeKalb County School District
School: DeKalb Preparatory Academy
Principal: Dr. Viola Blackshear, Interim
School Year: 2023-2024
Georgia Department of Education Page 1
Page 437 of 539
Pictured above is the cover of the handbook from DeKalb County School District
which is given to all staff members to be kept in all classrooms and offices.
Page 2
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GEORGIA DEPARTMENT OF EDUCATION SAFE SCHOOL PLAN CONTINUED
O.C.G.A. 20-2-1185 states that every public school shall prepare a Safe School Plan “to
provide a safe learning environment for Georgia’s children, teachers, and other school
personnel Such plan shall also address preparedness for natural disasters, hazardous ma-
terials or radiological accidents, acts of violence, and acts of terrorism. The plans shall be
prepared with input from students enrolled in that school, parents or legal guardians of
such students, teachers in that school, community leaders, other school employees, and
school district employees, and local law enforcement, juvenile court, fire service, public
safety, and emergency management agencies. The Safe School Plan shall include (1) Train-
ing school administrators, teachers, and support staff, including, but not limited to, school
resource officers, security officers, secretaries, custodians, and bus drivers, on school vi-
olence prevention, school security, school threat assessment, mental health awareness, and
school emergency planning best practices; (2) Evaluating and refining school security
measures; (3) Updating and exercising school emergency preparedness plans; (4)
Strengthening partnerships with public safety officials; and (5) Creating enhanced crisis
communications plans and social media strategies.”
This Safe School Plan template is designed to assist schools in the development of a Safe
School Plan. Schools are not required to use this template, but it does contain safety ele-
ments that should be in each Safe School Plan. Safe School Plans should also include safety
features/challenges that are unique to the school in order to prevent and mitigate safety
issues.
The Georgia Department of Education and Georgia Emergency Management and Home-
land Security Agency staff members are available to review Safe School Plans, provide
site risk assessments, and provide other technical assistance regarding school safety and
security.
Table of Contents
Page 3
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Section Page Number
School Safety Plan Information 4
Safe School Plan Development 4
School Crisis Situation Checklist 5
Safe School Plan Emergency ID Plan 6
Emergency Kits 7
Crisis Planning and Response Team 8
Emergency Evacuation and Family Reunification 9
Accident or Illness 11
Bomb Threat/Suspicious Package 12
Closing School/Shelter-in-Place 15
Death of a Staff Member or Student or Suicide at School/Threat 16
Fire 17
Hazardous Materials 18
Intruder/Suspicious Person 20
Student Disruption 21
Student Runaway/Missing Student 22
Report of Weapon on Campus 23
Active Shooter 23
Tornado 24
Flooding 26
Earthquake 27
Hurricane 28
Bacteria Threat 29
Georgia Code Training Requirements 30
Preparedness Protocols for Other Situations 31
Safe School Plan Site Self-Assessment Checklist 32
School Safety Plan
DeKalb County School District______
DeKalb Preparatory Academy
_____________1402 Austin Drive, Decatur, Georgia. 30032_____________________
Dr. Viola Blackshear
Safe School Plan Development
The following persons participated in the development of this Safe School Plan:
Page 4
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Name Position Contact Information
Wayne Dennis Chair -Compliant Officer 732-979-5275
Ketchia Woods Co-Chair-Academic 404-680-8742
Coach/Gifted Teacher
Jasmine Edmonds School Nurse 470-907-9769
Nikki Glover Academic Coach 404-452-8997
Evelyn Guyton Academic Coach 678-274-8940
Lauren Smith Seventh Grade Teacher 770-379-3218
Taylor Jones Fourth Grade Teacher 470-939-8298
Sydney Echols First Grade Teacher 770-639-1054
Coach Michael Newell Physical Education Teacher 470-263-4163
Tricia Sinclair Davis Parent/Vafeteria Manager 404-914-7607
Marian Simpson School Operations Manager 404-937-2000
On-Call First Responders
Name Position Contact Information
Officer McElroy Resource Officer
Keith Gains Head Custodian 404-839-4815
Dr. Viola Blackshear Interim Elementary Principal 404-694-7690
Vacant Middle School Principal
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Angela Rodgers Special Projects 770-815-2443
Marian Simpson School Operations Manager 404-937-2000
Vacant Network Manager
Dr. Lenise Bostic Head of Schools
School Crisis Situation Checklist
Check the following to indicate compliance or leave blank if incomplete.
_X_ School personnel have been identified who will carry out each task and who will be
the alternate in case the primary person is not available.
_X_ Each assigned school personnel member has been thoroughly trained to carry out
his/her task.
1. Evaluate crisis scene/situation
2. Dial 911 – staying online communicating information as directed, able to give
clear directions
3. Signal to staff and students (lockdown or evacuation)
4. Answer phones
5. Meet emergency vehicles/personnel
6. Get evacuation kit box (building floor plans, student information, bus routes,
etc.)
7. Get first aid kits (2 kits per building) – kits should include:
a. A copy of School Safety Plan (SSP)
b. Student sign-out sheets for dismissal to parents/guardians
c. A copy of the school facility plan (this should be in SSP)
d. Emergency telephone numbers of assistance agencies
e. Copy of video depicting interior and exterior of building
f. Copies of student/staff emergency contact information
g. Flashlight and extra batteries
h. Bullhorn and appropriate batteries
i. Cell phone or portable radio
j. Current County phone book
k. A copy of most recent yearbook
l. First Aid Kit
m. Emergency medical information for students/staff
8. Take student rosters out of the building
9. Call superintendent’s office
10. Take communication devices (school radios, cellular phones, etc.)
_X_ School personnel have been identified and trained to conduct the following:
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X· Have a central command post established – both inside and outside the build-
ing
X· Person designated to accompany emergency personnel through the building
X· Process determined for releasing students to parents and non-parent adults
X· Alternate site designated for student evacuation
X· Decision regarding having school the day following the crisis
Safe School Plan Emergency ID Plan
1. School Site Coordinator: Ketchia Woods
2. Alternate School Site Coordinator:Lauren Smith
3. School personnel to call 911: Dr. Viola Blackshear
4. School personnel to call superintendent’s Office: Mattie Reid
5. School personnel to call adjacent school emergency team: Evelyn Guyton
6. School personnel to coordinate staff members trained in First Aid and/or CPR: Nurse
Edmunds
7. School personnel to get emergency kits: Nikki Glover, Evelyn Guyton
8. School personnel to accompany emergency first responders and other emergency per-
sonnel: Wayne Dennis, Marian Simpson, Devonna. Holland
9. School personnel responsible for students with special needs and description of needs
(i.e. medical issues, prescription medicines, dietary needs), marked confidential): Nurse
Edmunds
10. School personnel to answer telephones: Mattie Reid
11. School personnel to collect student rosters: Judy Atkins, Nikki Glover
12. School personnel to update media: Suzette Arnold, Dr. Lenise Bostic, Angela Rodg-
ers, Dr. Viola Blackshear
13. School personnel to update parents: Dr.Viola Blackshear and Middle School Principal
14. Location of central command post – rank order based on circumstances:
1. Inside front office
2. Media Center
3. Cafeteria Outside
4. Gymnasium
5. Football Field
15. Location for media personnel – rank order based on circumstances:
1. Inside
2. Gymnasium
3. Media Center Outside
4. Side Parking Lot near Gym
5. Portable Classroom
16. Location of reception area for parents and public – rank order based on circumstance:
1. Inside
2. Gymnasium
3. Cafeteria and outside of cafeteria
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4. Football Field/Playground Area
5. Side Parking Lot near Cafeteria
17. If students need to be moved off campus they will be transported to:
First Choice Site: Towers High School
Alternate Site: Peace Baptist Church
18. School personnel responsible for releasing students to parents and non-parent adults:
Mattie Reid, Marian Simpson, Viola Blackshear, LaToya Franklin
19. School personnel responsible for utilities shut off if necessary: Marian Simpson,
20. School personnel responsible for directing traffic: Coach Michael Newell, Jonathan
Rice, Evelyn Guyton, Bernard Robinson
21. School personnel runners to support the Crisis Team: Garland Lopez, Kelly Sims
22. School personnel responsible for accompanying students to the hospital: Devonna Hol-
land, Jasmine Edmonds
DeKalb Preparatory Academy Emergency Kits
Contents of the school’s emergency kit:
• 10 writing tablets and pens/pencils
• 10 magic makers
• 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):
Name Position Location
Ketchia Woods Academic Coach/ Media Center
Gifted Teacher
Judy Atkins Media Center Assistant Media Center
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-X-School has established a Crisis Planning and Response Team that includes the fol-
lowing members:
Name Position Contact Information
Wayne Dennis Chair - Compliant Officer 732-979-5275
Ketchia Woods Co-Chair-Academic 404-680-8742
Coach/Gifted Teacher
Jasmine Edmonds School Nurse 470-907-9769
Nikki Glover Academic Coach 404-452-8997
Evelyn Guyton Academic Coach 678-274-8940
Lauren Smith Seventh Grade Teacher 770-379-3218
Taylor Jones Fourth Grade Teacher 470-939-8298
Sydney Echols First Grade Teacher 770-639-1054
Coach Michael Newell Physical Education Teacher 470-263-4163
Tricia Sinclair Davis Parent/Vafeteria Manager 404-914-7607
Marian Simpson School Operations Manager 404-937-2000
Jonathan Rice Music Teacher 252-767-2481
Dr. Viola Blackshear Interim Principal 404-694-7890
Page 9
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!
Page 10
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EMERGENCY EVACUATION and FAMILY REUNIFICATION PROTOCOL
Check the following to indicate compliance or leave blank if incomplete.
_X_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.
_X_Alternative assembly areas have been identified and shared with school personnel.
_X_Procedures are in place to remove all students and personnel from athletic fields and
playground areas and back into the school.
_X_Evacuation routes to the assembly points on an evacuation plan have been identified.
_X_Procedures are in place for the special evacuation needs of the disabled.
_X_A copy of the evacuation plan is available for school personnel and first responders.
_X_School personnel and students are aware of and have practiced evacuation proedures
and routes.
_X_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.
_X_Maps indicating primary and secondary evacuation routes are posted in all classrooms
(for security reasons, only staff members should know assembly points).
_X_Teachers are trained to bring their classroom record books with them to the assembly
area (s).
_X_Teachers are trained to verify that students are out of the classrooms and restrooms
and workrooms.
_X_Teachers (or paraprofessionals) are trained to hold open the exit door(s) until all per-
sons in the class have evacuated.
_X_Teachers are trained to lead students to the designated holding areas/assembly areas.
_X_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 admin-
istrators as soon as possible.
_X_Teachers are trained to remain with their students until administrators sound the “all
clear” signal.
_X_School personnel are preselected to collect critical information and to manage and
monitor students at the assembly site(s).
_X_School personnel have been designated to take the Emergency Kit to the assembly area
(s).
_X_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.
_X_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.
_X_A procedure is in place to communicate and confirm that the building has been cleared.
_X_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.
_X_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.
_X_The school principal and/or other school personnel are trained to notify school trans-
portation to begin routing school buses to the assembly area(s).
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_X_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.
_X_A news media area has been identified and media provided with detailed instructions
to be read to the public in order to direct concerned relatives to the assembly site(s).
_X_A manifest for each (Daycare or Afterschool Provider) school bus is established ahead
of time to account for all students riding buses.
_X_School personnel have been trained to check the (Daycare or Afterschool Provider)
school bus manifest to account for every student.
_X_At the assembly site(s), designated school personnel have been assigned to identify all
students and identify all non-uniformed personnel.
_X_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.
_X_School personnel have been identified and trained to maintain contact with police/fire
department(s) to stay informed about conditions at the school site.
_X_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.
_X_IN THE EVENT OF A FULL-SCALE SCHOOL EVACUATION EMERGENCY,
DOES THE LOCAL FIRE DEPARTMENT AND LAW ENFORCEMENT AGENCIES
KNOW HOW MANY STUDENTS AND SCHOOL PERSONNEL ARE IN THE
SCHOOL?
_X_DO THE FIRST RESPONDERS HAVE A COPY OF THE SCHOOL FLOOR
PLAN?
TRAINING: Georgia Emergency Management and Homeland Security Agency or lo-
cal emergency management staff can provide training for Emergency Evacuation and
Family Reunification Protocol.
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.
Check the following to indicate compliance or leave blank if incomplete.
_X_List school personnel with first aid/CPR training and their location in the building:
Name Position Location
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Jasmine Edmunds School Nurse Clinic/5th Grade Hall
Coach Michael Newell Physical Gym
Education Teacher
Vacant Middle School Principal Principal Office
Nikki Glover Academic Coach Media Center
Evelyn Guyton Academic Coach Media Center
Ms. Sydney Echols First Grade Teacher Kdg., 1st, 2nd Hall
Lauren Smith Seventh Grade Chair 6th /7th /8th Grade Hall
Mattie Reid Registrar/Parent Liaison Registrar Office
Jonathan Rice Music Teacher Lower Floor Hall
Sheridan Rogers Special Education Teacher Front Hall
Sabrina Sampson 5th Grade Teacher 5th Grade Hall
___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 _____________)
_X_A procedure is in place to contact first aid/CPR trained staff.
_X_ procedure is in place to contact emergency personnel.
_X_A procedure is in place with the school nurse to identify the nature of the student’s
illness.
_X_A procedure is in place to isolate the ill student as necessary.
_X_A procedure in in place to contact local public health as necessary.
_X_A procedure is in place to control access to the area where the student(s) is receiving
assistance.
_X_A procedure is in place to contact family members.
_X_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.
_X_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 appro-
priate.
TRAINING: Georgia Emergency Management and Homeland Security Agency or lo-
cal emergency management staff can provide training for Accidents or Illness.
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BOMB THREATS/SUSPICIOUS PACKAGES
Check the following to indicate compliance or leave blank if incomplete.
! Daily Precautions
_X_School personnel have been trained to routinely check their areas for any suspicious
packages or items.
_X_School personnel have been trained what to do if they find a suspicious item, which
should never be moved or touched.
_X_School personnel have been trained to notify school administrators when a suspicious
item is found.
_X_A procedure is in place to isolate the area until law enforcement personnel have as-
sessed the item.
_X_School personnel have been trained to lock classrooms and other rooms when not in
use.
_X_School maintenance personnel have been trained to lock all doors after cleaning class-
rooms and other areas.
_X_School personnel who handle mail and packages are trained on how to recognize sus-
picious 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; hand-
written notes such as “to be opened by Mr. Smith;” leaks, stains or sharp points, wires,
etc.).
! Bomb or Bomb Threat Response (Also see Emergency Evacuation Procedures)
_X School personnel are trained on how to respond to a written or verbal bomb threat.
_X_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.
_X_School personnel are trained to re-direct students if the predetermined routes pass
near the location of the bomb or device.
_X_Procedures are in place for the special evacuation needs of the disabled.
_X_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.
_X_School personnel have been designated to take the Emergency Kit to the assembly area
(s).
_X_A procedure is in place to communicate and confirm that the building has been cleared.
_X_School personnel have been designated to account for all students by checking with
teachers in the assembly area(s).
_X_School personnel and students have burn trained to remain in the assembly area until
the “all clear” signal is sent.
_X_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.
_X_School personnel have been designated to call the school district central office.
_X_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 appro-
priate.
Georgia Department of Education Page 14
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Bomb Threat Call Checklist
(IMPORTANT: Place a copy of the checklist next to each school phone)
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 (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:
Georgia Department of Education Page 15
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Notes/Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
TRAINING: Georgia Emergency Management Agency or local emergency manage-
ment staff can provide training for Bomb Threats.
Georgia Department of Education Page 16
Page 452 of 539
CLOSING OF SCHOOL – SHELTER-IN-PLACE
Check the following to indicate compliance or leave blank if incomplete.
! Precautions Before the School Day
_X_School personnel instructed to listen to local radio and television broadcasts and look
for text messages for information about school closures.
_X__Procedure in place to notify parents/guardians of school closures.
! Closure During the School Day
_X_Procedure in place to check on condition of building and surrounding neighborhood.
_X_Procedure in place to notify central office of building, neighborhood, and weather con-
ditions.
_X_Procedure in place to keep students and staff away from possible hazardous conditions,
such as iced, slippery, blocked sidewalks, steps, walkways, etc.
_X_Procedure in place to inform parents/guardian of early school closure.
_X_Procedure in place to contact all (Daycare And After school Providers) School Bus
drivers to pick up students during the school day.
_X_Procedure in place for students will remain in classrooms until buses arrive.
_X_Procedure in place to ensure that all students and school personnel have left the build-
ing.
_X_Procedures are in place to secure the building and grounds.
! 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.
_X_School personnel and the building is prepared for shelter-in-place.
_X_Procedures are in place to ensure access to food, water, first-aid, sleeping areas, com-
munications, utilities, first-aid kits.
_X_Procedure is in place to determine if students should be kept at the school for overnight
housing.
_X_Procedure is in place to notify local law enforcement, and local emergency manage-
ment and fire and rescue.
_X_Procedure is in place to contact the central office and the news media.
_X_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.
_X_School personnel have been designated to contact family members and will continue
to do so throughout the night.
_X_School has designated areas of the building to house students and school personnel
during the shelter-in-place.
_X_School has designated areas of the building that are off-limits for students.
_X_School personnel have been assigned supervision duties and shifts during the night to
account for and supervise all students.
_X_School has set up an indoor security perimeter to ensure the safety and supervision of
the students.
_X_Procedure is in place to account for every student during the night.
Georgia Department of Education Page 17
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DEATH OF A STAFF MEMBER OR STUDENT OR
SUICIDE at SCHOOL (or Threat)
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:
_X_Procedures are in place to contact emergency personnel.
_X_Procedures are in place to secure the area and keep all students away.
_X_Procedures are in place to contact the parents/guardian or other family members of the
student.
_X_Procedures are in place to notify school personnel.
_X_Procedures are in place to contact the central office.
_X_School personnel have been trained on suicide awareness.
_X_School personnel have been trained on reporting suicide threats or signs of suicide
ideation to the counseling staff.
_X_Procedures are in place to manage internal and external communications, including the
news media.
_X_Procedures are in place to communicate with the school community.
_X_Procedures are in place to respond to students and monitoring their reactions.
_X_School personnel have been trained on how to respond to this type of incident.
_X_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.
_X_Resources have been identified ahead of time to respond to students and staff grief and
fear.
_X_Resources have been identified if they need to be mobilized to respond to widespread
grief and fear.
_X__School personnel have been identified to specifically respond to this type of inci-
dent. School personnel assigned:
Name Position Contact Information
Wayne Dennis Chair - Compliant Officer 732-979-5275
Ketchia Woods Co-Chair-Academic 404-680-8742
Coach/Gifted Teacher
Jasmine Edmunds School Nurse 470-907-9769
Nikki Glover Academic Coach 404-452-8997
Evelyn Guyton Academic Coach 678-274-8940
Lauren Smith Seventh Grade Teacher 770-379-3218
Taylor Jones Fourth Grade Teacher 470-939-8298
Georgia Department of Education Page 18
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Sydney Echols First Grade Teacher 770-639-1054
Coach Michael Newell Physical Education Teacher 470-263-4163
Tricia Sinclair Davis Parent/Cafeteria Manager 404-914-7607
Marian Simpson School Operations Manager 404-937-2000
Dr. Viola Blackshear Interim Principal 404-694-7690
Georgia Department of Education Page 19
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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.
Check the following to indicate compliance or leave blank if incomplete.
! Response (See Emergency Evacuation)
_X_Procedures are in place to call 911.
_X_Procedures are in place to ensure that the fire alarm system is inspected and opera-
tional.
_X_Procedures are in place to initiate an emergency evacuation.
_X_Procedures are in place and school personnel have been assigned to assist disabled
students and school personnel to evacuate.
_X_School personnel and students have at least once a month practiced fire drills/evacua-
tion, including the use of alternative evacuation routes.
_X_Procedures are in place to ensure that all school personnel and students have left the
building.
_X_Procedures are in place to check hallways, restrooms, lounges, cafeterias, auditoriums,
and gymnasiums.
_X_School personnel have been designated to take the Emergency Kit to the assembly area
(s).
_X_School personnel have received training on how to use a fire extinguisher.
_X_Fire extinguisher locations are clearly marked and regularly inspected.
_X_Designated school personnel have been trained to account for all students by checking
with teachers in the assembly area (s).
_X_School personnel have been trained to survey students at the assembly point (s) to
check for injuries or trauma.
_X_School personnel and students have been trained to remain in the assembly area until
the “all clear” signal is sent.
_X_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
Georgia Department of Education Page 20
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HAZARDOUS MATERIALS/THREAT
Chemical/Biological/Nuclear Threat or Accident
Check the following to indicate compliance or leave blank if incomplete.
! Preparation
_X_Potential hazardous material sites have been identified and shared with local emer-
gency management (i.e. above ground industry storage containers, railroad tracks, etc.)
_X_Procedures are in place to determine transportation routes during an emergency evac-
uation due to hazardous material.
_X_Procedures are in place to assemble (Daycare and after school) school buses for an
emergency evacuation.
_X_Safe routes and assembly areas for staff and students inside and outside of the building
have been established.
_X_All chemicals in Science classes are identified and properly stored.
! INSIDE Building Hazardous Materials Accident or Threat (See Emergency Evac-
uation)
_X_Procedures are in place to call 911.
_X_Procedures are in place to immediately remove all students and school personnel from
the area.
_X_Procedures are in place to seal off the area (s) around and near the accident.
_X_School personnel have been trained to avoid any contact with hazardous material.
_X_Procedures are in place to immediately shut down air-conditioning and ventilation
units.
_X_School personnel are trained to provide emergency responders with a list of chemicals
in the building.
! OUTSIDE Building Hazardous Materials Accident or Threat
NOTE: Schools usually receive emergency notice from either emergency personnel or cit-
izens 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.
_X_Procedures are in place to remove all students and school personnel from athletic fields
and playground areas and back into the school.
_X_School personnel have been designated to ensure that students and staff do not leave
the building.
_X_School personnel are trained to account for all students.
_X_School personnel have been designated to contact transportation to keep )Daycare and
after school) school buses out of the hazardous material accident/threat area.
_X_Procedures are in place to inform school personnel that precautionary measures are
being taken due to a report of an incident near the school.
_X_Procedures are in place to close all windows and outside doors.
Georgia Department of Education Page 21
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_X_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.
_X_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.
_X_Procedures are in place to have first aid trained staff members on alert.
_X_Procedures are in place to remain in lockdown mode until the “all clear” signal/mes-
sage is received from emergency personnel.
_X_Procedures are in place to inspect building after the incident for any contamination.
_X_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.
_X_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 appro-
priate.
TRAINING: Georgia Emergency Management and Homeland Security Agency or local
emergency management staff can provide training for Hazardous Material incidents.
!
Georgia Department of Education Page 22
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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.
Check the following to indicate compliance or leave blank if incomplete.
_X_Procedures and physical design restrict access to the building.
_X_All exterior doors are locked and have signs that provide directions to visitors advising
them to use the main entrance.
_X_School personnel and students are instructed not to open locked doors for persons try-
ing to enter the building from the outside.
_X_School uses a visitor identification name-tag system. Visitor tags should be disposable.
_X_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).
_X_Procedures are in place to call 911.
_X_Procedures are in place to immediately order a lockdown.
_X_School personnel and students have been trained on the urgency of a lockdown; it is
essential that the lockdown take place immediately.
_X_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.
_X_Procedures are in place to notify school personnel on playground/athletic fields of the
lockdown and instructions.
_X_Procedures are in place to notify (Daycare and After school) school bus drivers to re-
main away from the school.
_X_School personnel and students have been trained to remain in the classroom until the
all-clear signal is given.
_X_School personnel have been trained to close or cover all windows and blinds.
_X_School personnel and students have been trained to remain calm and quiet.
_X_School personnel have been trained to seek protection if not in a classroom – nearby
classroom, for example.
_X_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 en-
forcement.
_X_School personnel is trained to remain in lockdown mode until the “all clear” sig-
nal/message is received.
_X_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.
_X_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 appro-
priate.
TRAINING: Georgia Emergency Management and Homeland Security Agency or local
emergency management staff can provide training for Intruders.
!
Georgia Department of Education Page 23
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STUDENT DISRUPTION/CIVIL DISTURBANCES
Check the following to indicate compliance or leave blank if incomplete.
! 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.
_X_School personnel are trained on the three levels of disturbance and appropriate actions
for each level.
_X_School personnel are trained to call 911 for Level 2 or 3 disturbances.
_X__School personnel are trained on how to report disturbances.
_X__School personnel are trained on how to isolate the disruption.
_X_School personnel are trained on how to clear the immediate area, including restrooms
and hallways.
_X_Procedures are in place to order a lockdown for Level 2 or 3 disturbances.
_X_Procedures are in place to assemble staff members trained in CPR and First Aid if
needed.
_X_School personnel are trained on how to deescalate angry students or a crowd of stu-
dents without endangering their safety.
_X_School personnel are trained to prevent students from going to their lockers during or
after a disturbance.
_X_Procedures are in place to for close supervision of students during dismissal and board-
ing of buses after a disturbance.
_X_Procedures are in place to coordinate with police to ensure adequate protection of stu-
dents and school personnel following Level 2 or 3 disturbance until they have left the
premises.
_X_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.
_X_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 Student
Disruptions.
Georgia Department of Education Page 24
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STUDENT RUNAWAY/ABDUCTION/
MISSING STUDENT
Check the following to indicate compliance or leave blank if incomplete.
! Preparation
_X_Procedures are in place to account for every student during the school day.
_X_Procedures are in place for daily attendance and notification of parents when students
are absent.
_X_Procedures are in place for field-trip student rosters on each bus and a copy at the
school.
_X_Procedures are in place at field-trip destination to account for all students upon arrival
and prior to departure.
_X_School personnel are trained report any suspicious persons loitering on or near the
school campus.
_X_Procedures are in place to limit access to the building and require identification and
accountability procedures for adults who enter the school.
_X_Procedures are in place to when releasing students to parents or guardians.
! Response (State law prohibits the exchange of child custody on school property.)
_X_School personnel are trained on how to handle a missing child or abduction.
_X_School personnel are trained to call 911.
_X_Procedures are in place to have a description or picture of the missing student ready to
give law enforcement.
_X_Procedures are in place to notify the parents/guardians.
_X_Procedures are in place to notify transportation if the student normally rides the bus.
_X_Procedures are in place to conduct a room-by-room search for the student and other
potential hiding areas.
_X_Procedures are in place to survey students from the missing student’s class for infor-
mation.
_X_Procedures are in place to closely monitor siblings of the missing student.
_X_Procedures are in place to notify other schools if siblings of the missing student attend
a different school.
_X_Procedures are in place to secure the perimeter of the building.
_X_Procedures are in place to curtail outside activities until the situation has stabilized.
_X_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.
_X_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 Student
Runaway/Missing Children.
Georgia Department of Education Page 25
Page 461 of 539
REPORT OF A WEAPON ON CAMPUS
Check the following to indicate compliance or leave blank if incomplete.
_X_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.
_X_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.
_X_Procedures are in place for the school resource officer or other law enforcement officer
and an administrator to escort the suspected student.
_X_Procedures are in place to for school personnel to carry all of the student’s belongings
at a safe distance.
_X_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.
_X_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.
_X_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.
_X_School personnel, other than school resource officers, are told to NEVER attempt to
unload a firearm or handle a firearm.
_X_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.
_X_School personnel are told to never confront or attempt to disarm a student who is sus-
pected of possessing a weapon.
_X_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.
_X_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.
_X_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.
ACTIVE SHOOTER
___School personnel have been trained on and practiced active shooter response.
TRAINING: Georgia Emergency Management and Homeland Security Agency, local
emergency management, or local law enforcement staff can provide training for Report
of Weapon on Campus and Active Shooter.
Georgia Department of Education Page 26
Page 462 of 539
TORNADO
Check the following to indicate compliance or leave blank if incomplete.
! Definitions
" 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 mo-
bile classrooms to the main building.
! Preparedness
_X_School personnel are trained to understand the difference between a watch and a warn-
ing.
_X_School has designated the best areas to serve as shelters, such as interior rooms, hall-
ways, lowest floors, enclosed smaller areas away from glass, etc. and shared that with
school personnel.
_X_Diagrams of the building with marked safe areas are provided to school personnel that
include the quickest route to access the safest areas.
_X_School personnel are trained to avoid the use of gyms and other areas with wide roof
spans and glass.
_X_A tornado response plan is developed that shows safe places in the building for school
personnel and students to move to during a tornado.
__X_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).
_X_First Aid supplies are current, conveniently located, and school personnel are desig-
nated that know how to apply first aid.
_X_At least twice a year, school personnel and students practice severe weather drills.
_X_School has a weather monitor device that alerts staff to tornado watches and warnings.
Response to WARNING
_X_Procedures are in place to move students from all temporary or mobile classrooms Or
gym to the main building.
_X_Procedures are in place to bring all students inside the building immediately.
_X_School personnel and students are instructed to take personal belongings only to pro-
vide extra protection from flying or falling debris (e.g., notebooks or coats to hold over
head and shoulders).
_X_Procedures are in place to secure the building by closing windows and doors.
_X_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
missing indoors.
_X_Staff members trained in CPR and First Aid should be assigned to the sheltered areas.
_X_Procedures are in place to prohibit school personnel and students from leaving the
building during a warning.
Georgia Department of Education Page 27
Page 463 of 539
_X_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.
_X_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.
_X_Procedures are in place to decide if and when student can be released from school
(students should not be released during a warning).
_X_School personnel and students are trained to remain in the safe areas until the all clear
signal is given.
_X_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.
_X_Procedures are in place to inspect the building after the storm and before students re-
turn to the school.
_X_Early dismissal procedures are in place if the storm caused damage to the school.
_X_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.
_X_A protocol is in place to determine if the school is safe to return to normal operations.
_X_Procedures are in place to notify school personnel and parents/guardians about the sta-
tus of the school.
_X_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, Na-
tional Weather Services, local emergency management, or local law enforcement staff
can provide training for Tornado and other severe weather situations.
!
Georgia Department of Education Page 28
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FLOODING
Check the following to indicate compliance or leave blank if incomplete.
_X_School personnel know the local history of flooding near the school.
_X_School personnel know what a river, stream, or lake height forecast means in terms of
the school, community, bus routes and student residential areas.
_X_School personnel know local elevations.
_X_Procedures are in place for transportation routes to avoid flood-prone areas.
_X_Procedures are in place for students living in flood affected areas to be taken home
early, kept at school, or taken to relatives.
_X_School personnel are designated to monitor weather conditions in the affected areas
via radio, internet, or television broadcasts.
_X_School personnel are trained to closely monitor dismissal to keep students away from
flooded areas, flooding, or possible flooding areas.
_X_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.
_X_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.
_X_Procedures are in place to quickly evacuate students in accordance with emergency
early dismissal procedures when there is a risk of flooding.
_X_Procedures are in place if conditions do not allow students to evacuate. Use of shelter-
in-place procedures are planned.
_X_Procedures are in place to respond to a flash flood.
_X_School personnel are trained how and where to relocate students from low-lying lev-
els/areas.
_X_Procedures are in place to unplug electrical equipment.
_X_A protocol is in place to determine if the school is safe to return to normal operations.
_X_Procedures are in place to notify school personnel and parents/guardians about the sta-
tus of the school.
_X_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, Na-
tional Weather Services, local emergency management, or local law enforcement staff
can provide training for Flooding and other severe weather situations.
EARTHQUAKE
Parts of Georgia are a MODERATE-EXPECTED EARTHQUAKE DAMAGE ZONE, ac-
cording the United States Geological Survey. Therefore, schools should be prepared.
Check the following to indicate compliance or leave blank if incomplete.
Georgia Department of Education Page 29
Page 465 of 539
_X_School personnel and students are trained to take cover under desks, when possible,
and cover their heads and necks.
_X_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.
_X_School personnel are trained to move students away from windows and relocate to the
hallways or stairwells.
_X_School personnel are trained to immediately evacuate students if the earthquake begins
to cause damage to the inside school building structure using emergency evacuation pro-
cedures, including accounting for all students and school personnel.
_X_School personnel are trained to move away from buildings, trees, fences, vehicles,
poles, utility lines, and any other objects that could fall.
_X_School personnel are trained to stay away from the building and not reenter the build-
ing after an earthquake.
_X_Procedures are in place to have the building inspected before school personnel and
students are allowed to re-enter the building.
_X_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 sta-
tus of the school.
_X_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, Na-
tional Weather Services, local emergency management, or local law enforcement staff
can provide training for Earthquakes.
HURRICANE
Check the following to indicate compliance or leave blank if incomplete.
_X_Procedures are in place to monitor weather reports and be available to receive calls
from emergency personnel, central office, GEMA/HS, and/or the National Weather Ser-
vice.
_X_Procedures are in place to bring all outdoor equipment inside of the building when
possible.
_X_Procedures are in place to move equipment away from doors and windows.
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_X_Procedures are in place to unplug all electrical equipment.
_X_Procedures are in place to remove all objects that may fall to floor level.
_X_Procedures are in place to contact GEMA/HS for more information on building prep-
arations.
_X_If the building has been designated as an evacuation shelter, procedures are in place to
work with local emergency management and GEMA/HS.
_X_Procedures are in place to work with GEMA/HS to develop a plan to provide provi-
sions for temporary shelter and for checking-in and checking-out evacuees.
_X_Procedures are in place to check school activity calendar to identify school activities
or events that conflict within the estimated time period for the hurricane in order to re-
schedule those activities and announce to students, staff, and public.
_X_Procedures are in place with local emergency management to carefully survey the
building after the hurricane has passed to assess danger.
_X_School personnel are trained to not enter the building until an assessment has been
completed by local emergency management.
_X_Procedures are in place to take photographs of any building and grounds damage.
_X_A protocol is in place to determine if the school is safe to return to normal operations.
_X_Procedures are in place to notify school personnel and parents/guardians about the sta-
tus of the school.
_X_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, Na-
tional Weather Services, local emergency management, or local law enforcement staff
can provide training for Hurricanes and other severe weather situations.
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BACTERIA OR MICROORGANISM THREAT
Receipt of or threat to receive a bacteria-laced or microorganism-laced letter, box, container, en-
velope.
Check the following to indicate compliance or leave blank if incomplete.
_X_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 postage or non-canceled postage, handwritten notes such as “to be opened
by Mr. Smith,” leaks, stains or sharp points.
_X_Students and volunteers are NOT allowed to open or handle school mail.
_X_School personnel are trained to call 911 to report a suspicious package.
_X_School personnel are trained to isolate letter or package and leave the area.
_X_Procedures are in place to evacuate and seal off the area of building (See Emergency Evacu-
ation).
_X_School personnel are assigned to prevent others from entering the area.
_X_Procedures are in place to isolate victim or victims who have come into contact with letter or
package.
_X_Procedures are in place to identify victims fully with name, address, and telephone number for
first responders and health officials.
_X_A protocol is in place to determine if the school is safe to return to normal operations. _X_Pro-
cedures are in place to notify school personnel and parents/guardians about the status of the school.
_X_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 emer-
gency management, or local law enforcement staff can provide training for Biological Inci-
dents.
TRAINING REQUIREMENTS CHECKLIST
O.C.G.A. 20-2-1185 mandates each school to develop a Safe School Plan. The State Code also
lists areas of mandatory training for all school personnel including administrators, teachers,
school resource officers, security officers, secretaries, custodians, and bus drivers. A check indi-
cates that the training is completed.
32
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_ 9/15/2022_School violence prevention*1
8/25/2022 School security*
_8/11/2022__School site treat assessment*
8/11/2022 Mental health awareness**
_9/29/2022__School emergency planning*
*GEMA/Homeland Security, local emergency management, and local law enforcement offer the
training.
**Georgia Department of Education offers the training.
1
Implementation of the Second Step Violence Prevention Program meets the training require-
ment.
PREPAREDNESS AND RESPONSE PROTOCOLS FOR OTHER SITUATIONS
Include in this section safe school plans for circumstances and conditions unique to the school,
such as nearby railroad tracks, nearby above ground storage tanks (or industrial park), nearby air-
port, nearby correction facility, nearby expressway, nearby tractor-trailer truck route, nearby
river, nearby flood plain, etc.
Example Items to Include in this Section
Georgia Department of Education Page 33
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School is near an airport
___Does the school have an evacuation plan based on the location of the airport and flight patterns?
___Does the airport staff know how to communicate with the school in the event of an emergency
at or near the airport?
___Does the school have a way to communicate with the airport staff?
___Does the local fire department have an airport emergency plan; if so, does it include the school?
School is near above-ground chemical storage tanks or an industrial park
___Does the school have an evacuation plan based on the location of the storage tanks or industrial
park?
___Does the chemical storage company or companies in the industrial park know how to com-
municate with the school in the event of an emergency?
___Does the school have a way to communicate with companies with the chemical storage tanks
or with companies in the industrial park?
___Does the school have identified staff that can turn off the HVAC fresh-air mix?
___Does the local fire department have an emergency plan that includes the school?
School is near railroad tracks
___Does the school have a barrier to mitigate the effects of a derailment, such as berm between
the tracks and the school?
___Does the school have an evacuation plan based on a possible derailment?
___Does the local fire department have an emergency plan? If so, does it include the school?
Georgia Department of Education Page 34
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Safe School Plan Site Assessment Check-
list
The Safe School Plan Site Assessment Checklist is offered as a self-assessment for
schools. When a school answers a checklist item with a #no,” that or those items
should be brought to the attention of the school district$s central office for discussion
on plans to address that or those isssues identified in the Safe School Plan Site As-
sessment.
Schools should attach the completed Safe School Plan Site Assessment Checklist to
its Safe School Plan
Georgia Department of Education Page 35
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Safe School Plan Site Assessment Checklist
Building and Grounds
Yes No N/A
1. If a classroom is vacant, students are restricted from entering unsupervised X
2. The bathroom walls are free of graffiti X
3. The entrance lobby is visible from the main office X
4. Chemical storage areas are locked X
5. Hallways are free of travel impediments X
6. Boiler room/Power supply rooms are clean, free of debris, is not used for stor- X
age, access is controlled, and is inspected.
7. Restrooms are inspected for cleanliness and safety on a regular basis X
8. Surveillance cameras and monitors are installed in strategic locations and are X
monitored
Lighting Yes No N/A
1. The hallways are properly lighted X
2. Bathrooms are properly lighted X
3. Access to electrical panels is restricted X
4. Hallways have emergency lighting and they are periodically tested X
Doors Yes No N/A
1. Faculty members are required to lock classrooms upon leaving X
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2. All outside entries to the building are locked, controlled, and supervised X
3. Doors accessing internal courtyards are locked to prevent outside entry X
4. Mechanical rooms/hazardous material storage areas are kept locked X
5. School has a record of maintenance work orders on doors/windows X
6. Areas accessible to intruders are secure X
Signage Yes No N/A
1. Inside exit signs are clearly visible and lighted X
2. Visitor signs are posted X
3. Weapons law signs/stickers are posted X
4. Tobacco free campus signs/stickers are posted X
5. Choking guidelines posted in cafeteria X
6. Lab safety procedures are posted and reviewed X
7. Fire extinguisher locations are clearly marked and regularly inspected X
8. School staff is trained on the use of fire extinguishers. X
9. Stadium evacuation procedures are posted X
10. Child abuse/neglect reporting phone number is posted X
Extracurricular/Play Areas Yes No N/A
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1. Play areas are fenced X
2. Visual surveillance of play area is available X
3. Vehicular access to play areas is restricted X
4. Play equipment, bleachers, benches are in good condition X
5. Play/extracurricular areas are supervised when students are present X
6. The school ground is free of obstacles, graffiti, trash, and debris X
7. Emergency vehicles can access play and athletic fields easily X
8. Surveillance cameras are installed in strategic locations to view play area X
Signage Yes No N/A
1. School Safety Zone signs are posted X
2. Clearly marked visitor entrance to main office X
3. Visitor and handicapped parking areas are clearly marked X
Lighting Yes No N/A
1. There is adequate lighting around the building X
2. Lighting is provided at the entrances X
3. Directional lights aimed at the building X
Windows and Doors Yes No N/A
1. Windows and doors are in good repair X
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2. Windows and doors are adequately secured after hours X
Student Transportation Issues Yes No N/A
1. Staff members are assigned to bus area during loading/unloading X
2. Access to bus loading/unloading areas is restricted during arrival/ dismissal X
3. An area is designated as the pick-up/drop-off zone for non-bus riders X
4. An emergency dismissal procedure is in place X
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Cyber
Cyber Yes No N/A
Does your School Safety Plan include instructions on how to handle a Cyber related incident? X
If so, is the plan tested? and how often? X
How is leadership advised of a cyber-related incident? X
Is anyone on your staff trained in how to respond/report Cyber Incidents? X
Does your school maintain an inventory of all issued computers/devices? X
Is the staff required to periodically change their passwords? If so, how often? X
Do you use passwords of 8 characters or more? X
Do you verify that former staff access has been locked or deleted? X
Are routine back- ups of your system performed? X
Does your system automatically lock you out after 3-5 unsuccessful attempts to log in? X
Is the staff allowed to download software without approval? X
Are students taught about Cyber Security? X
Are safety measures in place to protect the school from students accessing School issued devices? X
Does your school/district have Cyber Insurance? X
School Policies
Security Yes No N/A
15.Unused areas of the school can be closed off at any time X
16.Two-way communication is possible with administrators, school resource of- X
ficers, and local law enforcement
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17. Teachers have the capability of communicating to main office from classroom X
18. There is a central alarm system X
19. Photo ID cards/badges are issued to all employees and are visible X
20. Visitors are required to sign in and out X
21. Visitor/guests badges are issued X
22. Shrubbery and trees do not block sight lines of campus X
23. Law enforcement monitors school grounds after regular school hours and can X
contact school administrator(s)
24. Security alarms are tested on a regular basis X
25. Proper photo ID is required of vendors, repairmen, etc. X
26. Procedures are in place in the cafeteria loading dock area to secure the outside X
door and identify persons before entering
27. Security procedures are in place for cafeteria staff or any other staff member X
that handles cash
Law Enforcement Role Yes No N/A
1. A School Resource Officer or other law enforcement staff member is assigned X
to the school or regularly visits the school
2. Incidents of crime that occur on school property/events are reported to law en- X
forcement and other appropriate agencies
3. Law enforcement and emergency management personnel are involved in the X
development of school safety plan
4. The school and law enforcement have an agreement of understanding that de- X
fines the roles and responsibilities of each group
5. Local law enforcement provides after hours patrols of the school site X
Emergency/Crisis Plan Yes No N/A
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1. The school has a Safe School Plan X
2. The Safe School plan includes all categories as required by Georgia law X
3. The Safe School Plan is reviewed and updated each year X
4. The staff has received training on emergency procedures X
5. The staff has access to and has practiced the Safe School Plan X
6. The Emergency/Crisis Plan has been reviewed by local emergency manage- X
ment and law enforcement
7. Primary and secondary evacuation sites have been pre-determined for fire X
(500’) & bomb threat (1000’)
8. Emergency table-top exercises and/or practices have been conducted with X
staff
9. A reunification site has been established in case of emergency evacuation X
10. School staff is aware of proper response to blood and body fluid spills X
11. An appropriate number of staff members are trained in CPR X
12. Fire/tornado drills are conducted as required by Georgia law X
13. Intruder alert drills are conducted X
14. Evacuation and alternative routes are posted X
Administrative Procedures Yes No N/A
1. The principal and administrative staff are highly visible X
2. The Student Code of Conduct is revised and reviewed annually with school X
personnel and students
3. Students and/or parents sign for receipt of Student Code of Conduct X
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4. Behavioral expectations and consequences for violations are clearly outlined X
5. Disciplinary consequences are fairly and consistently enforced X
6. A chain-of-command has been established when the principal is away X
7. Security measures/administrative supervision is established for extracurricu- X
lar activities
8. Staff members are assigned to supervise students (halls/bus/restrooms/cafe- X
teria)
9. Student medicines are secured (locked cabinet/desk) X
10. Student check-out procedures are in place; only to an authorized adult X
11. Teachers/administrators are aware of mandatory reporting requirements X
(weapons, drugs, child abuse, etc.)
12. Federal/state laws regarding students with disabilities are followed X
13. Policies and procedures have been developed to allow students to transfer to X
another school if they are a victim of a violent criminal offense
14. School personnel know the location of shutoffs for gas, water, HVAC, etc. X
15. School files and records are maintained in locked, fireproof containers or X
vaults
16. There is a control system in place to monitor keys and duplicates and/or card X
access systems
Data Collection and Reporting Yes No N/A
1. An incident reporting database has been established. X
2. Discipline incidents are accurately recorded. X
3. Discipline incidents are regularly monitored. X
4. Administrators are aware of mandatory reporting requirements (weapons, X
drugs, child abuse, etc.).
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5. Chronic discipline procedures have been developed concerning students X
with recurring problems – referral to MTSS/RTI.
6. Students are referred to a disciplinary tribunal hearing committee or hearing X
officer for serious violations of school rules
7. Unsafe School Choice Option (USCO) offenses are accurately reported X
Prevention, Intervention, Planning, Communications, Collaboration
Yes No N/A
1. School implements PBIS to improve school climate. X
2. Students have access to conflict resolution/peer mediation programs. X
3. Diversity awareness is emphasized. X
4. Academic programs are available after a crisis to rebuild student skills. X
5. Students and parents are aware of school student support resources. X
6. Counselors facilitate student assistance programs/groups. X
7. Students have opportunities to be actively involved safety planning and re- X
covery.
8. Parents are encouraged to volunteer and play an active role in the school. X
9. Suicide prevention programs are in place. X
10. The school connects with community emergency responders to identify lo- X
cal hazards.
10. School incorporates violence prevention strategies such as Second Step into X
the school.
11. Review incident data and alter Safe School Plan to respond to the data. X
12. Discussions have been held with local law enforcement and others on how to X
best handle student violence.
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14. An assessment/survey was conducted to determine how crises impact the X
school.
16. Crisis plans exist in the district, school, and community. X
17. A list of stakeholders involved in crisis planning is maintained. X
18. Procedures are in place for communicating with staff, students, families, and X
the media.
19. Procedures are in place to account for students during a crisis. X
20. The school gathers information about the school facility, such as school X
building and grounds maps, and the location of utility shutoffs.
21. Necessary equipment has been identified assist staff in a crisis. X
Yes No N/A
22. Stakeholders have been identified to be involved in developing the crisis X
management plan. Stakeholders provide feedback on sections of the plan that pertain
to them. (For example, ask families to comment on procedures for communicating
with them during a crisis.)
23. A working relationship has been establishe with emergency responders. It is X
important to learn how these organizations function and how you will work with
each other during a crisis.
24. School leadership understands the kinds of support municipalities/counties X
can provide during a crisis, as well as any plans the city/county has for schools dur-
ing a crisis.
25. Is the administrative staff aware of Incident Command protocols? X
26. Address how the school will communicate with all of the individuals who are X
directly or indirectly involved in the crisis. One of the first steps in planning for
communication is to develop a mechanism to notify students and staff that an inci-
dent is occurring and to instruct them on what to do.
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27. Procedures are in place for emergency responders so that they have complete X
access to the building.
28. A cache of first aid supplies, food, water, etc. for staff and students during the X
incident is maintained. Prepare response kits for secretaries, school nurses, and
teachers. For nurse’s kit consider students emergency medications as well as first
aid supplies and needs of disabled students and school personnel.
29. The evacuation plan includes backup buildings to serve as emergency shelters X
such as nearby community center, religious institutions, businesses, or other schools.
Agreements for using these spaces have been negotiated or reconfirmed prior to the
beginning of each school year.
30. All staff members understand and have practiced lockdown procedures. X
31. Shelter-in-Place plans have been developed. Students and staff are held in X
the building and the building is secured. Plans are in place to provide security, iden-
tify students and school personnel, feed and house students and school personnel,
and to connect parents/guardians and emergency management and law enforcement.
32. Procedures are in place and staff have been identified to find and share safe
school floor plans for first responders during an emergency.
X
Yes No N/A
33. Be sure to inform families of release procedures before a crisis occurs. Ac- X
curate and practiced procedures for tracking student release and ensuring that stu-
dents are only released to authorized individuals.
34. Staff understands they should not delay calling 911. It is better to have X
emergency responders on the scene as soon as possible, even if the incident has even
resolved by the time they arrive, than to delay calling and risk further injury and
damage.
35. Designate a location for emergency medical responders to treat the seriously X
injured. The school plan should identify qualified staff to work with emergency
medical responders.
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36. All information released to the media and public should be funneled through X
a single public information officer.
37. Staff been told to write down every action taken during the response. (This X
provides a record of appropriate implementation of the crisis plan. Make a photo
record of damage for insurance purposes and tracking financial expenditures re-
lated to the incident). Keep all original notes and records, these are legal docu-
ments.
Recovery Yes No N/A
1. Staff has been identified to check condition of building before re-opening. X
2. Plans are in place for the Crisis Team to aid recovery. X
3. Plans are in place to inform staff and parents of support services X
available for crisis recovery.
4. Following a crisis, buildings and surrounding grounds may need repairing. X
Assign staff to conduct safety audits to determine what parts of the buildings can be
used and plan for repairing those that are damaged.
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REQUIRED (Infinite Campus)
DEKALB COUNTY SCHOOL SYSTEM
SAFE SCHOOL PLAN
2023-2024
CGIW1197 DEKALB PREPARATORY ACADEMY PAGE 1 080321 TIME 8:27 AM SAFE
SCHOOL PLAN School Year 2022-2023
SAFE SCHOOL STUDENT & FACULTY POPULATION
Student(s) Population: 570
Faculty/Staff Population: 60
Transportation: 0 (Buses Needed to Evacuate)
Exceptional Ed Student(s) Population: 47
Exceptional Ed Student(s) Transportation:0 (Buses Needed to Evacuate)
Primary Relocation Site: Towers High School
Secondary Relocation Site: Peace Baptist Church
SAFE SCHOOL EMERGENCY PLANNING COMMITTEE
Principal: Dr. Viola Blackshear(Interim) Phone No.:404-694-7690
Asst. Principal: Wayne Dennis Phone No.: 732-979-5275
Phone No.: 770-912-0844
Phone No.: 678-274-8940
Phone No.: 478-484-4321
Other Staff: Nikki Glover Phone No.: 404-452-8997
Other StafF: Barbara Aaron
Counselor: Phone No.:
Teacher: Evelyn Guyton
Custodian: N/A
Student: N/A
Parent: Tricia Sinclair
Law Enforcement: Anthony Brooks
Fire Department: N/A
Community Leader:N/A
Other: N/A
Other: N/A
Georgia Department of Education Page 54
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Other: N/A
Other: N/A
PAGE 3
TIME 8:27 AM
SAFE SCHOOL PLAN
School Year 2023-2024
SCHEDULE OF EMERGENCY DRILLS
Primary and secondary reunification sites have been identified
and posted: Yes
Each classroom has primary and secondary evacuation routes
posted: Yes
Primary and secondary relocation sites within the building have
been
posted: Yes
Fire/Evacuation Drill Dates:
State law requires 2 drills within first 10 days of school and
at least one drill for each subsequent month.
August(1): 08/11/2022
August(2): 08/25/2022
September: 09/15/2022
October : 10/13/2022
November : 11/10/2022
December : 12/08/2022
January : 01/12/2023
February : 02/09/2023
March : 03/09/2023
April : 04/13/2023
May : 05/11/2023
Identify primary and secondary relocation sites if evacuation
from the campus is necessary:
Primary: Towers High School
Secondary: Peace Baptist Church
Secondary: Tabernacle Church
Tornado Drill(s):
First Semester Date: 11/10/2022
Intruder (Lockdown) Drills: First Semester Date: 08/18/2022
Type of Lockdown: LEVEL 3 Safe Schools Audit Score: N/A
Grades: K-8
Grades: N/A
Grades: N/A
Grades: N/A
Second Semester Date:
Second Semester Drill is the Statewide Drill in
Georgia Department of Education Page 55
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February of Each Year.
Second Semester Date: 02/23/2023
Type of Lockdown: LEVEL 3
Safe Schools Audit Score: N/A
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
STAFF EMERGENCY ASSIGNMENTS
Designated staff to prepare and maintain the Emergency Kits:
Wayne Dennis & Zaykia Byrams
PAGE 4
TIME 8:27 AM
Designated staff
to contact Regional Superintendent:
to identify missing/absent students and staff: N/A
to locate and identify the injured/sick: Nikki Glover
Designated staff
N/A
N/A
Designated staff Jonathan Rice
N/A
N/A
Designated staff
Jasmine Edmonds to accompany injured/sick to medical facilities
N/A
N/A
N/A
N/A
Identified staff trained in First Aid and CPR: Barbara Aaron,
Zakiya Byrams, Karen Tino & Michael Newell
Designated staff to handle telephone calls: Mattie Reed N/A
N/A
Designated staff to receive parents/guardians at reunification
site(s): NOTE: All students must be signed out by a parent or
guardian. Please keep sign-out logs.
Georgia Department of Education Page 56
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Zaykia Byrams
Bernard Robinson
Designated staff to show emergency personnel utility and venti-
lation shutoffs: Marian Simpson Susan Wright
Designated staff to assist with pedestrian traffic and on-campus
vehicle traffic:
Johnathan Rice
Officer Brooks
N/A
Designated staff to make temporary ID badges for staff and emer-
gency personnel: Marian Simpson Susan Wright
Name(s) of person(s) to contact after hours for after-school/ex-
tra curricular activities and programs:
Dr. Viola Blackshear
Evelyn Guyton
Tylina Swinger
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
EMERGENCY KITS CHECKLIST
A copy of the DCSD Emergency Response Procedures and Protocols
Manual
A copy of the Safe School/Crisis Management Plan
Current call rosters of all students including pertinent medical
information, phone number(s), release information and contact(s)
information
Current list of all staff members including phone numbers and
contact information
Copy of school or district personnel directory with phone num-
bers and contact information
10 writing tablets and pens/pencils
10 working magic makers
Signage for Staging Area
500 plain white peel-off name tag stickers (used to identify
students, staff or Crisis Team)
Student release/sign-out sheets Staff sign-in/sign-out sheets
List of students on off-campus trips Five sets of safety gloves
Floor/Site Plan of the grounds and surrounding areas (Faculty
floor plan with utility shut offs and detailed instruction on
disablement)
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Copies of photographs of the building(interior and exterior)
Copies of student and staff emergency contact/release infor-
mation
Emergency Medical Information for the students & staff (Info.
regarding students & staff with medical problems that may be im-
pacted by evacuation/emergency)
Most recent yearbook Flashlight and extra batteries Bullhorn and
extra batteries Cell phone and/or walkie-talkie
PAGE 5
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
CGIW1197
080322
DEKALB PREPARATORY ACADEMY
SAFE SCHOOL PLAN
School Year 2023-2024
EMERGENCY KITS CHECKLIST
PAGE 6
TIME 8:27 AM
ANSWER Yes
Yes
Georgia Department of Education Page 58
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Yes
Yes
Basic First-Aid Kit
Emergency phone numbers of assistance agencies Set of master
keys
Bus routes and driver contact information
CGIW1197
080322
Student and parents are expectations and school
DEKALB PREPARATORY ACADEMY
SAFE SCHOOL PLAN
School Year 2023-2024
ATTENDANCE AND DISCIPLINE
informed of student behavioral discipline procedures.
PAGE 7
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
All students and parents receive and sign for a copy of the cur-
rent Code of Student Conduct - Student Rights and Responsibili-
ties and Character Development Handbook.
All students are taught the contents of the Code of Student Con-
duct - Student Rights and Responsibilities and Character Devel-
opment Handbook.
Grade-appropriate Code of Student Conduct - Student Rights and
Responsibilities and Character Development Handbook tests are
administered to all students.
All absent or new students receive and are taught the Code of
Student Conduct - Student Rights and Responsibilities and Char-
acter Development Handbook.
Weapons, Drugs, Safe School Zone, and Bullying Signs are posted.
Georgia Department of Education Page 59
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The state-sponsored Weapons and Drugs reporting number 1-877-
SAY-STOP is posted.
A daily record of student absences is maintained and parents are
contacted.
Students may be checked out of school ONLY by a parent or guard-
ian.
The county-sponsored Alert Line reporting number 1-888-475-0482
is posted.
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
REPORTING/TRAINING CHECKLIST
Violations of state and federal laws that occur on school prop-
erty or at school events are reported to a law enforcement
agency.
A record is kept of disruptive, dangerous incidents on school
property or at school events.
Administrators are designated to complete and file accident and
incident reports.
All staff members are aware of child abuse/neglect reporting re-
quirements.
All staff members are told to report unsafe and potentially un-
safe situations and/or conditions to the administrative staff.
All staff members are told to report incidents of bullying and
any other types of harassment.
At least one hour of personal safety instruction is scheduled
for the staff.
Each teacher receives a copy of the Emergency Response Proce-
dures and Protocols manual.
All staff members have or will receive information on the policy
relative to student restraint.
The District will facilitate training of all school-based and
support staff on violence prevention. Staff has been informed
and are expected to participate in training.
PAGE 8
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Georgia Department of Education Page 60
Page 496 of 539
Yes
Yes
Yes
Yes
Yes
Yes
Yes
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
SAFETY AND SECURITY CHECKLIST
All windows are in good repair with no broken or missing win-
dows.
Surveillance cameras and monitors are in good working order.
Staff members are trained on the proper use and maintenance of
surveillance cameras.
All cameras are operable and the monitors are placed where staff
can see them.
Glass in entrance doors is safety glass.
Door-locking hardware is in proper working order.
Door panic bars are operable and in good working condition.
Handrails and non-slip steps are provided in stairways.
Access to electrical panels in all areas is restricted.
All portals/hatches are secured with hasps and padlocks.
Mobile classrooms, outbuildings, and storage sheds are secured
and locked.
Building access control is assigned to an administrator. Keys
and duplicates are kept in a locked key cabinet.
Master keys are kept to a minimum and the control access system
is monitored.
Keys and employee IDs are collected from employees who no longer
work in the office.
All keys are checked in and accounted for at the end of the
school year.
Areas around the building and mobile classrooms are lighted.
Chemical storage areas are locked and inventoried on a regular
basis.
Georgia Department of Education Page 61
Page 497 of 539
Science lab equipment and chemicals are secured and inventoried
on a regular basis.
Access to bus loading areas is restricted during arrival and
dismissal.
Staff members are assigned to student parking areas at arrival
and dismissal.
PAGE 9
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
PAGE 10
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Georgia Department of Education Page 62
Page 498 of 539
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Parking be seen
An area riders.
SAFE SCHOOL PLAN
School Year 2023-2024
SAFETY AND SECURITY CHECKLIST
areas are supervised during the school day or can from the
school.
is designated as the pick-up/drop-off area for car
Exterior and interior walls are free from graffiti.
Graffiti is reported to the school police immediately and not
cleaned until cleared by police.
School personnel know locations of shutoffs for water, gas, HVAC
vents.
Hallways are clear of travel impediments during the school day
and during night activities.
Vehicle access to playground/athletic areas is restricted.
All playground/athletic areas are fenced and are supervised when
students are present.
Playground and athletic equipment is in good repair and is in-
spected frequently.
Georgia Department of Education Page 63
Page 499 of 539
Visitor policy signs and trespassing signs are displayed in
plain view and are in good repair.
All visitors, including parents, are required to sign in at the
front office and wear an ID badge.
All visitors check out upon leaving the building and turn in
their ID badge.
Visitor parking is clearly marked.
All employees wear ID badges at all times during work/school
hours.
All commercial deliveries are made at one designated entrance.
All commercial deliveries are inventoried by an employee. Deliv-
ery persons are accompanied by an employee.
All food deliveries are inspected and inventoried by food ser-
vice personnel.
Students are issued parking permits for school parking only upon
proof of a valid driver's license.
Student access to parking areas during the school day is re-
stricted.
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
SAFETY AND SECURITY CHECKLIST
Student drivers are aware that vehicles are subject to search
when on school property.
Employees are aware of their responsibility for items in their
vehicle while on DCSD property.
Students are restricted from entering or remaining in vacant
classrooms.
At the end of the work/school day, all exterior doors and re-
strooms are checked.
Classroom-to-office communications is operable and routinely
tested.
Walkie-talkies are strategically located throughout the building
and are in fair working condition.
All school equipment has been labeled and inventoried.
An updated equipment inventory is maintained throughout the
school year.
All fundraising money or checks are given to the bookkeeper
daily.
Georgia Department of Education Page 64
Page 500 of 539
All fundraising money or checks are placed in the school vault
daily.
Building vault has controlled access and can be opened from the
inside.
School cafeteria daily receipts are transported with an escort
to the office/vault area.
Cafeteria is arranged so tables and chairs do not block access
to doors.
Fire extinguisher, First Aid Kit, and Choking Posters are in the
break-area/cafeteria.
Student medicine procedures are available to student and par-
ents.
Student medicine is identified by name, doctor, dispensing in-
structions, and is dated.
PAGE 11
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Student medicine is secured at all times.
Georgia Department of Education Page 65
Page 501 of 539
(locked) with controlled access
time they take their medication.
Students take
may keep asthma medication or EpiPen with them if they have a
doctors note.
Students sign and date each
their medication in the office area. Students
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
SAFETY AND SECURITY CHECKLIST
All student medication is picked up by parent at the end of the
school year.
School staff is aware of proper response to blood and other body
fluid spills.
PAGE 12
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Georgia Department of Education Page 66
Page 502 of 539
Yes
Students/staff use during experiments
Science/lab safety practiced.
lab/science safety equipment at all times and lessons.
procedures are posted, reviewed, and
Fire extinguishers
are routinely inspected.
are located throughout the building and
The locations of fire extinguishers are clearly marked and fire
extinguishers are accessible.
Staff members have been trained on proper use of fire extin-
guishers.
Mechanical rooms and other hazardous material storage areas are
locked.
Area at and near the dumpster is clean and free of flammables.
All vehicles are kept out of all fire lanes at all times.
Boiler room is clean, free of debris, and is NOT used for stor-
age.
Access to boiler room is restricted and the boiler room is rou-
tinely inspected.
Restrooms are clean and are inspected on a regularly basis
throughout the day.
Procedures are in place to evacuate disabled students and
staff/visitors.
Copies of the Emergency Response Procedures and Protocols manual
are distributed to all staff members.
New and temporary staff members are informed of emergency and
safety procedures.
The staff is trained in Intruder Alert Procedures, including the
alert and clear signals.
School bus safety rules are distributed to all students.
All students participate in school bus emergency evacuations
drills twice per year.
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
SAFETY AND SECURITY CHECKLIST
For every field trip, a complete manifest of students and staff
is on each school bus and a copy is left at the school.
Georgia Department of Education Page 67
Page 503 of 539
The intrusion alarm system and fire alarm system are operational
and are periodically inspected and tested.
A list is maintained of staff members who are trained and au-
thorized to activate and deactivate the alarm system.
The Midland Digital Weather/Hazard Alert Monitor is operational
and located where staff can hear the alarm. NOTE: Contact Stu-
dent Relations if the monitor is not operational.
All students and staff members are brought into the building
from mobile classrooms during storm warnings.
Emergency early dismissal procedures are in place and practiced.
Staff members are designated to secure the building after school
hours.
A list is maintained of after-school/extra-curricular activities
and programs.
On teacher work days and other non-student days, including sum-
mer days, staff work schedules are arranged for the safety of
the staff and security of the building.
The Front Office Area is arranged with security in mind: sur-
veillance camera, desks facing the doorway, clear check-in and
check-out procedures, walkie-talkie available at all times.
The school has implemented an anti-bullying and anti-harassment
program/strategy.
A procedure has been established to track reports made by stu-
dents and staff of bullying and harassment incidents.
A procedure has been established to investigate reports made by
victims of bullying or reports made by their parents.
The school has a committee charged with developing a plan for
the analysis of discipline, attendance, other student sur-
veys/data and staff surveys in order to develop
prevention activities and strategies.
Elementary Schools: The school has implemented or has plans to
implement the DeKalb County Fire Departments Risk Watch Program.
PAGE 13
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Yes
Yes
Georgia Department of Education Page 68
Page 504 of 539
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
CGIW1197 DEKALB PREPARATORY ACADEMY
080322
SAFE SCHOOL PLAN
School Year 2023-2024
SAFETY AND SECURITY CHECKLIST
Procedures have been developed for two-way communication with
portable classrooms/modules.
Portable classrooms are locked when unoccupied.
Portable classroom doors are locked when class is in session.
PAGE 14
TIME 8:27 AM
ANSWER
Yes
Yes
Yes
Georgia Department of Education Page 69
Page 505 of 539
&9)*#*5%&,"-#13&1"3"503:"$"%&.:
5 YEAR BUDGET PROJECTION
School Name: FY2024 FY2025 FY2026 FY2027 FY2028 FY2029
Planning Year % of Total Year 1 % of Total Year 2 % of Total Year 3 % of Total Year 4 % of Total Year 5 % of Total
ASSUMPTIONS Notes
Number of Students 585 585 585 585 585 Year 0 525 with 33 Increase in Year 1
Facility Square Footage
Number of Full Time Employees 65 67 67 67 67 67
Full Time Employees (eligible for benefits) 65 67 67 67 67 67
Number of Administrators 4 4 4 4 4 4 1 ED, 1 Principal, 1 AP and 1 CFO
Number of Teachers 40 42 42 42 42 42
Number of Other InstrucQonal Staff 9 9 9 9 9 9 7 Para,1 counselor,1 social work
Number of Clerical Staff 8 8 8 8 8 8
Number of Maintenance Staff 2 2 2 2 2 2
Number of Food Service Staff 2 2 2 2 2 2
Student Teacher RaQo 14 14 14 14 14
Revenue Per Pupil (State and/or Local) $11,885 $11,885 $12,123 $12,123 $12,365 Year 0 per FTE funding is $11885 per county monthly districQon
Average Teacher Salary $54,050 $55,131 $56,234 $57,358 $58,505 $59,676 Include 2% increase per year
REVENUES
State and/or Local Revenue (Rev Per Pupil*# of students) $0 0.0% $6,952,725 89.7% $6,952,725 89.5% $7,091,780 89.5% $7,091,780 89.2% $7,233,615 89.2% AniQcipate at least 2% increase every other year
3% District AdministraQve Fee (Explain any changes in notes) $0 0.0% ($208,582) -2.7% ($208,582) -2.7% ($212,753) -2.7% ($212,753) -2.7% ($217,008) -2.7%
Meal Fees $390,288 5.3% $409,802 5.3% $417,998 5.4% $426,358 5.4% $434,886 5.5% $443,583 5.5% Y1 included addiQonal 33 student, then 2% increase per year
DonaQon $1,500 0.0% $1,530 0.0% $1,561 0.0% $1,592 0.0% $1,624 0.0% $1,656 0.0% Based on prior year actual with 2% increase per year
Fundraising/mis sales $115,000 1.6% $117,300 1.5% $119,646 1.5% $122,039 1.5% $124,480 1.6% $126,969 1.6% Based on prior year actual with 2% increase per year
Investment Income $370 0.0% $377 0.0% $385 0.0% $393 0.0% $400 0.0% $409 0.0% Based on prior year actual with 2% increase per year
Student AcQviQes $125,350 1.7% $127,857 1.6% $130,414 1.7% $133,022 1.7% $135,683 1.7% $138,397 1.7% Based on prior year actual with 2% increase per year
Other revenue provided by county $50,000 0.7% $51,000 0.7% $52,020 0.7% $53,060 0.7% $54,122 0.7% $55,204 0.7% Based on prior year actual with 2% increase per year
Other grants $292,050 4.0% $297,891 3.8% $303,849 3.9% $309,926 3.9% $316,124 4.0% $322,447 4.0% Based on prior year actual, facility, Title I and IV
QBE Year 0 $6,560,520 89.4% 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Year 0 QBE allotment actual
3% District AdministraQve Fee (Explain any changes in notes) ($196,816) -2.7% 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Year 0 3% admin fees
0.0% $0 0.0% 0.0% $0 0.0% $0 0.0% $0 0.0%
Total Revenues $7,338,262 $7,749,901 $7,770,016 $7,925,417 $7,946,344 $8,105,271
EXPENSES
PERSONNEL
Principal 161,881.32 2.2% $165,119 2.1% $168,421 2.2% $171,790 2.2% $175,226 2.2% $178,730 2.2% 1 Principle, 1 AP. Included 2% increase per year
Social Services (Social Worker/Counselor/Nurse) 159,900.50 2.2% $163,099 2.1% $166,360 2.2% $169,688 2.2% $173,081 2.2% $176,543 2.2% Based on prior year actual with 2% increase per year
Technology Support $65,000 0.9% $66,300 0.9% $67,626 0.9% $68,979 0.9% $70,358 0.9% $71,765 0.9% Based on prior year actual with 2% increase per year
Teachers $2,162,000 29.7% $2,315,502 30.0% $2,361,812 30.6% $2,409,048 30.6% $2,457,229 31.2% $2,506,374 31.2% Based on prior year actual with 2% increase per year
Arts/PE/Comp Sci 98,903.50 1.4% $100,882 1.3% $102,899 1.3% $104,957 1.3% $107,056 1.4% $109,197 1.4% Based on prior year actual with 2% increase per year
AthleQcs/Extracurricular Coaches 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Based on prior year actual with 2% increase per year
Guidance Counselor 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Based on prior year actual with 2% increase per year
Special EducaQon Teacher $65,000 0.9% $66,300 0.9% $67,626 0.9% $68,979 0.9% $70,358 0.9% $71,765 0.9% Based on prior year actual with 2% increase per year
Office Manager 123,352.82 1.7% $125,820 1.6% $128,336 1.7% $130,903 1.7% $133,521 1.7% $136,191 1.7% Based on prior year actual with 2% increase per year
Office Assistant 123,619.14 1.7% $126,092 1.6% $128,613 1.7% $131,186 1.7% $133,809 1.7% $136,486 1.7% Based on prior year actual with 2% increase per year
Business manager 66,762.26 0.9% $68,098 0.9% $69,459 0.9% $70,849 0.9% $72,266 0.9% $73,711 0.9% Based on prior year actual with 2% increase per year
Maintenance 74,344.86 1.0% $75,832 1.0% $77,348 1.0% $78,895 1.0% $80,473 1.0% $82,083 1.0% Based on prior year actual with 2% increase per year
Food Service 62,265.72 0.9% $63,511 0.8% $64,781 0.8% $66,077 0.8% $67,398 0.9% $68,746 0.9% Based on prior year actual with 2% increase per year
ReQrement Benefits $727,472 10.0% $912,308 11.8% $779,333 10.1% $794,920 10.1% $810,818 10.3% $827,034 10.3% Based on FY23 TRS contribuQon rate at 19.98%
Health Benefits $450,000 6.2% $459,000 5.9% $468,180 6.1% $477,544 6.1% $487,094 6.2% $496,836 6.2% Based on prior year actual with 2% increase per year
FICA $87,384 1.2% $91,753 1.2% $93,588 1.2% $95,460 1.2% $97,369 1.2% $99,316 1.2% Based on prior year actual with 2% increase per year
Other Payroll Expenses/Taxes 253,572.38 3.5% $258,644 3.3% $263,817 3.4% $269,093 3.4% $274,475 3.5% $279,964 3.5% Based on prior year actual with 2% increase per year. 7 Para
ExceQve Director 176,800.00 2.4% $180,336 2.3% $183,943 2.4% $187,622 2.4% $191,374 2.4% $195,201 2.4% 1 ED, included 2% increase per year
Registratar 47,599.97 0.7% $48,552 0.6% $49,523 0.6% $50,513 0.6% $51,524 0.7% $52,554 0.7% 1 FT, Based on prior year actual with 2% increase per year
Total Personnel $4,905,858 67.3% $5,287,145 68.4% $5,241,667 67.8% $5,346,500 67.9% $5,453,430 69.2% $5,562,499 69.2%
INSTRUCTION
Textbooks $16,500 0.2% $17,325 0.2% $17,672 0.2% $18,025 0.2% $18,385 0.2% $18,753 0.2% Y1 included addiQonal 33 student, then 2% increase per year
Classroom Supplies $178,000 2.4% $186,900 2.4% $190,638 2.5% $194,451 2.5% $198,340 2.5% $202,307 2.5% Y1 included addiQonal 33 student, then 2% increase per year
Computers $40,840 0.6% $42,882 0.6% $43,740 0.6% $44,614 0.6% $45,507 0.6% $46,417 0.6% Y1 included addiQons, and annual replacement value with 2% increase per year
Sohware $39,690 0.5% $41,675 0.5% $42,508 0.6% $43,358 0.6% $44,225 0.6% $45,110 0.6% Y1 included addiQonal 33 student, then 2% increase per year
Field Trips $58,000 0.8% $60,900 0.8% $62,118 0.8% $63,360 0.8% $64,628 0.8% $65,920 0.8% Y1 included addiQonal 33 student, then 2% increase per year
InstrucQonal Equipment $50,000 0.7% $52,500 0.7% $53,550 0.7% $54,621 0.7% $55,713 0.7% $56,828 0.7% Y1 included addiQonal 33 student, then 2% increase per year
Library and Media Center $10,190 0.1% $10,700 0.1% $10,913 0.1% $11,132 0.1% $11,354 0.1% $11,581 0.1% Y1 included addiQonal 33 student, then 2% increase per year
Student Assessment $35,000 0.5% $36,750 0.5% $37,485 0.5% $38,235 0.5% $38,999 0.5% $39,779 0.5% Y1 included addiQonal 33 student, then 2% increase per year
Classroom Furniture $15,000 0.2% $15,750 0.2% $16,065 0.2% $16,386 0.2% $16,714 0.2% $17,048 0.2% Y1 included addiQonal 33 student, then 2% increase per year
PE Equipment $5,000 0.1% $5,250 0.1% $5,355 0.1% $5,462 0.1% $5,571 0.1% $5,683 0.1% Y1 included addiQonal 33 student, then 2% increase per year
Art Supplies $5,000 0.1% $5,250 0.1% $5,355 0.1% $5,462 0.1% $5,571 0.1% $5,683 0.1% Y1 included addiQonal 33 student, then 2% increase per year
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Total InstrucSon $453,220 6.2% $475,881 6.2% $485,399 6.3% $495,107 6.3% $505,009 6.4% $515,109 6.4%
SERVICES & SUPPLIES
Student Uniforms 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
AthleQc Program 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Office Supplies $155,550 2.1% $158,661 2.1% $161,834 2.1% $165,071 2.1% $168,372 2.1% $171,740 2.1% Based on prior year actual with 2% increase per year
Office Furniture $2,500 0.0% $2,550 0.0% $2,601 0.0% $2,653 0.0% $2,706 0.0% $2,760 0.0% Based on prior year actual with 2% increase per year
Office Computers & Sohware $26,291 0.4% $26,817 0.3% $27,353 0.4% $27,900 0.4% $28,458 0.4% $29,027 0.4% Based on prior year actual with 2% increase per year
PrinQng and Copy Services $42,600 0.6% $43,452 0.6% $44,321 0.6% $45,207 0.6% $46,112 0.6% $47,034 0.6% Based on prior year actual with 2% increase per year
Postage and Shipping $2,800 0.0% $2,856 0.0% $2,913 0.0% $2,971 0.0% $3,031 0.0% $3,091 0.0% Based on prior year actual with 2% increase per year
Bookkeeping $108,000 1.5% $110,160 1.4% $112,363 1.5% $114,610 1.5% $116,903 1.5% $119,241 1.5% Based on prior year actual with 2% increase per year
Audit $22,500 0.3% $22,950 0.3% $23,409 0.3% $23,877 0.3% $24,355 0.3% $24,842 0.3% Based on prior year actual with 2% increase per year
Payroll Services $51,000 0.7% $52,020 0.7% $53,060 0.7% $54,122 0.7% $55,204 0.7% $56,308 0.7% Based on prior year actual with 2% increase per year
Banking Fees $6,260 0.1% $6,385 0.1% $6,513 0.1% $6,643 0.1% $6,776 0.1% $6,912 0.1% Based on prior year actual with 2% increase per year
Legal Services $100,000 1.4% $102,000 1.3% $104,040 1.3% $106,121 1.3% $108,243 1.4% $110,408 1.4% Based on prior year actual with 2% increase per year
Liability & Property Insurance $67,588 0.9% $68,940 0.9% $70,319 0.9% $71,725 0.9% $73,159 0.9% $74,623 0.9% Based on prior year actual with 2% increase per year
Staff Development $60,000 0.8% $61,200 0.8% $62,424 0.8% $63,672 0.8% $64,946 0.8% $66,245 0.8% Based on prior year actual with 2% increase per year
Special EducaQon $60,000 0.8% $61,200 0.8% $62,424 0.8% $63,672 0.8% $64,946 0.8% $66,245 0.8% Based on prior year actual with 2% increase per year
Health Services $5,000 0.1% $5,100 0.1% $5,202 0.1% $5,306 0.1% $5,412 0.1% $5,520 0.1% Based on prior year actual with 2% increase per year
Staff Recruitment $5,000 0.1% $5,100 0.1% $5,202 0.1% $5,306 0.1% $5,412 0.1% $5,520 0.1% Based on prior year actual with 2% increase per year
Student Recruitment 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% See markeQng budget below
Tech Support 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% See payroll informaQon on this.
Phone/Internet Service $42,100 0.6% $42,942 0.6% $43,801 0.6% $44,677 0.6% $45,570 0.6% $46,482 0.6% Based on prior year actual with 2% increase per year
Food Service $370,000 5.1% $377,400 4.9% $384,948 5.0% $392,647 5.0% $400,500 5.1% $408,510 5.1% Based on prior year actual with 2% increase per year
TransportaQon $5,000 0.1% $5,100 0.1% $5,202 0.1% $5,306 0.1% $5,412 0.1% $5,520 0.1% field Trip only, Based on prior year actual with 2% increase per year
Health Supplies $33,000 0.5% $33,660 0.4% $34,333 0.4% $35,020 0.4% $35,720 0.5% $36,435 0.5% Based on prior year actual with 2% increase per year
Pest Control $7,180 0.1% $7,324 0.1% $7,470 0.1% $7,619 0.1% $7,772 0.1% $7,927 0.1% Based on prior year actual with 2% increase per year
Janitorial Supplies & Services $150,000 2.1% $153,000 2.0% $156,060 2.0% $159,181 2.0% $162,365 2.1% $165,612 2.1% Based on prior year actual with 2% increase per year
Waste Disposal 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Included in uQliQes
MarkeQng $50,000 0.7% $51,000 0.7% $52,020 0.7% $53,060 0.7% $54,122 0.7% $55,204 0.7% Student recuritment markeQng, Based on prior year actual with 2% increase per year
0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Based on prior year actual with 2% increase per year
0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Based on prior year actual with 2% increase per year
Total Services & Supplies $1,372,369 18.8% $1,399,816 18.1% $1,427,813 18.5% $1,456,369 18.5% $1,485,496 18.8% $1,515,206 18.9%
FACILITIES
Rent/Lease/Mortgage $23,000 0.3% $23,460 0.3% $23,929 0.3% $24,408 0.3% $24,896 0.3% $25,394 0.3% Based on prior year actual with 2% increase per year
Grounds Maintenance $49,000 0.7% $49,980 0.6% $50,980 0.7% $51,999 0.7% $53,039 0.7% $54,100 0.7% Based on prior year actual with 2% increase per year
Maintenance & Repair $140,000 1.9% $142,800 1.8% $145,656 1.9% $148,569 1.9% $151,541 1.9% $154,571 1.9% Based on prior year actual with 2% increase per year
UQliQes $143,500 2.0% $146,370 1.9% $149,297 1.9% $152,283 1.9% $155,329 2.0% $158,436 2.0% Based on prior year actual with 2% increase per year
Fire Safety and Compliance $2,500 0.0% $2,550 0.0% $2,601 0.0% $2,653 0.0% $2,706 0.0% $2,760 0.0% Based on prior year actual with 2% increase per year
Building Improvement $200,000 2.7% $200,000 2.6% $200,000 2.6% $200,000 2.5% $50,000 0.6% $50,000 0.6% Based on the building improvement plan.
0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Based on prior year actual with 2% increase per year
Total FaciliSes $558,000 7.7% $565,160 7.3% $572,463 7.4% $579,912 7.4% $437,511 5.6% $445,261 5.5%
Total Expenses $7,289,447 $7,728,003 $7,727,342 $7,877,888 $7,881,446 $8,038,075
ConQngency Fund $0 $0
Surplus (Deficit) $48,815 $21,898 $42,675 $47,528 $64,898 $67,196
Cash Balance
Beginning Cash (Renewals, conversions, or org. funding amounts) $4,153,244 $4,202,059 $4,223,958 $4,266,632 $4,314,160 $4,379,058
Net Surplus (Deficit) $48,815 $21,898 $42,675 $47,528 $64,898 $67,196
Ending Cash $4,202,059 $4,223,958 $4,266,632 $4,314,160 $4,379,058 $4,446,254 Use for large building improvement projects such as stair ways, etc
Page 506 of 539
&9)*#*5B%&,"-#13&1"3"503:"$"%&.:
CASH FLOW PROJECTIONS-YEAR 0/Planning Year
School Name: July Aug Sept Oct Nov Dec Jan Feb March April May June Total
(A) BEGINNING CASH $4,153,244 $4,157,312 $4,161,380 $4,165,448 $4,169,516 $4,173,584 $4,177,652 $4,181,720 $4,185,788 $4,189,855 $4,193,923 $4,197,991
Cash Receipts:
Per Pupil Revenue (local and state share), net LEA Admin fee $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Meal Fees $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $32,524 $390,288
DonaQon $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $125 $1,500
Fundraising/mis sales $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $9,583 $115,000
Investment Income $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $370
Student AcQviQes $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $10,446 $125,350
Other revenue provided by county $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $50,000
Other grants $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $24,338 $292,050
QBE Year 0 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $546,710 $6,560,520
3% District AdministraQve Fee (Explain any changes in notes) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($16,401) ($196,816)
$0
(B) Total Receipts $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $611,522 $7,338,262
Cash Disbursements:
PERSONNEL
Principal $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $13,490 $161,881
Social Services (Social Worker/Counselor/Nurse) $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $13,325 $159,900
Technology Support $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $65,000
Teachers $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $180,167 $2,162,000
Arts/PE/Comp Sci $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $8,242 $98,904
AthleQcs/Extracurricular Coaches $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Guidance Counselor $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Special EducaQon Teacher $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $5,417 $65,000
Office Manager $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $10,279 $123,353
Office Assistant $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $10,302 $123,619
Business manager $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $5,564 $66,762
Maintenance $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $6,195 $74,345
Food Service $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $5,189 $62,266
ReQrement Benefits $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $60,623 $727,472
Health Benefits $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $37,500 $450,000
FICA $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $7,282 $87,384
Other Payroll Expenses/Taxes $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $21,131 $253,572
ExceQve Director $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $14,733 $176,800
Registratar $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $3,967 $47,600
Total Personnel $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $408,822 $4,905,858
INSTRUCTION
Textbooks $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $1,375 $16,500
Classroom Supplies $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $14,833 $178,000
Computers $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $3,403 $40,840
Sohware $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $3,308 $39,690
Field Trips $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $4,833 $58,000
InstrucQonal Equipment $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $50,000
Library and Media Center $849 $849 $849 $849 $849 $849 $849 $849 $849 $849 $849 $849 $10,190
Student Assessment $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $2,917 $35,000
Classroom Furniture $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $15,000
PE Equipment $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000
Art Supplies $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000
$0
$0
Total InstrucSon $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $37,768 $453,220
SERVICES & SUPPLIES
Student Uniforms $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
AthleQc Program $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Supplies $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $12,963 $155,550
Office Furniture $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $2,500
Office Computers & Sohware $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $2,191 $26,291
PrinQng and Copy Services $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $3,550 $42,600
Postage and Shipping $233 $233 $233 $233 $233 $233 $233 $233 $233 $233 $233 $233 $2,800
Bookkeeping $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $9,000 $108,000
Audit $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $1,875 $22,500
Payroll Services $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $51,000
Banking Fees $522 $522 $522 $522 $522 $522 $522 $522 $522 $522 $522 $522 $6,260
Legal Services $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $8,333 $100,000
Liability & Property Insurance $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $5,632 $67,588
Staff Development $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $60,000
Special EducaQon $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $60,000
Health Services $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000
Staff Recruitment $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000
Student Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Tech Support $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Phone/Internet Service $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $3,508 $42,100
Food Service $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $30,833 $370,000
TransportaQon $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $417 $5,000
Health Supplies $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $2,750 $33,000
Pest Control $598 $598 $598 $598 $598 $598 $598 $598 $598 $598 $598 $598 $7,180
Janitorial Supplies & Services $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $150,000
Waste Disposal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
MarkeQng $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $50,000
$0
$0
Total Services & Supplies $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $114,364 $1,372,369
FACILITIES
Rent/Lease/Mortgage $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $1,917 $23,000
Grounds Maintenance $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $4,083 $49,000
Maintenance & Repair $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $11,667 $140,000
UQliQes $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $11,958 $143,500
Fire Safety and Compliance $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $208 $2,500
Building Improvement $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $200,000
$0
Total FaciliSes $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $46,500 $558,000
(C) TOTAL DISPURSEMENTS $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $607,454 $7,289,447
CONTINGENCY FUND $0
(D) NET REVENUE $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $4,068 $48,815
ENDING CASH (A+D) $4,157,312 $4,161,380 $4,165,448 $4,169,516 $4,173,584 $4,177,652 $4,181,720 $4,185,788 $4,189,855 $4,193,923 $4,197,991 $4,202,059
Page 507 of 539
CASH FLOW PROJECTIONS-YEAR 1
School Name: July Aug Sept Oct Nov Dec Jan Feb March April May June Total
(A) BEGINNING CASH $4,202,059 $4,203,884 $4,205,709 $4,207,534 $4,209,359 $4,211,184 $4,213,008 $4,214,833 $4,216,658 $4,218,483 $4,220,308 $4,222,133
Cash Receipts:
Per Pupil Revenue (local and state share), net LEA Admin fee $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $6,744,143
Meal Fees $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $34,150 $409,802
DonaQon $128 $128 $128 $128 $128 $128 $128 $128 $128 $128 $128 $128 $1,530
Fundraising/mis sales $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $9,775 $117,300
Investment Income $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $31 $377
Student AcQviQes $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $10,655 $127,857
Other revenue provided by county $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $51,000
Other grants $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $24,824 $297,891
$0
$0
$0
(B) Total Receipts $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $645,825 $7,749,901
Cash Disbursements:
PERSONNEL
Principal $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $13,760 $165,119
Social Services (Social Worker/Counselor/Nurse) $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $13,592 $163,099
Technology Support $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $66,300
Teachers $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $192,959 $2,315,502
Arts/PE/Comp Sci $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $8,407 $100,882
AthleQcs/Extracurricular Coaches $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Guidance Counselor $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Special EducaQon Teacher $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $5,525 $66,300
Office Manager $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $10,485 $125,820
Office Assistant $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $10,508 $126,092
Business manager $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $5,675 $68,098
Maintenance $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $6,319 $75,832
Food Service $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $5,293 $63,511
ReQrement Benefits $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $76,026 $912,308
Health Benefits $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $38,250 $459,000
FICA $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $7,646 $91,753
Other Payroll Expenses/Taxes $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $21,554 $258,644
ExceQve Director $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $15,028 $180,336
Registratar $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $4,046 $48,552
Total Personnel $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $440,595 $5,287,145
INSTRUCTION
Textbooks $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $1,444 $17,325
Classroom Supplies $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $15,575 $186,900
Computers $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $3,574 $42,882
Sohware $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $3,473 $41,675
Field Trips $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $5,075 $60,900
InstrucQonal Equipment $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $4,375 $52,500
Library and Media Center $892 $892 $892 $892 $892 $892 $892 $892 $892 $892 $892 $892 $10,700
Student Assessment $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $3,063 $36,750
Classroom Furniture $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $1,313 $15,750
PE Equipment $438 $438 $438 $438 $438 $438 $438 $438 $438 $438 $438 $438 $5,250
Art Supplies $438 $438 $438 $438 $438 $438 $438 $438 $438 $438 $438 $438 $5,250
$0
$0
Total InstrucSon $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $39,657 $475,881
SERVICES & SUPPLIES
Student Uniforms $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
AthleQc Program $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Supplies $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $13,222 $158,661
Office Furniture $213 $213 $213 $213 $213 $213 $213 $213 $213 $213 $213 $213 $2,550
Office Computers & Sohware $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $2,235 $26,817
PrinQng and Copy Services $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $3,621 $43,452
Postage and Shipping $238 $238 $238 $238 $238 $238 $238 $238 $238 $238 $238 $238 $2,856
Bookkeeping $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $9,180 $110,160
Audit $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $1,913 $22,950
Payroll Services $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $52,020
Banking Fees $532 $532 $532 $532 $532 $532 $532 $532 $532 $532 $532 $532 $6,385
Legal Services $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $8,500 $102,000
Liability & Property Insurance $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $5,745 $68,940
Staff Development $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $61,200
Special EducaQon $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $5,100 $61,200
Health Services $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $5,100
Staff Recruitment $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $5,100
Student Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Tech Support $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Phone/Internet Service $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $3,579 $42,942
Food Service $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $31,450 $377,400
TransportaQon $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $425 $5,100
Health Supplies $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $2,805 $33,660
Pest Control $610 $610 $610 $610 $610 $610 $610 $610 $610 $610 $610 $610 $7,324
Janitorial Supplies & Services $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $12,750 $153,000
Waste Disposal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
MarkeQng $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $4,250 $51,000
$0
$0
Total Services & Supplies $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $116,651 $1,399,816
FACILITIES
Rent/Lease/Mortgage $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $1,955 $23,460
Grounds Maintenance $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $4,165 $49,980
Maintenance & Repair $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $11,900 $142,800
UQliQes $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $12,198 $146,370
Fire Safety and Compliance $213 $213 $213 $213 $213 $213 $213 $213 $213 $213 $213 $213 $2,550
Building Improvement $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $200,000
$0
Total FaciliSes $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $47,097 $565,160
(C) TOTAL DISPURSEMENTS $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $644,000 $7,728,003
CONTINGENCY FUND $0 $0
(D) NET REVENUE (B-C) $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $1,825 $21,898
ENDING CASH (A+D) $4,203,884 $4,205,709 $4,207,534 $4,209,359 $4,211,184 $4,213,008 $4,214,833 $4,216,658 $4,218,483 $4,220,308 $4,222,133 $4,223,958
Page 508 of 539
CASH FLOW PROJECTIONS-YEAR 2
School Name: July Aug Sept Oct Nov Dec Jan Feb March April May June Total
(A) BEGINNING CASH $4,223,958 $4,227,514 $4,231,070 $4,234,626 $4,238,182 $4,241,739 $4,245,295 $4,248,851 $4,252,407 $4,255,963 $4,259,520 $4,263,076
Cash Receipts:
Per Pupil Revenue (local and state share), net LEA Admin fee $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $562,012 $6,744,143
Meal Fees $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $34,833 $417,998
DonaQon $130 $130 $130 $130 $130 $130 $130 $130 $130 $130 $130 $130 $1,561
Fundraising/mis sales $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $9,971 $119,646
Investment Income $32 $32 $32 $32 $32 $32 $32 $32 $32 $32 $32 $32 $385
Student AcQviQes $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $10,868 $130,414
Other revenue provided by county $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $52,020
Other grants $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $25,321 $303,849
$0
$0
$0
(B) Total Receipts $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $647,501 $7,770,016
Cash Disbursements:
PERSONNEL
Principal $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $14,035 $168,421
Social Services (Social Worker/Counselor/Nurse) $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $13,863 $166,360
Technology Support $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $67,626
Teachers $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $196,818 $2,361,812
Arts/PE/Comp Sci $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $8,575 $102,899
AthleQcs/Extracurricular Coaches $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Guidance Counselor $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Special EducaQon Teacher $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $5,636 $67,626
Office Manager $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $10,695 $128,336
Office Assistant $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $10,718 $128,613
Business manager $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $5,788 $69,459
Maintenance $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $6,446 $77,348
Food Service $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $5,398 $64,781
ReQrement Benefits $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $64,944 $779,333
Health Benefits $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $39,015 $468,180
FICA $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $7,799 $93,588
Other Payroll Expenses/Taxes $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $21,985 $263,817
ExceQve Director $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $15,329 $183,943
Registratar $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $4,127 $49,523
Total Personnel $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $436,806 $5,241,667
INSTRUCTION
Textbooks $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $1,473 $17,672
Classroom Supplies $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $15,887 $190,638
Computers $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $3,645 $43,740
Sohware $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $3,542 $42,508
Field Trips $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $5,177 $62,118
InstrucQonal Equipment $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $4,463 $53,550
Library and Media Center $909 $909 $909 $909 $909 $909 $909 $909 $909 $909 $909 $909 $10,913
Student Assessment $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $3,124 $37,485
Classroom Furniture $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $1,339 $16,065
PE Equipment $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $5,355
Art Supplies $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $446 $5,355
work study $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Out of state field study $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
$0
$0
Total InstrucSon $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $40,450 $485,399
SERVICES & SUPPLIES
Student Uniforms $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
AthleQc Program $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Supplies $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $13,486 $161,834
Office Furniture $217 $217 $217 $217 $217 $217 $217 $217 $217 $217 $217 $217 $2,601
Office Computers & Sohware $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $2,279 $27,353
PrinQng and Copy Services $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $3,693 $44,321
Postage and Shipping $243 $243 $243 $243 $243 $243 $243 $243 $243 $243 $243 $243 $2,913
Bookkeeping $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $9,364 $112,363
Audit $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $1,951 $23,409
Payroll Services $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $4,422 $53,060
Banking Fees $543 $543 $543 $543 $543 $543 $543 $543 $543 $543 $543 $543 $6,513
Legal Services $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $8,670 $104,040
Liability & Property Insurance $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $5,860 $70,319
Staff Development $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $62,424
Special EducaQon $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $5,202 $62,424
Health Services $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $5,202
Staff Recruitment $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $5,202
Student Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Tech Support $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Phone/Internet Service $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $3,650 $43,801
Food Service $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $32,079 $384,948
TransportaQon $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $434 $5,202
Health Supplies $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $2,861 $34,333
Pest Control $623 $623 $623 $623 $623 $623 $623 $623 $623 $623 $623 $623 $7,470
Janitorial Supplies & Services $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $13,005 $156,060
Waste Disposal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
MarkeQng $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $4,335 $52,020
$0
$0
Total Services & Supplies $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $118,984 $1,427,813
FACILITIES
Rent/Lease/Mortgage $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $1,994 $23,929
Grounds Maintenance $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $4,248 $50,980
Maintenance & Repair $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $12,138 $145,656
UQliQes $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $12,441 $149,297
Fire Safety and Compliance $217 $217 $217 $217 $217 $217 $217 $217 $217 $217 $217 $217 $2,601
Building Improvement $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $16,667 $200,000
$0
Total FaciliSes $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $47,705 $572,463
(C) TOTAL DISPURSEMENTS $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $643,945 $7,727,342
CONTINGENCY FUND $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
(D) NET REVENUE (B-C) $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $3,556 $42,675
ENDING CASH (A+D) $4,227,514 $4,231,070 $4,234,626 $4,238,182 $4,241,739 $4,245,295 $4,248,851 $4,252,407 $4,255,963 $4,259,520 $4,263,076 $4,266,632
Page 509 of 539
&9)*#*5C%&,"-#13&1"3"503:"$"%&.:
School Name: Planning Year Year 1 Year 2 Year 3 Year 4 Year 5
Surplus (Deficit) OK OK OK OK OK OK
Ending Cash Balance OK OK OK OK OK OK
Total FaciliQes Costs>15% of Total Expenses OK OK OK OK OK OK
Cash Flow ProjecQons:
Do the Cash Flow Proj. From the 5yr Budget match yr 0-2 Cash Flow Proj.?
NO NO NO
Page 510 of 539
Yui (Candy) Yu
(678) 462-1197 E-Mail: candy@avolonabs.com
2959 Chapel Hill Road, D208, Douglasville, GA 30135
http://www.avolonabs.com
$FKLHYHPHQW 2014 Top Ten Young Professional by Chamber of Commerce
2013 Assisted Brighten Academy (2014 Charter School of the Year) obtained over
10M in bond issuance
2011 President’s Award for Excellence by American Business Woman Association
2005-Current: Avolon Accounting has presents in 13 states with it’s two office
locations ( GA and CA)
(GXFDWLRQ 1998-2005 California State University, Hayward. Hayward, CA
• B.S. Business Administration, Major in Accounting & CIS
6NLOOV Computer: Microsoft Excel, Word, Publisher, PowerPoint, Access, 10 Key by
touch, Lotus 123, QuickBooks (multiple version), Porpack, Advantage, and Great Plains.
Accounting: Earned London of Chamber Commerce and Industry Examinations Boards’
certificate of second level of bookkeeping and accounts.
Languages: English, Mandarin, Cantonese, Kunming Dialect.
5HODWHG:RUN 01/06 – Current Avolon Accounting & CFO Service Atlanta, GA
([SHULHQFHV Owner/ CFO consultant
• Established sole proprietorship in Jan 05 with CA & GA locations.
• Provide full charge of bookkeeping services included but not limit to A/R, A/P, period
ending closing, financial statements, cash flows, payroll, etc and secretary services.
• Provide CFO consultant services provide strategy planning in streamline accounting
infrastructure, establish effective financial business models for expansion, and merge and
acquisitions or exit strategy.
• Customized financial statements and reports to meet individual clients need.
• Provide HR services included but not limited to payroll processing, HR hire process and
training, monitor employee benefits, etc.
02/03 – 12/06 American Baptist Homes of the West. Pleasanton, CA
Accountant
• Elected as Financial Department Representative in Steering Committee.
• Oversees 9 individual senior community properties’ monthly operations by review their
monthly operation reports such as tenant report, SD reports, monthly revenue reports, etc.
• Prepare each property’s monthly financial statements by record their monthly activities
and reconcile their individual bank statements and all related G/L accounts.
• Review and adjust each property’s monthly financial statements & reports for board
meeting and year ended audit. Provide reports and assistant to outside audit firms for
these properties year ended audit and prepare adjustments accordingly.
Page 511 of 539
Yui (Candy) Yu
(678) 462-1197 E-Mail: candy@avolonabs.com
2959 Chapel Hill Road, D208, Douglasville, GA 30135
http://www.avolonabs.com
01/07 – 04/08 Gallo Reporting, LLC Atlanta, GA
Sr. Accountant
• Oversees 12 companies’ (over 17 office locations) monthly operation and manage their
month end closing process by interact with AP, AR and Payroll department.
• Review all companies’ financial statements on individual and consolidated basis.
Analysis COS costs and SGA expensive monthly.
• Prepare final financial statement for controller and CFO reviews, prepare and coordinate
annually audit and varies due diligence.
• Perform special analytic management reports per management request.
• Lead two staff accountants to achieve month end closing date from 45 days to 25 days.
Trained 1 Sr. accountant, 4 staff accountants & 4 GL Interns.
08/00 – 02/03 Robert Half International Inc. Walnut Creek, CA
Accountant
Completed following temporary assignments:
• 02/02 -- 02/03 GWF Energy Power System, Inc. Pittsburg, CA
Audit varies contractors and subcontractors’ monthly billings for three in progress energy
power station constructions by complying individual construction code, contract terms
and restrictions. Prepare varies accounting reports upon request by contractors.
• 02/01 – 03/01 Pinkerton Systems Integration Walnut Creek, CA
Reconciled 5 banks’ monthly statements, various individual Asset and Liabilities
accounts. Prepared the adjustment JE entries accordingly.
• 10/00 – 02/01 Hilton Farnkopf & Hobson LLC. Walnut Creek, CA
Processed cash receipts & disbursement, over 15 employee’s payroll and expense
reimbursements. Reconciled whole Year 2000 monthly bank statements, G/L balance,
employee’s accrue time schedule, 401K a/c and payroll ach a/c. Prepared the adjustment
entries accordingly. Assist CFO with monthly financial statements.
• 10/00 JVC Partners, Inc. Walnut Creek, CA
Reconciled 5 rental properties’ individual bank statements, tenant a/c and trial balance.
Prepared the adjustment entries accordingly. Assist CFO with monthly and quarterly
financial statements.
• 08/00 – 10/00 Bi-Bett Concord, CA
Audited branch’s cash receipts for 1 & 2 quarters. Assisted CEO to prepare over 6
branches’ quarterly profit and loss statements. Reconciled and update employee’s
accrue time schedule. Reconciled over 20 banks’ monthly statements.
09/99 – 07/00 Orion Pacific Traders, Inc. Walnut Creek, CA
Accountant
• Fully responsible for A/R after 3 months of hiring, and fully responsible for both A/R
and A/P after 6 months of hiring.
• Established and responsible for weekly cash flow projection for the following three
weeks. Achieved to maintain average of $100,000.00 cash flow by carefully budget
weekly cash receipt and disbursement, especially during peak trading season.
• Reconciled monthly bank statement, control petty cash and employee expenses
reimbursement. Assisted CFO with monthly and annually financial statements.
• Trained three new employees for A/R, A/P and office assistant duties.
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EXHIBIT 27: LOCAL BOARD RESOLUTION
NOT AVAILABLE -PENDING LOCAL BOARD APPROVAL
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Dekalb Preparatory Academy
Facilities upgrade plan
School Bathroom Upgrade
• Replace outdated fixtures with new, energy-efficient
models.
• Install touchless faucets and soap dispensers to promote
hygiene and reduce water consumption.
• Upgrade flooring and tile to improve the overall appearance
and cleanliness of the bathrooms.
• Improve ventilation to reduce humidity and prevent the
growth of mold and mildew.
Gymnasium Floor Upgrade
• Replace the existing floor with a new, durable surface that
can withstand heavy use.
• Install a shock-absorbing underlayment to reduce the impact
on athletes' joints.
• Apply a new sealant to protect the floor from wear and tear.
Media Center Upgrade
• Install new furniture, including comfortable seating, tables,
and shelving.
• Upgrade technology equipment, including computers,
printers, and projectors.
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• Create a dedicated space for makerspaces and other hands-
on learning activities.
• Expand the collection of books, magazines, and other media
resources.
Water Tower Replacement
• Conduct a comprehensive assessment of the existing water
tower to determine its condition and identify any potential
safety hazards.
• Replace the water tower with a new, larger capacity tower
to meet the growing needs of the school community.
• Install a new water filtration system to ensure the quality of
the water supply.
Hot Water Boiler Replacement
• Replace the existing hot water boiler with a new, energy-
efficient model.
• Install a new water heating system to ensure a consistent
supply of hot water for the school's needs.
• Implement regular maintenance and inspections to prevent
breakdowns and extend the life of the new boiler.
Technology Infrastructure Upgrade
• Upgrade the school's network infrastructure to support
high-speed internet access and data transmission.
• Install new computers, laptops, and tablets for students and
staff.
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• Implement a comprehensive cybersecurity plan to protect
the school's network and data from cyberattacks.
• Provide ongoing training for staff on the use of new
technology.
Timeline and Budget
The following is a tentative timeline and budget for the facilities
upgrade plan:
Project Timeline Budget
School bathroom upgrade 12 months $250,000
Gymnasium floor upgrade 6 months $50,000
Media center upgrade 8 months $35,000
Water tower replacement 12 months $220,000
Hot water boiler replacement 6 months $30,000
Technology infrastructure upgrade 12 months $35,000
Funding Sources
The following are potential funding sources for the facilities upgrade
plan:
• State and local grants
• Private donations
• Fundraising initiatives
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Conclusion
The facilities upgrade plan will provide Dekalb Preparatory Academy
with the modern facilities and resources it needs to provide a high-
quality education for its students. The plan will also make the school
more energy-efficient and sustainable.
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